The Role of Reading Skill in Enhancing Academic Success among Senior Secondary School Students

The Role of Reading Skill in Enhancing Academic Success among Senior Secondary School Students

Olayinka Omolayo ATURAMU (Ph.D)

Department of Languages and Linguistics, School of Humanities, Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti, Ekiti State, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000629

Received: 08 August 2025; Accepted: 16 August 2025; Published: 24 September 2025

ABSTRACT

The study sought to investigate the role of reading skill in enhancing academic success among senior secondary school students. The sample was made up of 60 senior secondary school teachers in the three Senatorial District in Ekiti State. A purposive sampling was used to select the teachers while random sampling technique was used to select two (2) secondary schools in each of the Senatorial District making a total of six (6) schools in the State. The study employed a descriptive survey design. A structured questionnaire devised by the researcher serves as the primary instrument for data gathering. Four research questions raised to guide the study were answered descriptively using frequency count, percentage, mean and standard deviation. The two research hypotheses formulated for the study were tested using inferential statistics. Based on the data analysis, the Pearson’s Product Moment Correlation analysis for the study revealed that significant relationship existed between students’ reading skills and their overall academic performance, (r = 0.614, p < 0.05). Also, the Analysis of Variance (ANOVA) test for the study revealed statistically significant difference in students’ performance in core academic topics relative to reading comprehension levels, F(2, 57) = 4.83, p = 0.014. The study therefore underscores that reading is not a solitary ability limited to language topics but a vital facilitator of academic success across all fields. The study recommended that in integrating reading understanding across the curriculum, teachers must implement interdisciplinary reading practices that enhance understanding across all courses, not alone in English.

Keywords: Academic Success; Reading Skill; Reading Interventions; Senior Secondary School; Ekiti State, Nigeria Languages.

INTRODUCTION

Reading is an essential ability that supports many facets of learning, especially in formal educational environments. It is not only the capacity to interpret symbols or articulate words, but a multifaceted cognitive process encompassing understanding, critical analysis, and the utilisation of prior knowledge (Grabe & Stoller, 2013). Reading abilities are essential for students’ academic success, serving as the foundation for knowledge acquisition in several subjects (Charity, Scarborough, & Griffin, 2004). Research indicates that reading proficiency improves cognitive abilities, critical thinking, and problem-solving skills, hence enhancing academic achievement (García-Madruga et al., 2014; Hughes, Luo, Kwok, & Loyd, 2008). Effective text comprehension is crucial in multilingual situations, where vocabulary knowledge and language proficiency impact academic achievement (Masrai, El-Dakhs, & Yahya, 2022; O’Connor & Geva, 2018). Moreover, executive functioning, encompassing attention regulation and working memory, significantly influences reading comprehension and overall academic achievement (Bauer & Booth, 2019).

In senior secondary school, where academic information becomes more intricate and specialised, students’ reading abilities typically dictate their capacity to access, interpret, and retain subject matter across several disciplines. The senior secondary stage is a crucial phase in students’ academic careers, often determining their performance in standardised assessments and impacting subsequent educational or vocational trajectories. At this stage, reading requirements are elevated, necessitating not only fluency but also analytical and inferential skills (Pretorius & Currin, 2010).

Inadequate reading competency might impede students’ capacity to comprehend fundamental concepts, adhere to directives, and participate in autonomous learning, all of which are crucial for academic achievement. Numerous research have established a robust association between reading proficiency and academic performance (Masrai, El-Dakhs, & Yahya, 2022). Students possessing advanced reading skills generally excel in disciplines necessitating comprehension of intricate materials, including sciences, literature, and social studies. In contrast, individuals with reading issues frequently face challenges, not owing to a deficiency in intelligence or potential, but due to their inability to engage successfully with the academic language of the curriculum (Kikas & Mägi, 2017).

In Nigeria and numerous other developing nations, the difficulty is exacerbated by reasons including limited teaching resources, a deficient reading culture, and poor teacher training in literacy instruction (Adewumi & Owolabi, 2012). These constraints disproportionately impact senior secondary school students, who are required to attain proficiency in a diverse array of topics in anticipation of national tests. Consequently, enhancing reading skills is not solely a function of language arts education; it is an essential requirement across all subjects.

