ABSTRACT

This research explores the relationship between reading habits and academic achievement among undergraduate English students at the University of Benin, Nigeria. Four research questions guided this study.

 The study adopted a descriptive survey design. The population consisted of 385 English and Literature students in 300 and 400 level from the Department of Educational Foundations, with a sample size of 77 respondents selected through random sampling. The research instrument was a self-constructed questionnaire constructed by the researcher. The questionnaire was validated by the researcher's supervisor and two other exxperts from the Department of Educational Foundations, Faculty of Education, University of Benin.

 The findings revealed that while many students considered themselves academically successful, satisfaction with achievement levels was generally low. Positive influencing factors included encouraging home environments, access to reading materials, effective school literacy programs, and teacher guidance. Perceived barriers included limited time, motivation challenges, access issues, comprehension difficulties, and digital distractions. Students preferred print books over digital formats for recreational reading, enjoyed fiction genres, viewed reading as relaxing, and valued discussing books with others. This study highlights the multifaceted nature of reading habits and their impact on academic performance, underscoring the need for targeted interventions and strategies to promote positive reading behaviors and foster a culture of literacy within educational institutions.