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RES E A R C H PA P ER A ST U DY OF THE LI B R AR Y RE A DING H AB I TS OF S T U D ENTS OF S E N I O R S E CONDARY S E CT I ON IN S O M E IN E N G LI S H MEDIUM S C H O OLS O F MAN D LE S H W AR C I TY Dr. Shri Kri s h n a Mishra ( Pr i ncipal ) M obil e - 09 6 69 6 96 2 49 ,

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RESEARCHPAPER

A STUDYOFTHELIBRARY READINGHABITS OFSTUDENTSOFSENIORSECONDARY SECTION INSOME INENGLISHMEDIUM SCHOOLS OF MANDLESHWARCITY

Dr.ShriKrishnaMishra(Principal)

Mobile-09669696249,

Email-shreekrishnamishra@gmail.com

Shri Kanwartara InstituteforTeacher’s Training,

ShriNagarColony,Mandleshwar,TehsilMaheshwar Dist.Khargone(M.P.) INDIA451221

ABSTRACT-

Inthesetimeofcompetition readingisaneffectivetoolto moveahead,ultimatelyKnowledgeispower.Itleadsamanfrom ignorancetolight.Itisnecessarythattoday’schildrenshouldbe intouchwiththe library.

Theschoolandtheparentsmustcollectivelyprovidearich environment, students should be encouraged to read

continuously as a learning process to enhance and enrich their personalityandtheiroutlook.Asitiswellsaidthat–“Booksare men’sbest friends”

To students the library is the place where they can find

readyreferencematerialbeyondtheclasstextbooks,beyondthe classroomstopursue theirknowledge.

Key words:-The Library Reading Habits of students, Library Reading Habits

slide2

1. INTRODUCTION-

Life without reading is like a vacuum. In these time of competitionreadingisaneffectivetooltomoveahead,ultimately knowledgeispower.Itleadsamanfromignorancetolight.Itis necessarythattoday’schildrenshouldbe intouchwiththelibrary. “Abookisa binding notebetweenthepast and thefuture”

Man learns to become self reliant if he is well read well informedabouthiscommunity,culture,culturerace.

Theschoolandtheparentsmustcollectivelyprovidearich environment,studentshouldbeencouragedtoreadcontinuously

asalearningprocesstoenhanceandenrichtheirpersonalityand theiroutlook.Asitiswellsaidthat–

Library plays an important role in preserving a society’s culturalheritage.Itranksasauniversalserviceinstitution.Library is today, house not only books but also have a wide variety of other materialsthatinform,educateandentertain.

1* Alibraryinthepresentcircumstancesservesasacentre for awide varietyofeducational media.

2* Librariesfromavitalpartoftheworldsystemofeducation and information, storage and retrieval. They make available,

knowledge thathasbeenaccumulatedthrough the ages.* Librariesincludemagazines.Newspaper,pamphlets,discsand cassettetaperecording,filmsandvideos,photographs,computer data,maps.

slide3

To students the library is the place where they can find ready referencematerialbeyondtheclasstextbooks,beyondtheclass roomstopursuetheir knowledge.

2. SIGNIFICANCEOFTHESTUDY-

AsmoretimeisspentinwatchingT.V.programs,studentshave no extra reading habits or no time-which point out the need for educationalresearch.

STATEMENTOFTHEPROBEM

There is common proverb “well begum is half done,” It is importantfortheinvestigatortohaveapreciseideaofresearch andwhattheproblemisallabout,Inorderclear.Thestatement ofthepresentreviewis–

“A study of library reading habits of the students of the senior secondary sections in some English medium schools of

Mandleshwar.”

OBJECTIVESOFTHESTUDY-

Toknowthestudents’sinteresttowardsstudiesandextrareading

habits.

Toknowwhatinspiresthestudentsatthisage.

Toknowwhattypeofreadinginterestsstudentshave.

slide4

Toseethechangesinthereadinghabitsofthe studentswatching

T.V. andcablenetworkdaily.

To know the factors which help well read students and poor readers.

Tocomparetheeffectonwellread studentsandpoorreaders.