This study aims to investigate the impact of reading skills on academic success among senior secondary school students, given the importance of reading in the learning process. By delineating the scope of this link, educators and policymakers can more effectively design interventions to enhance student performance across all disciplines.

Statement of the Problem

Reading proficiency is a crucial element of academic success, impacting students’ understanding, cognitive growth, and overall performance in several disciplines. Research indicates that proficient reading abilities enhance learning outcomes, but reading challenges can adversely affect students’ academic advancement (Bauer & Booth, 2019; Masrai et al., 2022). Despite the pivotal importance of education in national development, numerous senior secondary school students persist in facing academic difficulties, an issue increasingly associated with deficiencies in essential reading abilities. Reading beyond the simple act of decoding text; it serves as an essential instrument for learning, comprehension, and academic achievement in many disciplines (Adewumi & Owolabi, 2012). In the contemporary information-centric educational landscape, students with proficient reading abilities are more adept at comprehending intricate concepts, analysing academic materials, and excelling in assessments. In contrast, students with inadequate reading competence frequently have challenges in comprehending classroom instructions, adhering to textbook material, and executing tasks efficiently (Pretorius & Spaull, 2016).

Studies have consistently demonstrated that reading proficiency is a significant predictor of academic achievement. The National Reading Panel (2000) asserts that reading competency directly impacts students’ success in science, mathematics, and social studies, as these subjects necessitate the comprehension and application of written knowledge. Regrettably, in numerous educational settings, especially in poor nations, reading is insufficiently prioritised in curriculum design or instructional implementation (Abidin, Pour-Mohammadi, & Alzwari, 2012). This has resulted in an expanding disparity in accomplishment between proficient readers and those who are not.

In Nigeria, research indicates that several secondary school students exhibit constrained reading skills, a circumstance that considerably impedes their academic potential (Adewumi & Owolabi, 2012). The ongoing inadequate performance in national examinations, including the West African Senior School Certificate Examination (WASSCE), has been partially ascribed to students’ failure to understand examination questions and necessary reading materials (WAEC Chief Examiners’ Report, 2020).

This study aims to investigate the degree to which reading skills influence academic achievement in senior secondary school students. Although curriculum developers and instructors prioritise topic content delivery, they neglect the cultivation of reading ability, which is essential for overall academic achievement. In the absence of deliberate measures to enhance students’ reading abilities, initiatives aimed at improving academic performance may be predominantly futile.

Research Objectives

The study investigated the role of reading skill in enhancing academic success among senior secondary school students. Specifically, the study is set to:

1. examine the relationship between students’ reading skills and their overall academic performance in senior secondary school subjects.
2. determine the extent to which reading comprehension influences students’ performance in key subjects such as English Language, Mathematics, Science and Nigeria Languages.
3. identify common reading challenges faced by senior secondary school students and how these challenges affect their academic outcomes.
4. assess the effectiveness of reading interventions or strategies implemented in schools on improving students’ academic achievement.

Research Questions

1. What is the relationship between reading skills and academic performance among senior secondary school students?
2. How does reading comprehension influence student performance in core subjects like English, Mathematics, Science and Nigeria Languages
3. What are the major reading-related challenges faced by senior secondary school students?
4. How effective are school-based reading interventions in enhancing students’ academic success?

Research Hypotheses

H₀₁: There is no significant relationship between students’ reading skills and their overall academic performance.

H₀₂: There is no significant effect of reading comprehension on students’ performance in core academic subjects.

LITERATURE REVIEW

Numerous studies have investigated the impact of reading proficiency on academic achievement among secondary school students. Reading proficiency is universally acknowledged as a fundamental element of academic success at all educational tiers. It encompasses not just word recognition but also fluency, vocabulary development, and comprehension—essential for interpreting and synthesising knowledge across many areas (Snow, 2002). In this sense, academic achievement denotes students’ proficiency in many topics, usually evaluated through examinations, evaluations, and grades. Research continually demonstrates that reading transcends language arts; it is a vital learning instrument crucial for achievement across all academic disciplines (Guthrie & Wigfield, 2000).

