PAPER ID: Vol. III Issue IV (January to March 2026) /34-42 /5
AUTHOR : Lorine Ogochukwu, ABERE [i] Mildred Uche, IGBADI [ii]
TITLE: INSIGHTFUL NEEDS OF SCHOOL LIBRARY PROGRAMMES AND LITERACY DEVELOPMENT ON STUDENTS’ READING ACHIEVEMENTS: EVIDENCE-BASED FROM PUBLIC SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA
ABSTRACT: This study investigates the insightful needs of school library programmes on students’ reading achievements and literacy development in public secondary schools in Rivers State, Nigeria. Employing a descriptive correlational research design, the study sampled 1,080 senior secondary school students from 23 public schools across all Local Government Areas of Rivers State. Data were collected using a structured questionnaire with a reliability coefficient of 0.85 (Cronbach’s Alpha). Descriptive and inferential statistics, including linear regression analysis, were used to analyze the data at a 0.05 significance level. The findings reveal that school library programmes significantly influence reading achievements (β = 0.342, p < 0.001) and literacy development (β = 0.389, p < 0.001) among public secondary school students. The study concludes that well-structured library programmes, including literacy coaching, book clubs, reading challenges, and information literacy instruction, are essential catalysts for enhancing students’ reading competencies. Recommendations include mandatory integration of certified teacher-librarians, sustained funding for library resources, and policy reforms to institutionalize evidence-based library programmes across all educational tiers in Nigeria.
KEYWORDS : School library programmes, Literacy development, Reading achievement, Private schools, and Rivers State
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