An investigation into international bachelor degree intake 13 fall students’ books reading habit

INTRODUCTION

Rationale

Reading books is an essential aspect of life, serving as a fundamental means of acquiring information (Erdem, 2014) It has been shown that a strong reading habit positively impacts academic performance, as personal research necessitates self-study, which relies heavily on reading (Owusu-Acheaw & Larson, 2014) Furthermore, engaging with texts enhances language skills and critical cognitive abilities, making reading a vital practice for students' success.

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Rout, 2013) To some people, reading can greatly benefit their health, especially when they read materials that they are really keen on.

Despite the numerous benefits of reading, students today dedicate less time to books compared to previous generations, as noted by Cochran and Dolliso (2017) Factors such as increased homework demands and the prevalence of technology contribute to this decline A survey conducted by Braguglia (2005) on the reading habits of business students revealed that many do not allocate enough time for reading, both for academic purposes and leisure However, it's important to note that these findings primarily reflect the habits of students in Western communities, rather than those of International Baccalaureate (IBD) students.

As first-year IBD students, we aim to explore the reading habits of the IBD Intake 13 Fall cohort to identify similarities and differences compared to existing trends The insights gained from this study could serve as a valuable resource for future recommendations regarding IBD students' reading behaviors.

Purpose

Reading habits are essential for students' personal development, prompting our study on the book reading practices of IBD I13 Fall students We aim to analyze their reading frequency, quantity, and preferred genres, while also identifying the factors influencing these habits.

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Research Questions

1 What is the real situation of reading habits among I13 Students?

2 What are the factors that influence reading habits?

3 What measures can be taken to boost reading habits?

Scope of the study

The study is conducted in the IBD program, Intake 13 Fall Even though the scope is I13 Autumn, all 3 English classes B will not be included in this study because of 2 reasons:

English classes B are not regarded as official first year IBD students

English class B students don’t have class when we were distributing the questionnaire

Number of respondents: 106 (class A1-A7) (We only choose 106 appropriate respondents, which has fully answered the questionnaire with no confusing answer or remark for the sake of convenient analysis ).

Methodology

Just like a lot of research, this research adopts both quantitative and

TIEU qualitative LUAN approaches MOI download Thenature of :skknchat@gmail thereserchisexploratory, com with data acquisition respondents that free from experimental manipulation data acquisition respondents that free from experimental manipulation.

Primary data can be effectively collected through three main methods: questionnaires, observation, and interviews However, questionnaires stand out as the most practical approach Observing over 100 peers' reading habits proves challenging due to varying class schedules and limited personal connections Additionally, interviewing students can be inefficient, as some may withhold information, and finding a private setting for discussions can be time-consuming Therefore, utilizing anonymous questionnaires maximizes the potential for rich data collection.

The questionnaire, developed by a team of four, is specifically tailored to the research topic and guided by key research questions It includes multiple-choice and ranking questions that explore three main variables: attributes, behaviors, and opinions The initial section focuses on the financial investment in reading, followed by inquiries about factors that influence reading habits, such as authors, language, and reading environments The final section addresses the purposes of reading and participants' preferred materials or genres.

Prior to releasing the official version of the questionnaire, a demo version was tested with 10 students from various classes This pilot aimed to identify any potential issues in the questions related to grammar, vocabulary, and clarity of meaning.

We effectively utilized Microsoft Excel for data analysis, leveraging its capabilities to create informative charts and tables By inputting our collected data into Excel, we generated automatic graphs that aided in identifying, summarizing, and interpreting the information This entire process was completed within two days.

Organization of the study

This study is structured into five parts, beginning with an exploration of the significance of reading books, including its purposes and research questions, along with a clear presentation of the scope, methodology, and outline Part two presents the major findings and offers recommendations based on the research In part three, a summary encapsulates these findings while suggesting avenues for future research Finally, parts four and five provide the references and appendix, respectively.

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MAJOR FINDINGS

The real situation of books reading habits among I13 Fall Students

Parents encourage me to read 11

Teachers want me to read

Figure 1 Purpose of reading books

The bar chart indicates that more than 73% of IBD students read books primarily for entertainment, while approximately 72% engage in reading to expand their knowledge Additionally, 53% of students read to facilitate discussions with peers, highlighting the importance of reading for collaborative assignments in IBD programs, particularly in the second year when group work becomes more prevalent.

Students primarily read for entertainment, but they also engage with books for additional purposes such as discussing ideas with others and enhancing their knowledge and experiences.