Several studies worldwide confirm the pivotal impact of reading proficiency in academic achievement. The National Reading Panel (2000) discovered that students with robust reading comprehension abilities excel significantly in several subjects in the United States. Pretorius and Spaull (2016) demonstrated a strong association between reading proficiency and academic performance in South Africa, particularly in mathematics and science, highlighting that students with reading difficulties frequently fail to appropriately acquire or absorb curricular knowledge. Abidin et al. (2012) examined English as a Second Language (ESL) learners in Malaysia and discovered that reading habits, comprehension, and text exposure substantially influenced students’ academic achievement. Mullis et al. (2017) in the Progress in International Reading Literacy Study (PIRLS) determined that students in nations with a robust reading culture and instructional assistance consistently achieved superior academic performance.

In Nigeria, literacy proficiency continues to pose a significant barrier for secondary school students. Oyetunde and Muodumogu’s (1999) research indicated that numerous students commence secondary education lacking the essential reading skills required to meet academic challenges. This deficiency is seen in their inadequate performance in both internal evaluations and national examinations, including the WASSCE. The WAEC Chief Examiners’ Reports (2020) repeatedly emphasise students’ failure to understand examination questions and interpret instructional material as a significant contributor to their underachievement. Iroegbu (2017) similarly discovered that students with superior reading comprehension skills achieved markedly better results in various fields, including mathematics, science and Nigeria Languages. This underscores that reading proficiency is not limited to the language classroom but is essential for comprehensive learning.

Reading comprehension is essential for grasping subject-specific materials, particularly in abstract or technical fields like mathematics, physics and Nigerian languages. Cain and Oakhill (2006) assert that comprehension challenges hinder students from engaging effectively with texts, resulting in diminished academic performance. Yusuf and Alabi (2019) found that students who cultivated efficient reading methods exhibited enhanced performance in areas beyond English, underscoring the interdisciplinary significance of reading abilities. Numerous studies have found obstacles to effective reading among Nigerian students, such as insufficient reading resources, ineffective teaching techniques, low motivation, and inadequate language ability (Ajayi & Mbah, 2008).

Worldwide, elements like socioeconomic status, restricted engagement with reading culture, and teacher proficiency have been identified as significant contributors to reading difficulties (OECD, 2019). Targeted reading treatments have demonstrated efficacy in enhancing academic performance. Piper et al. (2018) shown that structured reading programs in Kenya resulted in substantial improvements in students’ literacy and overall academic performance. A study conducted by Oyetunde (2009) in Nigeria on the “Reading to Learn” project demonstrated that the implementation of interactive reading approaches by teachers significantly enhanced students’ comprehension and examination performance.

The literature robustly endorses the assertion that reading proficiency is essential for academic achievement. Reading is a fundamental component of educational success, as it enhances comprehension across several disciplines and yields beneficial outcomes from reading treatments. Nonetheless, ongoing difficulties in reading culture, educator training, and student motivation persistently obstruct advancement, especially in developing regions such as Nigeria.

METHODOLOGY

Research Design

This study used a descriptive survey design. This design is selected for its efficacy in collecting data that delineate current conditions, practices, and opinions without altering variables. Descriptive study enables the investigator to examine the correlation between reading proficiency and academic achievement among senior secondary school students as reported by their educators.

Study Population

The target population for this study consists of senior secondary school teachers from selected public and private schools in the three Senatorial Districts of Ekiti State. Educators are selected as primary respondents because to their direct engagement in assessing children’ reading progress and academic achievement.

Sample and Sampling Technique

The research employs a sample of 60 senior secondary school educators, selected by purposive sampling was used to select the teachers while random sampling technique was used to select two (2) secondary schools in each of the Senatorial District making a total of six (6) schools in the State. The purposive sampling method was utilised to guarantee the inclusion of only competent and experienced educators teaching core topics (e.g., English, Mathematics, Sciences and Nigeria Languages) at the senior secondary level. This method guarantees that the gathered data is comprehensive, pertinent, and directly associated with the study’s aims.

