ABSTRACT
This study sought to investigate the influence of students’ knowledge of examination grades on their attitude to reading. It critically considers the factors that affect students’ reading culture or habit in tertiary institutions, particularly in the Faculty of Arts and Education, University of Benin.
To guide the study, four research questions were raised. The study also adopted the descriptive survey method in processing and analyzing the data. The population comprised the entire English and Literature students in the Faculty of Arts and Education with a total number of nine hundred and fifty (920).
Purposive random sampling technique was used in selecting 150 respondents that made up the sample size for the study. The instrument used for data collection was a “Yes” and “No” questionnaire.
The data generated from the administration of the instrument was analyzed with the use of T-test. From the analysis, it was discovered that:
- Many students are highly motivated to improve their reading culture on seeing their previous academic grade.
- Many students actually prepare for an examination with a specific grade in mind
- Many students read just to pass exams, few for knowledge acquisition, and a considerable number for both reasons.
- The shortened semester duration did more harm than good to the reading culture of students and even their academic performances especially.
- The long and normal duration of the semester is quite instrumental in improving the reading culture of students as it helps in improving their academic performances as well.
- The reading culture of students is definitely going to improve as they transit from one level to the other.
Based on the findings, recommendations were made.
