Title: Parental Involvement as Predictor of Reading Habit among Senior Secondary School Students in a Senatorial District of Osun State, Nigeria
Author(s): Bamise, Olasehinde Fadekemi; Akande, Samson Oyeniyi
Publication Year: 2024; Volume 19, Issue 2, pages 1-8

Studies have identified some factors that could help improve students’ reading habits. Apparently, there is a scarcity of studies on the relationship between parental involvement and the reading habits of students in Osun East senatorial district of Osun State, Nigeria. This study examined the prevalence of parental involvement and the extent to which parental involvement could predict the students’ reading habits. The study was a descriptive survey. A multistage sampling procedure was adopted. 10 state-owned secondary schools were selected in Osun East senatorial district of Osun State, Nigeria. Second-year students in senior secondary schools (SSII) were proportionately selected. Descriptive statistics with Pearson’s Product Moment Correlation (PPMC) was used to analyze the data. The null hypothesis was tested at a 0.05 level of significance. There were 293 males and 320 females. The mean age was 15 years + 1.32. 530 (86.5%) of the students experienced moderate parental involvement in their reading activities. Parental involvement was found to have a positive significant relationship with reading habits. In addition to providing emotional support to their children, there is a need for parents to be practically involved in the reading activities of their children to improve the students' reading habit