2.1.2 Ways to get hold of books

Figure 2 Ways to get hold of books

According to the data, over 87% of respondents prefer purchasing books from bookstores, significantly outpacing the 11% who borrow from libraries Additionally, around one-third of students acquire books from friends, suggesting a shared interest in reading among peers Notably, only six students utilize online sources for books, indicating a strong preference for printed materials from physical stores and libraries over digital options.

The article highlights the importance of reading and suggests that project teachers only conduct literature reviews in a single session It implies that there may be a lack of effort from both parents and teachers in encouraging students to engage with reading materials Ultimately, this could lead to a limited understanding of the statistics related to student reading habits.

You will read more if

More assignments/tests More recommendation 46.23% on books

Figure 12 Recommendation to read books more

The pie chart reveals that only 4% of students believe that an increase or decrease in assignments or tests would influence their reading habits, indicating minimal impact from academic pressures In contrast, nearly half of the students (46%) express that having more free time would encourage them to read more This preference significantly overshadows the 21% who would read more with additional book recommendations and the 18% who cite needing more money for reading materials.

Overall, cash, advice on books and free time are the 3 most noticeable options

Many IBD students struggle to find free time for reading at home due to various personal reasons The financial support for purchasing books often comes from their parents or themselves Given that students primarily engage with peers in class, our major findings lead us to propose the following recommendations.

The library should prioritize popular non-fiction genres like romance, detective stories, and manga to attract more student visitors By showcasing books with eye-catching covers and concise, engaging titles, the library can effectively capture students' attention and encourage them to read more.

Teachers can enhance student engagement with textbooks by designing tests that incorporate textbook content, encouraging students to study more effectively By integrating captivating subjects like wildlife or natural medicine into significant assessments such as mid-terms and finals, educators can motivate students to read and understand the material better, ultimately improving their performance.

Teachers should actively promote reading among students, and universities should invest in programs that educate both students and parents about the significance of cultivating strong reading habits Research indicates that parents often do not motivate their children to read, which is essential for fostering self-study skills necessary for success in university.

Teachers should recommend books that have positive reviews and belong to popular genres, ensuring that these selections align with students' current English proficiency levels to facilitate comprehension.

Recommendation

You will read more if

More assignments/tests More recommendation 46.23% on books

Figure 12 Recommendation to read books more

According to the pie chart, only 4% of students indicate that the number of assignments or tests influences their reading habits, suggesting minimal impact In contrast, 46% of students express a willingness to read more if they had additional free time, a figure significantly higher than the 21% who would read more with increased book recommendations and the 18% who cite having more money as a motivating factor.

Overall, cash, advice on books and free time are the 3 most noticeable options

Many IBD students struggle to find free time for reading at home due to varying personal circumstances The financial support for books often comes from parents or the students themselves However, as students primarily engage with peers in class, our research suggests several key recommendations to enhance their reading opportunities.

To enhance student engagement, the library should prioritize popular non-fiction genres like romance, detective stories, and manga By showcasing visually appealing book covers and using concise, captivating titles, the library can attract more students and encourage them to read more frequently.

Teachers can enhance student engagement by creating tests that incorporate content directly from textbooks, encouraging students to read and study the material more thoroughly To boost interest and promote learning, especially for significant assessments like Mid-term or Final tests, educators should consider including captivating topics such as wildlife or natural medicine, which can motivate students to delve deeper into their textbooks.

Teachers must actively promote reading among students, while universities should invest in programs that educate both students and parents about the significance of cultivating strong reading habits Research indicates that many parents do not support their children in developing reading and self-study skills, which are essential for success in higher education Therefore, fostering a culture of reading is crucial for academic achievement.

Teachers should recommend books that have received positive reviews and belong to popular genres, ensuring they are accessible in English It is crucial that these selections align with the students' current English proficiency levels to facilitate comprehension and engagement.

SUMMARY

Wrap up

Students in the IBD intake I13 recognize the benefits of reading books, noting significant improvements in their reading and critical thinking skills The study highlights the correlation between the investment of time and money in reading and the number of books consumed monthly Additionally, it identifies students' favorite authors, their reading habits, and popular genres, while also exploring factors that inspire reading, such as positive reviews and genre preferences.

The article highlights several unexplored aspects regarding the reading habits of I13 IBD students, including the reasons behind their limited reading, particularly among female students It questions why these students show a preference for foreign authors over Vietnamese ones, despite acknowledging the benefits of reading Additionally, the influence of peers on reading habits, the popularity of online reading sources, and the financial investment in reading materials remain unaddressed Furthermore, the research did not examine how factors such as age or parental reading habits affect students' reading behaviors, nor did it consider what other recreational activities may be displacing reading time.

