40 Owusu-Acheaw (2014) also found that students choose to read to learn concepts in order to improve their self-expression. The results also showed that the majority of the students agreed that reading is rewarding (Mean=3.88) and interesting (Mean=3.78). This study confirms Clark and Rumbold (2006) findings that reading has benefits. Those who read for pleasure are rewarded with intelligence. In addition, findings from research done by Lukhele (2013) revealed that students who consider reading as a pleasant activity had excellent English proficiency, These results, however, contradict Akabuike, & Asika, ( 2012) who found students’ negative attitude towards reading at Nnamdi Azikiwe University Awaka and Anambra State University, Ethiopia. Regarding the types of materials read by the Asia Pacific International students, most of the students agreed that they read online articles (Mean=3.74), from websites (Mean=3.50), while others were neutral stating that they read lecture notes(Mean=3.29), and textbooks (Mean=3.27), novels (Mean=3.13), respectively. The results of this study match the results of the research conducted by OwusuAcheaw and Larson (2014) where students in Ghana specified that they read lecture notes, textbooks, and novels. Some of AIU students stated that they spend their time reading magazines (Mean=2.64), newspapers (Mean 2.53). In fact the students are interested in reading digital materials than printed materials. These findings confirm Ogbodo (2010) findings, which emphasized that reading magazines and fictitious materials are more interesting to students than reading textbooks and professors notes. Some students indicated that reading helps them to relax (Mean =3.45), and it helps them relieve stress (Mean =3.44). The findings of this recent study resemble the
41 results of Owusu-Acheaw and Larson (2014), where students stated that they read when they are bored. According to Fairbairn & Fairbairn (2001), reading is an asset that students are required to possess. Learners’ responsibility is to study and learn the course materials and updated themselves with current knowledge. The findings of this study show that participants valued reading. In terms of reading, frequency, and time spent on reading this study indicated most of the students were neutral. On the second research question regarding the level of academic achievement, the result of the study shows that 18.4% of the AIU student population were high achievers, and 37.2 % were medium to high achievers, while 24.8% were medium achievers. However, 14.8% of students come under the category of average, and 4.8 % were in the below-average category. Students who love to read with a purpose acquired a high GPA than the other students who didn’t pay much attention to reading. This conclusion agrees with that of Isaa et al. (2012) who in their study, identified the impact of reading habits on learner’s academic output. This study also is in line with Fairbairn & Fairbairn (2001), who recognized the influence of reading habits on the academic achievement of students. With regards to the effect of reading habits on academic achievement, the correlation values indicate the purpose of reading. Thus, students reading habits that are correlated to the purpose of reading are likely to have better academic performance and a higher CGPA. An analysis of data for the third research question on frequency of reading materials, the purpose of reading and time spent for reading, revealed that materials read, and purpose of reading showed a relatively higher correlation with CGPA
42 achievement. The purpose of reading was most significant in affecting the academic success of a large number of students. Similarly, according to the regression analysis of the same variables, the purpose of reading showed a comparatively higher level of significance in CGPA achievement (p .01) by AIU students. At the same time, materials read also showed relatively higher significance in the 232 potential impacts that it might have on achieving higher CGPA. In summary, the study showed that material read and the purpose of reading have a higher effect in achieving better academic results in AIU. Therefore, the adjusted R2 (R2=.065, F(4,245)=4.34, p=.002) can be a mathematical expression of the means for the AIU students to earn better academic result (p=0.002). Conclusion This study was conducted to ascertain the influence of reading habits on the academic achievement of International students at Asia-Pacific International University, Thailand. The study findings show that students have cultivated some type of reading habit for they read online articles from the website. Reading was also found to influence their academic achievement in various ways including knowledge acquisition, broadening of world views, and the to improvement spoken English and writing skills. This reading was the purpose of obtaining a better academic outcome, for fun and for reducing stress. However, the lack of interest in reading is a major problem for AIU students. It is, therefore, crucial for educators to emphasize the importance of reading. To sum, there was a strong positive correlation between the purpose of reading and academic achievement. This study seems to indicate that the majority of the
43 students who took part in the study have a positive reading attitude but have lower reading habits. Recommendations The study points to the importance of helping students to cultivate reading habits to ensure that they succeed in school. Policymakers should develop plans for increasing students’ reading habits. This includes ensuring the availability of reading resources in the libraries and in resource rooms. In addition professors in the university should develop strategies and activities for motivating students to develop interests in reading. Although students sometimes lack interest and time, it is, essential to develop programs that would enhance students’ interest in reading both academic and non-academic materials instead of spending a lot of their time on the internet and social media. Future Research This study shows that many variables hinder students from developing reading habits. Therefore, further research should be on factors that hinder students from developing reading habits. Other research studies can be on best practices for encouraging college students to develop reading habits. These studies can be conducted in other universities to increase a deeper understanding of students’ attitude towards reading and what can be done to curtail the use of social media. Since this was quantitative research, future research could be conducted using other research designs which use different types of data collection methods.
