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MA Onyango
FC Indoshi
MA Ayere

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MA Onyango
FC Indoshi
MA Ayere

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.2 (6), pp. 60-68 August, 2015
Available online at https://www.journalissues.org/IJEPRR/
DOI:http://dx.doi.org/10.15739/IJEPRR.014
Article ID:/15/EPRR/020/09 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Assessment of possible causes of poor reading culture of secondary school students in Ugunja District, Siaya County, Kenya

1Monica Awuor Onyango*, 2Francis Chisikwa Indoshi and 2Mildred Atieno Ayere

1Science Department Bondo Teachers Training College P.O. Box 424-40601,Bondo, Kenya.
2Department of Educational Communication, Technology and Curriculum Studies,Maseno University, Kenya.

*Corresponding Author Email: monicaj337(at)gmail.com
Tel: +254-728410694



date Received: May 8, 2015     date Accepted: July 30, 2015     date Published: August 10, 2015


 Abstract

This study was an assessment of the possible causes of poor reading culture of secondary school students in Ugunja District, Siaya County, Kenya. The study made use of 1284 form four students, 151 teachers, 15 head teachers and 1 District Quality Assurance and Standards Officer (DQASO).Through simple random sampling 424 students and 45 teachers were randomized for the study. One DQASO and 15 head teachers equally made up the sample using saturated sampling procedure. Data were collected by use of questionnaire, interview and observation schedule. The findings of the study included among others lack of resources in terms of variety. Based on the findings, the following recommendations were put forward: stakeholders to provide reading resources like computer hardware and software for internet connectivity and variety of text books that can be read by different categories of students; employ more teachers to ensure that teachers have a manageable number of students to give quality service; and, teachers be frequently in-serviced to keep abreast with current trends in education.


Key words: Analysis, influence, resources, technology, reading culture.


Onyango et al