Tofindoutthereasonsforthechangeinreadinghabitsandget suggestionsfromparentsteachers.

5. IMPORTANCEOFTHESTUDY

Todevelopapositiveapproachtowardslifeandgethabituatedto optimistic, mature thinking, one must read good books. The school and the parents must collectively provide a rich environment.Studentsshouldbeencouragedto readmoreand more.

6. HYPOTHESIS

The hypothesiswas–

There isnosignificantdifferenceinthelibraryreadinghabitsof studentsofsenior secondarysectionparticularlyinEnglish mediumschoolofMandleshwar.

The informationwasthentabulatedtomakegraphs,conclusion were arrived interpretingthedata.

1. Themainconclusionarrivedatiswiththechangeintimes

thereisdecreaseintheextrareadinghabitsofstudentsat senior secondarylevels.

slide5

Students are satisfied with the school textbooks and digests.Theytakelittleornointerestinreadingotherbooks having similarcontents.

The researcher found that students visiting the library are decreasinginnumberdaybyday.

Parents always encouraged to promote and increase the reading habitsofstudents.

StudentsenjoyingwatchingT.V.,oroperatingcomputerto

reading.

Studentshave littletimeforextra reading ascomparedto other activities like sports, music, drawing and watching T.V.

7. LITERATURE REVIEW

Itsisthereviewofpastrelatedresearchorliteraturethatis a sound anvil for further research, one can choose the proper method, tools and appropriate techniques for interpretation of datacollected.

The investigator keeping these objectives in mind studies somepastliterature.

1. The readinghabitsifthe studentshavebeen studiedbothat M.Ed andPh.Dlevel.

A study on the effect invasion of satellite T.V. on the

reading habits of the students of Std. VIII in some English mediumschoolsofIndorecity

slide6

Name

Palaceand college

: AlkaPathak

: Indore,Indore Mahavidalayacollege.

2. A study of the reading interests and intelligence with relation to their social status and educational achievement of studentsofStd.VIItoXin someschoolsofIndorecity.

Name Palace

Year andcollege

: VarshaJohareya

: Indore

: D.A.V.V.Indore,Ph.D.,1982

3. Tostudythereadinghabitsofthestudentsofthestudents ofF.Y.B.Com,ChristiancollegeofD.A.V.V.Indore

Name

Palaceandyear

: ShivamYadav

: D.A.V.V.1986

8. THE METHOD

8.1 METHOD OF RESEARCH

The generallyaccepted methodsofresearchare:

researcherhasselectedthe“SurveyMethod”astheappropriate

methodofstudy.

slide7

8.2 COLLECTION OF DATA

Theresearchercanusemorethanonetypeoftoolforthis purpose. In the present case, a questionnaire and opinionative were used asmaintoolsforcollecting data.

The maintoolsusedare–

E) Psychologicaltest

8.3 LIMITATIONS OF STUDY-

Theareastudyofthegiventopicisverywideandforcomplete dataalltheschoolsofMandleshwarcanbecoveredbut,beinga research work, on a small scale the researcher has limited his area of study to some English Medium Schools from different zoneofMandleshwar.

8.4 SELECTION OFSAMPLE

Theresearcherhasselectedthemultistagestratifiedcluster sampling technique select the sample for the study due to the natureofpopulationMandleshwar.

slide8

LISTOF CITYSCHOOLS SELECTEDAS SAMPLE AREA

As arulethesurveyteachiqueisusedtogetherfactual informationregardingthecurrentconditionofsome phenome

Pie diagram –1Showing the ratioofboysand girlschosenasthe samplegroup.

slide9

106

104

102

100

GirlsBoys

98

96

94

92

9. METHODOFANALYSIS

In the following research 225 students from six different schools were taken as sample from which 200 questionnaires were found to be complete and therefore selected for further study.

INTERPRETATIONOFDATA–CONCLUSIONS MADE

Tableshowingnumberofmalesandfemalesselectedfor samplestudy.

TABLE–1

slide10

52

51

50

MaleFemale

49

48

47

46

Percentage

1. The graph drawn above shows percentage of students accordingtotheir sex48% were males.52%werefemales.

Classification of students depending upon the status of mother.

