Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland

Beatrice B.S Lukhele

doi:10.4102/rw.v4i1.28

Abstract

In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.

Highlights

Attitudes to reading for leisure were examined in a Swazi context featuring teacher trainees enrolled for the Primary Teacher’s Diploma at a Teacher Training College in Manzini, Swaziland
In light of this momentous task, a crucial question was: what kind of influence would the new teachers wield in terms of attitudes to leisure reading? What are their attitudes toward extensive reading? Do these attitudes affect their reading ability? How does their reading ability affect their academic performance?
The gist and tenor of the study was its provision of empirical evidence that not all is well regarding reading attitudes, academic performance and reading ability in this country

Summary

Introduction

Attitudes to reading for leisure were examined in a Swazi context featuring teacher trainees enrolled for the Primary Teacher’s Diploma at a Teacher Training College in Manzini, Swaziland. The rationale of the study was based on the fact that the teacher trainees would, on completion of their diploma, leave for schools in the country to be influential in the lives of impressionable young Swazi learners In light of this momentous task, a crucial question was: what kind of influence would the new teachers wield in terms of attitudes to leisure reading? This study was undertaken against the backdrop of a country grappling with a myriad challenges, such as the looming insolvency of the state and the scourge of HIV Problems such as the lack of leisure reading materials seem to be insignificant in light of these socio-economic challenges, yet the worst collapse the country can experience is of an academic nature. The literature that is produced as siSwati novels and short stories is used as prescribed texts for secondary and tertiary siSwati literature courses

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Conclusion