Library Resources Utilization and Reading Culture among Public Secondary School Students in Rwanda: A Case of Rusizi District
DOI:
https://doi.org/10.53983/ijmds.v13n10.006Keywords:
Teachers’ workload, curriculum implementation, Rwanda, public primary schools, educational outcomesAbstract
This study explored the impact of library resource utilization on the reading culture among secondary school students in Rusizi District, Rwanda. The objectives were to assess the extent of library use, the level of reading culture, and the influence of library resources on students' reading habits. Targeting 5,719 individuals, the study sampled 374 respondents, including students, teachers, Deans of Studies, and headmasters, using stratified, random, and purposive sampling. A survey design was applied, with data collected via questionnaires and structured interviews. Analysis involved descriptive statistics using SPSS version 22, with results presented in tables and graphs. Findings show that library usage among students is critically low, leading to a weak reading culture across key indicators, such as reading proficiency, participation, positive attitudes toward reading, and comprehension skills. A strong positive correlation (Pearson coefficient .887, p-value .000) was identified between library use and reading culture, underscoring the importance of library resources. Recommendations include promoting student engagement with libraries, incorporating resources into lessons, improving library infrastructure, and implementing digital literacy training. Additionally, the Ministry of Education should prioritize funding for library development across Rwandan schools to boost students' reading culture and academic success.
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