TABLE–2

slide11

80

70

60

50

GirlsBoys

40

30

20

10

0

Workingwomen

Housewife

2. Amongthegirls29%ofthemhadworkingmothers,71%of them were housewifes. In the case of boys 33% of them wereworkingandtheremaining67%werehousewifes.The status of the mother did have an impact on the reading habitsofthestudents.

Classification of students depending upon the status of the father

TABLE–3

slide12

70

60

50

40

GirlsBoys

30

20

10

0

Businessmen

Govt.Employee

PrivateEmployee

3. The status of the father whether they were businessman (33%) or government employees (29%) or they worked in privateconcerns(38%)inthecaseofboysitwasfoundto beineffective.Similarly,inthecaseofthegirlsthefather’s being business 63% government employees, 26% or privateemployeesshowed littledifference.

slide13

Classification of students depending upon the castetowhich they belong.

TABLE–4

90

80

70

60

50

40

30

20

10

0

GirlsBoys

ScheduleCaste

ScheduleTribe

Others

4. If the case was studied in the light of the castes to whichthestudentsbelonged,whetherSC,STorthe other there was not any remarkable variation in the reading habitseven ifthecastediffered.

slide14

Classificationofstudents showingtheirhobbies.

TABLE–5

5. Having classified students into different categories depending upon their hobbies it was found that girls preferred listening to music 27% then pursuing their extra reading habits10%

Boys were foundto be moreinterested insports activities 24% than in extra reading 14%, some of the boys also showed interestin music.

Tableshowingthetimeselectedbystudentstopursuetheir hobbies.

TABLE–6

slide15

6. A pie chart was drawn to show that girls pursue their hobbies mostly (1890) during their leisure time, (1440) during holidays and (270) found time even during working days.

In the case of boys majority (2050) enjoyed pursuing hobbiesintheirleisuretime,while(1400)wereabsorbedon

holidaysandabout(150)onworkingdays.

Table showingtheactivitiesofstudentsin theleisure time atschool.

TABLE–7

7. Acomparativechartshowingtheactivitiesofstudentinthe leisure time at school show that majority 42% of the girls liketogossipwithfriendswhile38%visittheschoollibrary. Incaseofboys48%rushtotheplaygroundand31%visits the schoollibrary.

slide16

Tableshowingwhatchildrenwouldliketodoifcompelledto gotolibrary.

TABLE–8

8. Thechoiceofreadinghabitsinthelibraryalsoshowswide differences.Inthecaseofgirls1470 preferredreadingstory books whereas boys showed about 950 keen interests in reading jokes, boys 76% also showed interest in reading comicstories.

Table showing topics discussed by sample students withfriends.

TABLE–9

slide17

60

50

40

30

GirlsBoys

20

10

0

AboutFilmAboutotherorT.V.Friends

AboutBooks

9. Due to the impact of T.V. and other scientific inventions, girls(1610)finditconvenienttodiscussaboutfilmsorT.V. on the other hand boys (1590) liked discussing about books.

Table showing Popularity of certain story books read by students.

TABLE–10

slide18

10. Whenalistofstorybookswasputbeforethesamplegroup Arabiannightswasreadby10%girlsand10%boys,Harry Porter was read by 45% girls and 40% boys. The play Merchantofvenicewasreadby13%girlsand10%boys. The book titled Nasruddin was more commonly ready by boys10% whereasthe girls were14%

Tableshowingfavouriteauthorspreferredbysamplegroup ofstudents.

TABLE–11

11. Among the authors which are favorite for girls 27% have read John Milton, 40% have read Mills and Boons, 26% read Shakespeare, 1% have read Enid Blyton, 4% M.K. Gandhi,and1%havereadKalidaswhereasboysshowed more inclination towards Enid Blyton (39%) and Shakespeare(36%)

slide19

Tableshowingmagazineswhichare popularlyread.

TABLE–12

12. A table showing magazines popularly read indicates that

among girls (1400)

Readers Digest was popular. Among

boysother magazines(1520)wascommon

Tableshowingpopularityofnewspaperscommonlyreadby students.