Research Instrument

A structured questionnaire devised by the researcher serves as the primary instrument for data gathering. The survey comprises two primary sections: Section A addressed the demographic information of respondents (e.g., gender, teaching experience, subject taught), whereas Section B encompassed elements pertaining to the significance of reading abilities in students’ academic achievement, according with the study’s research aims. Each question in Section B was evaluated using a 4-point Likert scale: Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). The instrument was authenticated by specialists in education and measuring to guarantee its content validity and clarity.

Data Collection Method

The researcher directly distributed the questionnaires to the chosen instructors at their respective schools to guarantee a high response rate. Comprehensive instructions and guarantees of secrecy were offered to promote candid and impartial responses. The completed surveys were gathered on the same day.

Method of Data Analysis

The collected data was examined utilising descriptive and inferential statistics. Descriptive statistics, including frequency counts, percentages, means, and standard deviations, were employed to summarise responses to each questionnaire item. Inferential statistics, specifically Pearson’s Product Moment Correlation (PPMC) and One-Way Analysis of Variance (ANOVA), were utilised to evaluate the hypotheses at a 0.05 significant level using SPSS version 26. This analysis assessed the correlation between reading proficiency and academic achievement, while also evaluating the importance of any detected effects.

RESULTS

Research Question 1: What is the relationship between reading skills and academic performance among senior secondary school students?

Table 1: Relationship between Reading Skills and Academic Performance

The findings in Table 1 indicate a robust agreement among educators regarding the critical importance of reading skills in influencing students’ academic performance. The aggregate mean scores, ranging from 2.70 to 3.03, demonstrate general consensus across all items, although the standard deviations reveal moderate variability in replies, suggesting nuanced opinions among the 60 surveyed teachers.

The item with the highest mean score (X̅ = 3.03, SD = 0.85) is “Reading is the foundation for learning across all subjects.” A substantial 78.4% of educators either concurred or strongly concurred with this assertion, which corresponds with the educational perspective that reading proficiency is fundamental to students’ capacity to engage meaningfully across the curriculum. This robust endorsement emphasises reading not merely as a solitary skill, but as a conduit for academic involvement and critical analysis across various fields. The assertion “Reading skills are essential for academic success” (X̅ = 2.90, SD = 0.99) underscores the fundamental significance of reading. Significantly, merely 13.3% expressed strong disagreement, indicating that although some educators may prioritise other criteria (e.g., pedagogical approaches or familial support), the majority still assign considerable importance to reading proficiency.

The statement “Students with good reading skills tend to perform better academically” garnered a mean score of 2.88, with 70% of respondents endorsing it. This is a strong acknowledgement of the relationship between reading proficiency and overall academic achievement. The minor decline in the mean score relative to Item 5 may indicate an acknowledgement that academic success is complex and affected by several non-reading elements. Opinions about reading fluency as an indicator of academic performance (X̅ = 2.70) and the challenges faced by students with deficient reading skills (X̅ = 2.70) were notably polarised. The elevated standard deviations (1.04 and 1.07, respectively) imply increased variety in teacher perspectives, potentially reflecting disparities in classroom experiences or perceptions of the extent to which reading abilities alone contribute to poor academic performance. Certain educators may regard reading fluency as essential yet inadequate, particularly in situations where students encounter various learning obstacles, like linguistic diversity or cognitive challenges.

In summary, the findings offer persuasive evidence that educators perceive a distinct and substantial correlation between reading proficiency and academic achievement. The diverse reactions to certain objects underscore the intricate influence of literacy and the necessity of acknowledging additional supporting elements, like curriculum design, student involvement, and teacher support networks. The statistics indicate a prospective domain for professional development—assisting educators in enhancing their awareness of the relationship between reading fluency, comprehension, and accomplishment across several subjects.

Research Question 2: How does reading comprehension influence student performance in core subjects like English, Mathematics, Science and Nigeria Languages.

