Developing Reading Habits of Secondary School Students at Lamlukka, Pathumthani

Abstract

Background and Objectives:  Low student engagement in reading has long been recognized as a critical obstacle that inhibits individual educational advancement and stifles national development in Thailand. A national survey conducted by the Thai Ministry of Education indicated there was a lack of habitual reading among students, which led them to declare that 2006 was the “Year of Instructional Reform.” The declaration emphasized the development of core competencies in reading, language, mathematics, and science, alongside moral and ethical development. In response, the Ministry encouraged schools to implement reading promotion initiatives to cultivate lifelong reading habits. Accordingly, the Secondary Education Service Area Office District 4 directed the development of reading promotion programs across its schools. However, a 2007 survey of 2,100 secondary students in the same district revealed critical literacy deficiencies in the areas of reading and writing fluency. It was also found that teachers and librarians provided minimal support or activities to promote reading habits, thus hindering effective teaching and learning within the school environment. Recognizing these critical issues, the researcher designed and implemented reading promotion activities to enhance students’ literacy skills and cultivate positive reading habits that support lifelong learning. The objectives of the study were: (1) to examine students’ reading habits before and after participating in the reading promotion activities, (2) to compare pre- and post-intervention reading behaviors, (3) to evaluate student participation and behaviors during the intervention, (4) to assess the satisfaction of teachers, students, and parents, and (5) to determine the overall effectiveness of the program in developing longterm reading habits.

Methodology: The target population consisted of 16 teachers, 100 students, and 100 parents. Data collection involved multiple instruments including questionnaires, reading habit assessment forms, interview guides, observation checklists, and satisfaction surveys. Quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation, while qualitative data were subjected to content analysis.

Main Results: The results demonstrated a significant improvement in students’ reading habits following the participation in the program. Mean scores for reading habits increased from a moderate level prior to the program to a high level afterward. Statistical analysis confirmed that the increase in reading habits was significant at the 0.01 level. The average of student attendance and participation in reading activities during the program were at the designated level of frequent. Moreover, the average stakeholder satisfaction levels reported by teachers, students, and parents were high across all groups.

Discussions: Qualitative findings confirmed the quantitative data, which indicated enhanced student motivation and engagement, as well as more frequent and purposeful use of library resources. High satisfaction levels underscore the program’s effectiveness.

Conclusions: In conclusion, the implementation of reading promotion activities effectively enhanced students’ positive reading habits and improved their literacy skills. These outcomes not only contributed to a reduction in illiteracy, but supported higher academic achievement, and the encouragment of autonomous learning. The findings indicate the importance of structured, school-based reading initiatives that support all stakeholders in addressing literacy challenges. The study highlights that such initiatives, aligned with national education reform policies, are vital to fostering lifelong learning and supporting sustained educational development in Thailand.