Improving Reading Habit in Kano State Owned Tertiary Institutions

Résumé

Reading habit among students is a key determinant of academic success and lifelong learning. However, in many state‑owned tertiary institutions in Kano State, Nigeria, there appears to be a declining or irregular trend in students’ reading practices outside of required coursework. This study examines the factors influencing reading habits among students in Kano State tertiary institutions, identifies barriers to regular reading, and evaluates interventions that can improve these habits. Using a mixed‑methods design, quantitative data were collected via structured questionnaires from 400 students randomly selected from universities, polytechnics, and colleges of education in Kano State, while qualitative data were derived from focus groups and interviews with lecturers and student. Key findings reveal that limited access to reading materials (print and digital), inadequate library facilities, unreliable power supply, poor lighting, and lack of motivation are major barriers. On the positive side, the use of digital resources, reading clubs, peer reading groups, and supportive policies by institutional administrators have shown promise. Based on statistical analysis (including regression models) and thematic coding, the study recommends that the state government and institutions invest in improved library infrastructure, ensure regular power supply, expand digital reading resources, implement reading motivation programs (such as reading competitions and club activities), and integrate more reading‑centered assignments into curricula. Adoption of these measures is expected to increase frequency, duration, and diversity of reading among students, thereby enhancing academic outcomes and fostering a stronger culture of reading within Kano’s tertiary institutions.