Table 2: Influence of Reading Comprehension on Performance in Core Subjects

The results in Table 2 highlight the critical importance of reading comprehension in influencing student performance in fundamental academic disciplines, specifically English, Mathematics, Science and Nigeria Languages. Teachers’ replies demonstrate a robust consensus about the significance of comprehension, as evidenced by the usually elevated means range from (2.85 to 3.13) and comparatively low standard deviations, signifying a common viewpoint among educators.

The statement “Reading comprehension is essential for success in English” obtained the highest mean score (X̅ = 3.13, SD = 0.92), with an impressive 80% of educators expressing agreement or strong agreement. This is expected due to the inherent connection between language skill and reading comprehension. English training relies significantly on text interpretation, contextual grammar understanding, and literary analysis—skills fundamentally based in comprehension. The robust endorsement of the assertion “Students must comprehend word problems to excel in Mathematics” (X̅= 3.00, SD = 0.98) is equally significant. With 75% of educators in concurrence, this underscores that mathematical proficiency extends beyond computation to encompass the capacity to read and interpret problem settings. Educators acknowledge that challenges in language comprehension might directly result in mistakes in problem-solving.

In the sciences, understanding is essential. The statement “Comprehension is essential for performing well in Science” had a mean score of 2.90 (SD = 1.01), with 70% agreement among respondents. Scientific learning frequently entails engaging with intricate texts, comprehending methodologies, and analysing data—activities that are unattainable without robust comprehension abilities. Educators’ feedback confirms that inadequate comprehension can impede a student’s capacity to meaningfully interact with scientific material.
The assertion “Students with poor comprehension struggle across all subjects” exhibited a marginally lower consensus (X̅ = 2.85, SD = 1.03), however still garnered 65% agreement. This may suggest that certain educators recognise differences in the impact of reading comprehension across various subjects. For example, disciplines such as Visual Arts or Physical Education may depend less on reading, hence affecting educators’ views on the universality of reading comprehension difficulties. The statement that “Comprehension aids students in retaining subject knowledge for an extended period” (X̅ = 2.93, SD = 0.95) underscores the lasting significance of comprehension in education. 73.3% of educators concurred, highlighting that comprehension of knowledge fosters profound learning and enduring retention—attributes vital for academic success and lifelong education.

In summary, the replies indicate a widespread agreement among educators that reading comprehension transcends mere language proficiency, serving as a vital interdisciplinary instrument for academic achievement. The elevated mean scores for all items indicate that educational interventions designed to enhance student performance should incorporate strong reading comprehension development, particularly about the intricate curricular information present in core topics.

Research Question 3: What are the major reading-related challenges faced by senior secondary school students?

Table 3: Reading-Related Challenges Faced by Students

Table 3 provides a comprehensive examination of the primary reading-related issues faced by senior secondary school students, as reported by teachers. These problems are not solely academic but are fundamentally embedded in students’ habits, attitudes, and emotional reactions to reading, as indicated by the moderately high means range from (2.52 to 2.83) and comparatively low standard deviations. The predominant concern endorsed was “Poor reading habits affect comprehension” (X̅ = 2.83, SD = 0.99), with 68.3% of respondents expressing agreement or strong agreement. This underscores a trend of ineffective or erratic reading habits—such as insufficient practice, superficial reading without comprehension, or reading just out of obligation—that diminishes understanding. These habits frequently develop early and, without help, become entrenched barriers to academic success. A similar obstacle is the issue of “Students’ lack of motivation for independent reading” (X̅ = 2.80, SD = 1.08). More than 63% of educators recognised this concern, indicating that students do not perceive reading as a personally significant or pleasurable pursuit. The absence of intrinsic motivation is troubling, as autonomous reading is essential for vocabulary expansion, knowledge acquisition, and the cultivation of critical thinking skills. The lack of it signifies a more profound detachment between students and the educational process.