TABLE–13

13. To find out the popularity of news papers three standard dailieswereselected.1780 girlsreadIndianExpress,1330 boysalsopreferredIndian Express.

slide20

Tableshowingpopularityofcharactersfrombooksseenon T.V.

TABLE–14

14. Just for information, comparative study was made on characters based on books seen on the T.V. screen. The characters from serial stories among girls 45% were memorable whereas the boys 47% enjoyed watching comicalcharacters.

Table showingthebooksread bysample group in thelibrary

TABLE–15

15. Atableshowingbooksreadintheschoollibraryshowsthat both girls 1550 and boys 1480 were fond of reading light magazineslikechachachaudhari.

slide21

Table showing choice of books particularfeatures.

TABLE–16

depending

upon

16. Ifgivenchoiceonreadingbooksdependinguponparticular featuresgirls41%liked storybookswhereasboyspreferred general knowledge books. Books of Inspiration were liked by34%girlsbutonly13% boys.

Tableshowingreasonswhystudentspreferreadingina library.

TABLE–17

17. The researcher with the aim of wishing to find out, why children visited the library gave several suggestions. The girls86saidthatlibraryreadingwaspreferredbecauseno homeworkwasgiven.Theboys121alsoenjoyedreading becausenohomeworkwasgiven.Thegirls47%visitedthe

slide22

library to prepare lessons. The boys 49% and girls 78% complained thatT.V.disturbsathome thatiswhylibraryis

apreferredplac

Table showing newspapers.

columns

and pages

popularly

read in

TABLE–18

18. The newspaper was a common reading material found in every home. The girls 38% found the special supplement interesting. Girls 6% showed less interest in sport and business fields. The boys 38% shoed more liking for the sports column and only 7% like to devour the headlines. Boys14%showed interestinspecialsupplements.

Tableshowingtheknowledgewhichstudentspossessabout certainfamouspersonalitiesfrom differentfields.

TABLE–19

19. Inordertotestknowledge,famouspersonalitieswellknown in their own fields were introduced, 20% girls said Sanya Mirzawaswellread.L.K.Advaniwasfoundtobeapopular

slide23

figure both among boys 35% and girls 38% Hari Prasad ChourasiaapopularBansuriplayerwasknownamong7% girlsand11%boys.

Collecting data from teachers of different schools it was found thatschool librariesremainedopen bothinthe recess and duringtheentireday.

In general teachers 53% said that less than 10, 34% teachersfeltthatmorethan10and13%feltthatlessthan

halftheclassapproachthemtogetextrainformationafter class.

To find out the method of giving information about new books48%wereinformedfromthebulletinboard.Teacher

22% said that information was given with the help of announcements during prayers. 30% of the teachers felt thatstudentsfoundoutaboutthe newarrivalofbooksoutof theirowninterest.

23 Theteachers65%judgeddescriptiveanswerswhichwere

selfmadefromreferencebook,bestteachers25%feltthat textualanswerswerebetter.Only10%likedtoreaddigest answers.

24. In order to improve the reading habits 60% teachers also suggestedthattheyshouldbeencouragedmoretohome. 40% of the teachers felt that they must have at least two libraryperiodseveryweekinthe school.

slide24

For revision purpose many of the teachers 80% felt that besidesreadingtextbooksandquestionanswersstudents shouldreadextrabooksonsimilartopics.

An opinionnaire was circulated among the parents and it was found that 58% parents are regular subscribers of TimesofIndia,42%parentsgettheIndianExpressdailyat home.

Maximum78%methodreportedthatEnglishnewspapers were more popularthan22% Hindinewspapers.

Revealing the reading habits developed at home 44%

parentssaidthattheirchildrenreadthenewspaperdaily, 37% parents said students read the newspapers

sometimes. Only 19% parents admitted that their sons neverread thepaper.

Parents 48% often liked to discuss the headlines, 12% discussed the sport column, 40% parents discussed T.V. programmes.

Duringajourneybytrain,parentswouldliketoencourage thereadinghabitsofchildrenbyprovidingmagazines,story booksorgeneral knowledge books.

