Reading Habits of Education Majors

Capps, Matthew; Huang, SuHua

doi:10.20533/licej.2040.2589.2015.0264

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…Students who never learned to read at home because they lacked reading materials and or because of parents' level of education, have difficulties developing reading habits (Ameyaw & Anto, 2018;Yamoah, 2015). A study of 395 college students majoring in education (Capps & Huang, 2015) reported that their parents never read to them when they were young (Capps & Huang, 2015), and this affected their reading ability. In some Ghanaian villages poverty dictates whether students are interested in reading.…”

Section: Factors That Influence Reading Habitsmentioning

confidence: 99%

Reading Habits and Their Influence on Academic Achievement Among Students at Asia Pacific International University

Balan

Katenga

Simon

2019

isc

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Introduction: The study examined reading habits and their influence on academic achievement among students at Asia-Pacific International University (AIU), Thailand. Literature shows there is a decline in reading habits among students. Distractions from technology and social media result in a lack of interest in reading. Therefore, the objectives of this research were: a) to examine the reading habits of students at AIU; b) to discover the level of student academic achievement, and c) to determine the relationship between reading habits and academic achievement. Method: As a quantitative survey research design, the selection of 250 AIU undergraduate students was done using a convenience sampling method. These individuals responded to a survey questionnaire, which was the only data gathering instrument for the study. To analyze the data, a Statistical Package for Social Science (SPSS). Multiple regression and Correlation Matrix analysis was conducted to check the influence of reading habits on academic achievement. Result: Among the five variables, the study confirmed that the purpose of reading has a significant relationship with academic achievement. The findings also indicate that the majority of the respondents value the importance of reading but have low reading habits. Discussion: Based on the findings of this study, educators in institutions should encourage students to read while in class and, parents should familiarize reading to their children at home from a very young age. Policymakers should facilitate and avail good, interesting reading materials to students through their educational organizations. Finally, the researcher recommends that further research should find about the factors that hinder students reading habits and it’s to impact their academic achievement within the university or the region to bring awareness among students to become competent with their language skills and academic achievement, in Thailand.

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Section: Factors That Influence Reading Habitsmentioning

confidence: 99%

Reading Habits and Their Influence on Academic Achievement Among Students at Asia Pacific International University

Balan

Katenga

Simon

2019

isc

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“…Similar to the opinion of SuHua Huang, Matthew Capps, Jeff Blacklock & Mary Garza (2014) that the role of lecturers in motivating students' reading habits is still significant. Not only that, Capps & Huang (2015) suggest recommending multicultural and multi-social reading.…”

Section: Types Of Reading Materials During Home Learningmentioning

confidence: 99%

Analysis of Student Reading Interests During Learning from Home in the COVID-19 Pandemic

2022

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Learning activities from home impacts changing students' lifestyles, especially reading activities. This study aimed to describe and explain reading interest among undergraduate students of the Indonesian Language and Literature Education Study Program (S-1 PBSI) of Universitas Sebelas Maret (UNS) while learning from home during the COVID-19 pandemic. This study was qualitative research with a descriptive survey method. The sampling technique was designed for S-1 PBSI UNS who are still active in the Academic Year 2021/2022. The data collection technique in this study employed a questionnaire consisting of five categories:1) attitudes toward reading, 2) reading preferences, 3) reading frequency, 4) reading sources, and 5) types of reading materials during learning from home. The following conclusions are reached as the research results and discussion. First, students still had an enthusiastic attitude towards reading activities while learning from home and reading anything, including books or academic material. Second, students preferred to read online with the fiction reading type in the form of novels rather than literary texts. Third, students' reading frequencies during learning from home were 30 minutes to 1 hour for 3–6 days a week. Students could read for more than one hour for fun, but only 30 minutes to 1 hour to read academic texts. Additionally, they could read 4–6 books in one semester. Fourth, students received online learning resources, mostly websites, and offline learning sources, primarily textbooks. Smartphones were the most commonly used reading media. Fifth, the majority types of student reading were novels.

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“…Norris and Phillip (1987) have stated that reading does not simply say what is in the text, but also to think of what is in the text. The experts have admitted that reading involves thinking (Capps & Huang, 2015) because reading is the reasoning. Yu-hui, Li-rong, and Yue (2010) have stated clearly that reading is the process of thinking to build meaning.…”

Section: Introductionmentioning

confidence: 99%

Developing Students’ Reading Culture for Academic Reading Level through Metacognitive Strategies

Pranowo¹

2018

Lingua Cultura

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The development of reading culture for this academic level used the metacognitive strategies. This research was a case study in wihich the data sources were randomly drawn from various print sources by cutting off the core of the text to be analyzed. The technique of data analysis was done with two steps. The first step was to identify each data based on the categories that contained in the cognitive domain. The second step was the results of the analysis of the cognitive domains viewed based on the metacognitive strategies that included the process of planning, monitoring, and evaluate. The results of the research are that reading culture at the academic level can be developed through metacognition strategy. The steps that can be done are the reader performs cognitive process starting from remembering, understanding, applying, analyzing, evaluating, and creating. Then, every cognitive process is reviewed that the Academic reading culture can be developed with metacognitive strategies that are the type of intensive reading includes, reading comprehension, reading critically, reading creatively, reading interpretative, and reading reflective.

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Reading Habits of Education Majors

Cited by 5 publications

References 13 publications

Reading Habits and Their Influence on Academic Achievement Among Students at Asia Pacific International University

Reading Habits and Their Influence on Academic Achievement Among Students at Asia Pacific International University

Analysis of Student Reading Interests During Learning from Home in the COVID-19 Pandemic

Developing Students’ Reading Culture for Academic Reading Level through Metacognitive Strategies

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