The statement “Students read too slowly to keep up with class content” (X̅ = 2.78, SD = 1.08) indicates another substantial obstacle. Approximately 67% of respondents concurred, citing fluency challenges that may hinder children from fully engaging in classroom activities. When students fall behind in reading speed, they frequently overlook critical instructions, encounter difficulties in timely task completion, and may experience discouragement, exacerbating their academic challenges. A significant but somewhat less supported problem was “Many students encounter difficulties with vocabulary during reading” (X̅ = 2.62, SD = 1.11). Although 60% of educators concurred, the significant 40% dissent may suggest variability influenced by topic matter or student demographics. Nonetheless, vocabulary is an essential element of reading proficiency, and deficiencies in this area can significantly hinder comprehension and learning in content-dense courses.

The statement “Reading anxiety is prevalent among students” (X̅ = 2.52, SD = 1.10) is particularly revealing, with 53.3% of educators indicating their concurrence. This uncovers a sometimes neglected emotional aspect of reading. Students experiencing anxiety towards reading—potentially stemming from fear of failure, embarrassment in class, or previous adverse experiences—may entirely evade reading, so establishing a feedback loop that obstructs advancement. Mitigating this worry necessitates not only academic assistance but also a nurturing and confidence-enhancing educational atmosphere.

Summarily, the data from Table 3 illustrate complex reading challenges encompassing cognitive, behavioural, and emotional aspects. The issues are not solely technological but fundamentally human—anchored in students’ habits, motivation, confidence, and pace. To effectively foster reading development in schools, interventions must be holistic, including skill enhancement, individualised motivation, and the promotion of a reading culture that stimulates interest rather than apprehension. Empowering kids to surmount these obstacles could revolutionise not only their literacy but also their entire academic career.

Research Question 4: How effective are school-based reading interventions in enhancing students’ academic success?

Table 4: Effectiveness of School-Based Reading Interventions

Table 4 presents a predominantly favourable perspective from educators about the influence of school-based reading interventions on students’ academic achievement. The replies indicate significant areas for enhancement, especially for teacher engagement and program execution, as seen by the somewhat high means (between 2.53 and 2.92) and comparatively low standard deviations. The statement “Reading programs in schools enhance academic outcomes” obtained a moderate mean score of 2.75 (SD = 1.03), with around 63.4% of educators in concurrence. This indicates a fundamental conviction in the capacity of reading programs to enhance academic achievement, while some respondents exhibit caution—potentially due to disparities in program quality, consistency, or accessibility among schools.

A more robust endorsement was observed for “Library sessions enhance students’ reading skills” (X̅ = 2.87, SD = 0.96), with 71.6% of teachers indicating agreement. This underscores the lasting significance of libraries, not merely as resource centres but as organised environments that facilitate both guided and autonomous reading. When libraries are effectively integrated into the curriculum, they appear to enhance skill development outside the classroom. The assertion “Reading clubs engage students more effectively” garnered a favourable mean of 2.92 (SD = 0.96), with over 71% concurrence. Reading clubs are seen as helpful due to their combination of social connection and academic development, frequently enhancing motivation and fostering reading confidence in a more informal environment. This discovery highlights the significance of establishing literacy-enhancing, socially nurturing settings within educational institutions.

A significant decline in positive is shown for the statement “Teachers actively participate in reading interventions,” which received the lowest mean score of 2.53 (SD = 1.02). In this instance, merely 55% of educators concurred, while a total of 45% either opposed or strongly disagreed. This indicates a disparity between the theoretical endorsement of reading programs and the practical involvement of teachers. Obstacles such as time limitations, inadequate training, or insufficient administrative support may restrict teacher participation—an key element for program efficacy.

The concluding item, “Workshops on reading skills are beneficial for students” (𝑋̅ = 2.88, SD = 0.88), garnered positive feedback, with 71.7% of educators in concurrence. This suggests that interventions presented in a concentrated, organised format—such as a workshop—are regarded as advantageous. Workshops provide focused skill development that enhances classroom education, particularly when led by experts. The findings indicate a robust conviction among educators regarding the efficacy of reading interventions, particularly casual and engaging formats like library sessions and reading clubs. Nonetheless, the comparatively lower score for teacher involvement underscores a significant disparity between program design and execution. For reading interventions to be genuinely transformative, schools must provide them while simultaneously promoting active, sustained engagement from educators through training, incentives, and cohesive literacy planning. A comprehensive, community-wide strategy is essential for optimising the effectiveness of these activities on student achievement.