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59 APPENDIX Questionnaire This questionnaire is part of study designed to explore the effect of reading habits on students’ academic performance of students at Asia-Pacific International University. DO NOT PUT YOUR NAME ON THE SURVEY. The survey is completely anonymous. Please respond to all items to the best of your ability. Do not leave any blank. Thank you for your participation on this survey. PART A: Demographic Section Check the box next to the response that best represents your choice. A1. What is your gender? Male Female A2. What is your age? 17-20 21-25 26-30 30 above A3. Which nationality are you from? Thai International A4. Which faculty are you: Arts & Humanities Science ESL Education & Psychology Religious Studies Business Administration Nursing A5. What is your current CGPA below 2.0 2.1 - 2.5 2.6 - 3.0 3.1 - 3.5 3.6 - 4.0 A6. Current academic year in university Freshman Sophomore Junior Senior
60 PART B: Reading Attitude Instruction: Read each statement carefully. Indicate how you feel about each statement by CIRCLING the number that best represents the degree of agreement with the statement. PART C: Reading Frequency Instruction: Read each statement carefully. Indicate how you feel about each statement by CIRCLING the number that best represents the degree of agreement with the statement. PART D: Materials Read Instruction: Read each statement carefully. Indicate how you feel about each Strongly Agree Agree Neutral Disagree Strongly Disagree B1 Reading is rewarding 5 4 3 2 1 B2 Reading is interesting 5 4 3 2 1 B3 Reading is boring 5 4 3 2 1 B4 Reading is difficult 5 4 3 2 1 B5 Reading is too time consuming 5 4 3 2 1 C1 I read a book including print, audiobooks and e books almost everyday 5 4 3 2 1 C2 I read once in a couple of days 5 4 3 2 1 C3 I read at least once a week 5 4 3 2 1 C4 I read at least once a month 5 4 3 2 1 C5 I read less often 5 4 3 2 1 C6 I never read 5 4 3 2 1
61 statement by CIRCLING the number that best represents the degree of agreement with the statement. Strongly Agree Agree Neutral Disagree Strongly Disagree D1 I read text books most of the time 5 4 3 2 1 D2 I read newspapers most of the time 5 4 3 2 1 D3 I read most of the time magazines 5 4 3 2 1 D4 I read novels most of the time 5 4 3 2 1 D5 I read from websites most of the time 5 4 3 2 1 D6 I read lecture notes regularly 5 4 3 2 1 D7 I read online articles 5 4 3 2 1 PART E: Purpose of Reading Instruction: Read each statement carefully. Indicate how you feel about each statement by CIRCLING the number that best represents the degree of agreement with the statement. Strongly Agree Agree Neutral Disagree Strongly Disagree E1 I read to express my views better 5 4 3 2 1 E2 I read to learn new things 5 4 3 2 1 E3 I read for imagination of things 5 4 3 2 1 E4 I read to keep me from getting bored 5 4 3 2 1 E5 I read to express myself better 5 4 3 2 1 E6 I read to do well in my studies 5 4 3 2 1 E7 I read to create new ideas 5 4 3 2 1
62 E8 I read to discover others views 5 4 3 2 1 E9 I read to shape my personality 5 4 3 2 1 E10 I read to find about all the necessary information about the world 5 4 3 2 1 E11 I read to relax myself 5 4 3 2 1 E12 I read relive my stress 5 4 3 2 1 E13 I read for fun 5 4 3 2 1 E14 I read to gain knowledge 5 4 3 2 1 E15 I read to pass examination and quiz 5 4 3 2 1 E16 I read to improve my spoken and written English 5 4 3 2 1 PART F: Time Spent on Reading Instruction: Read each statement carefully. Indicate how you feel about each statement by CIRCLING the number that best represents the degree of agreement with the statement. Strongly Agree Agree Neutral Disagree Strongly Disagree F1 I read 30 minutes- 1hour everyday 5 4 3 2 1 F2 I read 1-2 hours everyday 5 4 3 2 1 F3 I read 2-3 hours everyday 5 4 3 2 1 F4 I read 4 hours and above everyday 5 4 3 2 1