Suggestion for future research

To further understand the significance of good reading habits, future research should be conducted, potentially focusing on programs such as AEP or targeting full-time students at universities like NEU Utilizing interviews can provide more in-depth insights into students' attitudes and reading habits, complementing the limitations of questionnaires Alternatively, observing library data can offer valuable, objective information on reading preferences, such as favorite genres, reading duration, and group reading habits, all while maintaining respondents' privacy.

1 Acheaw, M.O and Larson, A.G., 2014 Reading Habits Among

Students and its Effect on Academic Performance: A Study of Students of Koforidua Polytechnic [pdf] University of Nebraska –

Lincoln Available at: [Accessed 5

2 Braguglia, K.H., 2005 Reading Habits Of Business Students Journal of College Teaching & Learning, [e-journal] 2(3) Abstract only Available through: Clute Institute [Accessed 7 February 2018].

3 Chettri, K and Rout, S.K., 2013 Reading Habit – An Overview Journal of

Humanities And Social Science, [e-journal] 14(6) Abstract only Available through: International Organization of Scientific Research [Accessed 5 January 2018].

4 Cochran, L and Dollisso, S., 2017 Why Students Don’t Read

Anymore The WEB, [online] Available at:

[Accessed 7 February 2018].

5 Erdem, A., 2014 A research on reading habits of university students: (Sample of Ankara University and Erciyes University) [pdf] Science Direct Available at:

[Accessed 5 January 2018].

6 McCoy, K., 2015 6 Reasons reading before bed may be the healthiest thing you do today Sheknows, [online] Available at:

7 ZhaoMeiyingYukino, 2011 The importance of exam Wattpad, [online] Available at: [Accessed 6 February 2018].

Survey on Printed Books Reading Habits of

We are IBD Intake 13 Fall, class I13A6, conducting a survey on the book reading habits of I13 Fall students We value your opinions on this topic, and all information you provide will be kept confidential and used solely for this research Your participation is greatly appreciated.

The questionnaire consists of 16 questions For each question please put a tick in the box or boxes next to your choice or write down your answer on the space provided.

2 How much do you spend on buying books a month? (Tick 1 only)

3 When do you read? (Tick as many as you wish)

In free time Time at classes

Before assignments/tests Before going to bed

4 On average how much time per week do you spend on reading books? (Tick 1 only)

5 On average how many books do you read a month? (Tick 1 only)

6 What is the most important criterion when you choose to read a book? (Tick 1 only)

Price Book Genre (Romantic, Detective…)

7 What is your favorite authors’ origin? (Tick as many as you wish)

8 In which language do you prefer to read the most? (tick 1 box only)

9 Which of the following factors of a book that attracts you?

( Please rank the options from 1 to 4 in the order of importance )

Visuals (Cách trình bày, hình ảnh, yếu tố thị giác)

10 Where do you normally read book? (Tick 1 only)

The library Café (providing free books)

Public transport Your own room in your house

Vacation Destination Café (no books)

11 Why do you choose that place? (Tick 1 only) Peaceful atmosphere

12 How do you normally get hold of books? (Tick as many as you wish)

13 Please fill in the table a How much do you agree with this: Reading books is useful for students? (Tick 1 only)

Agree Tend to agree Tend to disagree Disagree b After ticking one box in the question a, CHOOSE 1 COLUMN ONLY

If you tick “Agree” or “Tend to agree”

In your opinion, what are benefits of reading books? ( Tick as many as you wish )

If you tick “Disagree” or “Tend to disagree”

In your opinion, what are drawbacks of reading books? ( Tick as many as you wish )

Books are waste of money Books don’t improve any of my skills Books are too long and I’m impatient Books tire my eyes

Books make me a home-body Books negatively affect people’s opinions and behaviors Other(Please specify):

14 What is/are your purpose(s) of reading books (Tick as many as you wish)

For my own knowledge and experience

For knowledge to discuss with others

Because my parents encourage me to read

Because my teachers want me to read

15 What genres of books do you like to read? (Tick as many as you wish)

Science fiction Horror/Thriller Detective

Text book Encyclopedia (Bách khoa toàn thư)

Tiêu đề	An Investigation Into International Bachelor Degree Intake 13 Fall Students’ Books Reading Habit
Tác giả	Nguyen Do Thanh Trung, Nguyen Quynh Anh, Do Thi Hoang Mai, Can Phuong Yen
Trường học	National Economics University
Chuyên ngành	International Bachelor Degree
Thể loại	final report
Năm xuất bản	2018
Thành phố	Hanoi

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Số trang	38
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