Hypotheses Testing

Hypothesis 1: There is no significant relationship between students’ reading skills and their overall academic performance.

Table 5: PPMC Analysis of students’ reading skills and their overall academic performance.

Table 5 illustrates a statistically significant positive link between students’ reading abilities and their overall academic performance (r = 0.614, p < 0.05). This moderate to high link indicates that enhancements in reading competence are likely to coincide with quantifiable increases in academic outcomes. This discovery is very enlightening for educators and policymakers as it measures the impact of reading proficiency on overall educational achievement. Students with proficient reading abilities typically excel in comprehension and information processing, a skill essential in all academic disciplines. The robust positive correlation suggests that reading transcends mere topic proficiency; it serves as an academic facilitator. With the null hypothesis refuted, it is imperative for schools to incorporate reading enhancement programs more thoroughly into their academic plan. Investing in literacy early and regularly enables schools to markedly enhance overall performance levels among students.

Hypothesis 2: There is no significant effect of reading comprehension on students’ performance in core academic subjects.

Table 6: One Way Analysis of Variance (ANOVA) on the effect of reading comprehension on students’ performance in core academic subjects.

*Significant at 0.05 level

The One-Way ANOVA results in Table 6 indicate a statistically significant difference in students’ performance in core academic topics relative to reading comprehension levels, F(2, 57) = 4.83, p = 0.014. Given that the p-value is below the 0.05 significance threshold, we reject the null hypothesis. This outcome demonstrates that reading comprehension significantly influences academic success. Students possessing superior reading comprehension abilities generally excel in fundamental courses including English, Mathematics, Science and Nigeria Languages. The consequence is evident: improving reading comprehension is not merely a literacy concern, but a strategic academic intervention that can affect wider educational results. From an educational perspective, this indicates that educators and school administrators ought to integrate understanding tactics throughout all subjects, not alone inside language courses. Moreover, focused interventions designed to enhance reading comprehension could elevate the performance of underperforming students in technical topics, where reading complexity may serve as an obscured impediment to achievement.

DISCUSSION OF FINDINGS

This study’s findings offer valuable insights into the complex relationship between reading competencies and students’ academic achievement in senior secondary school. The study substantiates its research questions and hypotheses by utilising both teacher perceptions and statistical analysis, demonstrating descriptive patterns and inferential importance. The findings confirm that reading proficiency is intrinsically connected to students’ academic achievement. Educators unanimously concurred that students possessing robust reading skills excel academically. This corresponds with the conclusions of Pretorius and Spaull (2016), who underscored that reading competency establishes the groundwork for knowledge acquisition in other topics. Guthrie & Wigfield (2000) assert that reading proficiency enhances engagement, thus facilitating greater achievement throughout the curriculum.

The replies from educators in this survey indicate that reading transcends just text decoding; it supports the capacity to process, analyse, and synthesise information. Consequently, reading competency is not merely a literacy concern but a comprehensive academic instrument that fosters student development across several areas. This study reveals that reading comprehension substantially impacts student performance in English, Mathematics, Science and Nigeria Languages. The strongest agreement was shown concerning the influence of comprehension on languages performance; however, even technical disciplines such as Mathematics, Science and Nigerian Languages were found to significantly rely on students’ capacity to perceive and understand instructional language and content. This supports the findings of Mullis et al. (2017), who established that comprehension impairments substantially affect performance despite intact decoding skills. Iroegbu (2017) observed that comprehending word problems in Mathematics is a cognitive endeavour necessitating both logical reasoning and reading comprehension. Likewise, scientific disciplines frequently include adherence to protocols, textual interpretation, and grasping abstract notions—all of which rely on comprehension abilities. The ANOVA test confirmed this link by demonstrating a statistically significant effect (p = 0.014) of reading comprehension on performance, thereby offering inferential support for the rejection of the null hypothesis.

