THE IMPACT OF ICT TOOLS UTILIZATION ON THE READING INTEREST OF SECONDARY SCHOOL STUDENTS IN SELECTED SECONDARY SCHOOLS IN IBADAN-NORTH, NIGERIA

Abstract

Reading interest impacts an individual's motivation to read, leading to more frequent reading, exposure to diverse content, and improved vocabulary, which are all crucial for academic success and lifelong learning. Many secondary school students show a lack of reading interest despite the various reading resources available and the efforts that have been made to improve their reading interest. This study therefore examined the impact of ICT tools utilization on reading interest in secondary school students in select secondary schools in Ibadan-North.

This study adopted a descriptive survey research design. Simple random sampling technique was used in selecting 267 students from Abadina Grammar School, Abadina College, UI, International School, Ibadan and Baptist College UI. Data were collected using a structured questionnaire that measured demographic variables and other variables of the study: Projectors, recorded comprehension passages, educational websites, online libraries and reading interest. The data collected were analyzed using simple linear regression.

Findings revealed that the use of ICT tools has a significant impact on the reading interest of secondary school students in select secondary schools in Ibadan-North. There was a significant impact on the reading interests of the students with regard to projectors (β = .782, t = 20.445, p < .0005), significant impact of recorded comprehension passage use on reading interest (β = .634, t = 13.336, p < .0005), significant impact of educational website use on reading interest (β = .787, t = 13.336, p < .0005) and significant impact of online library use on reading interest (β = .826, t = 23.827, p < .0005).

 It was recommended that schools should consider integrating ICT tools into their curriculum to enhance students' reading interest,  teachers should receive training on how to effectively use ICT tools in the class to support reading activities, education policymakers should consider incorporating the use of ICT tools in reading instruction policies to promote digital literacy and enhance reading interest and parents should encourage their children's reading habits and interests by providing tools at home and monitoring their use.