IncomparisonoftimespentwatchingT.V.54%spendtime watching T.V., 22% spent time playing games, only 24% spenttimeinreading.

slide25

32.Only 30%students feltthateachchildspendssufficient timeinreading55%parentsagreedthattheirchildrespendlesstimeinreadingwhereas 15%parentsopined

thattheirchildren spentmoretimeinreading.

33. Suggestions were made to improve the reading habits of children:

> 40%parentsfeltthatthefamilyshouldprovide chances.

> 16%parentsexpressthateldersshould inspirethem.

> 12%feltthatguardian himselfshouldbe agoodreader.

> 14%feltthattheschoolshouldprovide chances.

>18%parentssuggestedreviewsystemofbookshouldbe

- followed for the seniorstudents.

10. SUGGESTIONS FOR THISRESEARCH

1 Theconclusionshowsthatfirmstepscanbetakenbothat school and hometoimprovethereadinghabitsofstudents. Notonlyparents,buttheschoolteachers,librariancanhelp and encourage students to read good books to increase theirknowledge.

Good reading material can be provided both at home, during journeys and at school according to their age, considering their likes and dislikes to make them more interestedinreading.

4 Educated parentsshouldtry toinculcatevaluesintheir

2

3

childrenby reading, goodstorybooks,moralstoriestohelp

slide26

themdevelopgoodreasoningpowerandatthesametime keepthemabreastwiththelatestinformation.

  • StudentsenjoyingwatchingT.V.,oroperatingcomputerto reading.
  • students have little time for extra reading as compared to other activities like sports, music, drawing and watching
  • T.V.
  • CONCLUSION
  • The studentsfromthe sixdifferentschoolsofsenior secondrysectionsintheEasternandwesternsideof Mandeleshwarwere selectedparticularfromEnglish Mediumschoolfor the researchwork.
  • Then fromthe informationreceivedthrough questionnairetheywere furtherclassified asgirls-boys.For the purposeofdetailedstudyfurtherclassification wasdone basedoncaste,religion,parentsoccupationtocomparethe effectsonthereading habitsofthe students.
  • The informationwasthentabulatedtomakegraphs, conclusion were arrived interpretingthedata.
    • The mainconclusionarrived atiswith the changein timesthereisdecreaseintheextrareading habitsof
  • studentsatsenior secondarylevels.
slide27

Studentsaresatisfied withthe school textbooks and digests.Theytakelittleornointerestinreadingother bookshavingsimilarcontents.

The researcherfound thatstudentsvisitingthelibrary are decreasinginnumber daybyday.

Parentsalwaysencouragedtopromoteandincrease thereadinghabitsofstudents.

Studentsenjoyingwatching T.V.oroperating computertoreading.

Studentshavelittletimeforextrareading as comparedtootheractivitieslikesports,music,

drawing and watching T.V.

REFERENCES

WorldBookEncyclopedia

Borg W. Rnd Gall M.D., Educational Research An Introduction,LangmanInc, 4th Edition,1983.

AgrawalJ.C.,EducationalResearch,NewDelhi,AryaBook Depot, 1966.

Goode and Hatt, Methods of social Research, New York, McGrawHillBookCo.Inc.,1953

BestJ.W.,ResearchinEducation,NewDelhi,PrenticeHall, IndiaPvt.Ltd.,6thEdition,1981.

slide28

Sukia S.D. Malhotra, P.V.R. Malhotra, R.N. Elements of

Educational Research, New Delhi, Allied Publishers, Edition1981.

3rd

VanDianD.B.,UnderstandingEducationalResearch,New York,MacGrawHillsBookCo.Ltd.,4th Edition1979. HildrothHomeMCAshah,ElementsofEducational ResearchResearchNew YorkMCGrawHillBookco. Henery Garrett Statistics in Psychology and education Bombay1973

Hildroth Home MCA Research Research Co.Inc.1963

shas Elements of Educational New YorkMcGraw HillsBook

JohnW.BestJamesV.KahnResearchinEducationPrinted intheUSA7th Edition.

J.H.Gruth –Research Method and Design for Education International TextBookCo.1970