The study indicated that students have significant reading-related difficulties, such as inadequate vocabulary development, diminished motivation, and obstacles in understanding. This discovery aligns with Piper et al. (2018), who elucidated that numerous students encounter a “fourth-grade slump” in reading as they shift from “learning to read” to “reading to learn.” Educators in the study saw that inadequate reading practices and minimal parental engagement further exacerbated these difficulties. Pretorius and Currin (2010) highlighted that socioeconomic issues and insufficient early literacy exposure might severely impede reading development, especially in under-resourced schools. Consequently, focused interventions are essential both within educational institutions and in the wider society.

Educators widely concurred that school-based reading initiatives, including library sessions, reading clubs, and skill workshops, positively influence student reading progress. Nonetheless, there was diminished agreement over the active participation of educators in these treatments, indicating a possible implementation gap. This aligns with the conclusions of Masrai et al. (2022), who observed that the efficacy of reading interventions relies on both program design and the steadfast implementation and dedication of educators. The National Reading Panel (2000) showed that explicit training in reading methods inside structured programs greatly enhances comprehension and overall academic performance. This study recommends that schools enhance the effectiveness of interventions by providing professional development for educators, incorporating reading across disciplines, and ensuring ongoing monitoring and support.

The hypothesis testing via Pearson’s Product Moment Correlation and ANOVA provided quantitative confirmation of the observed descriptive trends. The study affirms that reading comprehension significantly influences academic performance by rejecting the null hypothesis. This discovery corroborates previous research by Kikas and Mägi (2017), which identified reading proficiency as a primary school-level determinant of student success.

This study underscores the importance of reading comprehension as a fundamental and pervasive skill. Educators and statistical evidence indicate that enhancing reading abilities, particularly comprehension, results in significant improvements in student performance across all main academic disciplines. The results necessitate a revitalised emphasis on reading interventions that are strategic, inclusive, and supported by robust teacher engagement.

CONCLUSION

This study has demonstrated a definitive and persuasive correlation between students’ reading abilities—especially reading comprehension—and their academic achievement in fundamental courses including English, Mathematics, Science and Nigeria Languages. Results from the descriptive and inferential analyses indicated that educators broadly acknowledge the critical importance of reading competency in overall academic achievement. The null hypothesis’ rejection via PPMS and One-Way ANOVA emphasises that reading comprehension greatly influences students’ performance in key courses. The study identified significant problems kids encounter in achieving reading proficiency, including restricted vocabulary, insufficient understanding, lack of interest, and inadequate support systems.

Although school-based reading interventions demonstrate potential in mitigating these challenges, the results also underscore the need for enhancements, particularly regarding teacher engagement and the consistency of implementation. The study underscores that reading is not a solitary ability limited to language topics but a vital facilitator of academic success across all fields. Enhancing reading proficiency—particularly comprehension—should be regarded as a fundamental approach to elevating overall student achievement.

RECOMMENDATIONS

In light of the findings, the subsequent recommendations are put forth:

1. Integrate Reading understanding Across the Curriculum: Educators must implement interdisciplinary reading practices that enhance understanding across all courses, not alone in English.
2. Invest in Professional Development: Educational institutions must offer training for educators on effectively promoting reading development within their disciplines, ensuring that all instructors perceive themselves as literacy facilitators.
3. Enhance School-Based Interventions: Reading initiatives, including library hours, reading clubs, and seminars, must be meticulously organised, consistently executed, and evaluated for effectiveness.
4. Promote Teacher Engagement: Motivate and facilitate teacher participation in reading interventions to guarantee the durability and efficacy of literacy efforts.
5. Encourage Parental and Community Engagement: Motivate parents and community stakeholders to foster reading practices at home via literacy awareness initiatives and provision of reading resources.
6. Offer Customised Assistance for Underperforming Readers: Implement remedial reading initiatives aimed at students recognised as experiencing substantial reading difficulties.

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