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The Reading Matrix 
Vol. 7, No. 2, August 2007
CHILDREN READING HABITS AND AVAILABILITY OF BOOKS IN 
BOTSWANA PRIMARY SCHOOLS: IMPLICATIONS FOR ACHIEVING 
QUALITY EDUCATION
Adenyinka Telia
tellayinkaedu@yahoo.com
Samson Akande
Abstract
"In an age when browsing the net, playing with funky handsets and passing non-stop SMSs 
seem to be the order of the day, reading a book in a peaceful comer of a library has become an 
archaic idea for most people. While technology is slowly taking a steady control over individual 
lives, the reading habit is fast vanishing into thin air”(The Hindu, 2004:1). The achievement of 
quality basic education in all countries in Africa call for development of good reading habits of 
both the children and the adult. This will change the Stigma already associated with Africa as a 
continent with a “Poor Reading Culture”. This study examined children’s reading habits and the 
availability of books in Botswana primaiy schools and considers its implications on the 
achievement of quality basic education in the country. One hundred and fifty (150) primary 
school pupils were randomly drawn from ten (10) schools and ten teachers, one from each school 
were interviewed in two Botswana cities i.e. Gaborone and Francistown. Participants were mainly 
drawn from Standards 6 and 7. Their ages ranged from 10-13 years with a mean of 11.5 years. A 
modified questionnaire, “Children Reading Habits/Books Availability Scale” with r = 0.79 
cronbach alpha was used to gather data. Six research questions were developed to guide the 
study, and the results indicate the following: Botswana primary school pupils do not have a good 
reading habits and have a culture with only 36.7% of them reading on a daily basis; and that of 
these, most read only textbooks just for the purpose of passing examinations. Those Botswana 
children (53.3%) read only for 1-2 hours daily; while it was also evident that some even read less 
than an hour per day. Results further showed that no difference was observed in the perception of 
Botswana pupils about the availability and accessibility of reading materials in their various 
schools. Furthermore, it was revealed that the pupils depend largely on the notes given by their 
teachers as the major source of reading material based on inadequate availability of books. 
Inadequate book availability, lack of interesting children’s literature, and watching television are 
identified as factors hindering pupils from developing reading habits. Furnishing primary schools 
libraries in the country with recent books, getting parents to develop an interest in reading for 
their children to emulate coupled with the idea that children’s literature should be made available 
in all primary schools constitute the major suggestions as measures to overcome the problem so 
that the achievement of quality basic education in the country would not be a mirage. 
Recommendations based on the results of the study for parents, teachers, schools, mass media and 
the government are highlighted.
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Introduction
Reading is recognized as an art capable of transforming man’s life and 
his entire society. However, in the state of the World Children Report by (UNICEF, 
1999), it was stated that nearly a billion people entered the 21st Century unable to read a 
book or write their names. The Hindu newspaper (2004) also put forward that in an age 
when browsing the net, playing with funky handsets and passing non-stop SMSs seem to 
be the Order of the day, reading a book in a peaceful cömer of a library has become an 
archaic idea for most people. While technology is slowly taking a steady control over 
individual lives, the reading habit is fast vanishing into thin air.”(p.l). In Sub-Saharan 
Africa particularly, the problems of illiteracy and the scarcity of leaming resources 
gravely limit the opportunities people have to leam and to transmit their circumstances 
Also in a study conducted during 1995-1998, the Southern Afncan Consortium for 
Monitoring Educational Quality (SACMEQ) measured primary school students reading 
literacy against Standard established by national reading experts and sixth grade teachers. 
It was reported that, in four out of seven countries, fewer than half the six graders 
achieved minimum competence in reading. Additionally, this study was compared with 
another done by the same SACMEQ two years later, which saw literacy scores falling 
even further in five out of six countries (UNESCO, 2004).
Reading is a very important issue which is not only about enjoyment but a 
necessity; the basic tool of education (Makotsi, 2005). Reading makes way for a better 
understanding of one’s own experiences and it can be an exciting voyage to seif 
discovery (Panigrahi and Panda, 1996; Eyre, 2005). It is the art of interpreting printed 
and written words, the most effective process of conscious leaming which influences the 
extent and accuracy of information as well as the attitudes, morals, beliefs, judgement 
and action of readers (Devarajan and Gray in Panigrahi and Panda, 1996).
In the African continent, the reading habit of children is waning. The cause of 
this has been traced to poor reading cultures of Africans generally and other notable 
factors like non-availability of reading materials (books). As Choudhung (1990:87) put it 
“the reading habit is best formed at a young impressionable age in school, but once 
formed, it can last one’s life.” Young children acquire reading literacy through a variety 
of activities and experiences within different contexts. According to Sharma (1978) to 
know about the world and its environment, a child helps himself through reading books, 
newspapers, and other magazines. Based on this fact, Panagrahi and Panda (1996) 
explain that once the child has been taught to read and develop a love for books, he can 
explore for himself the wealth of human experience and knowledge. These authors went 
on further to say that “children missing the opportunity of getting in touch with books at 
this stage, find it difficult to acquire reading habits in their later years.” Dave (1977) 
asserts that reading is an intellectual action which is possible only if a man has formed a 
habit of reading and practicing it since childhood.
It can be deduced from the above that the importance of reading cannot be 
overemphasized and this is because reading habit plays a very crucial role in enabling a 
person to achieve practical efficiency. Books are the most suitable medium through 
which knowledge is transmitted from generation to generation. Books yield their best to 
you if you read them at the age at which each particular masterpiece can ideally be 
chewed and digested (Naik, 1976).
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It has been pointed out that most people in Sub-Saharan Africa have less access to 
books or other leaming resources, and without proper access, it is hard to establish a 
reading culture. To Makotsi (2005), “the challenge is fundamental.” Children and adults 
according to him need access to a wide ränge of reading materials to help them acquire 
and maintain fluent reading skills, broaden horizons, and think independently and 
critically. Improving access to relevant Information and promoting a reading culture are 
prerequisite for strengthening literacy skills, widening education and leaming 
opportunities, and helping people to address the causes of poverty” (p.4).
The non-progressive nature of literacy in almost all African countries is more 
prevalent. The issue has been put forward to go beyond schooling. This is because 
parents who cannot read themselves are unable to help their children to read and the cycle 
continues. The Situation in Botswana is no different from other African countries, though 
the literacy level is now improving. It Stands at 77 % (Lauglo, 2000, p.8). This is based 
on the efforts by Carnegie Corporation of new York in conjunction with the International 
Network for Availability of Scientific Publication (INASP) in which the joint project 
awarded grants to public libraries to extend Services to those who have previously un- 
reached or minimally reached (Powell, 2002, p.245). There are inadequate supplies of 
books to primary schools in rural areas; most of them do not have a library or reading 
room where pupils can engage in private reading. All these factors hin der the 
development of reading habits by the pupils and are considered as stumbling blocks to the 
achievement of quality basic education.
Obiectives of the Study
The main objective of this study was to assess the children’s reading habits and 
availability of books in Botswana primary schools. Specifically, the study aimed at 
identifying:
1. the reading habits of the children
2. the amount of time children spend in reading
3. the availability of reading materials (books)
4. the sources of reading materials which the children wholly depend on
5. the major factors hindering children from reading, and
6. the measures needed for the improvement of children reading habits, and books 
availability for the achievement of quality basic education.
Literature Review
Reading has been described as the art of interpreting printed and written words 
(Devarajan, 1989). It is regarded as one of the most effective processes of conscious 
leaming. According to Devarajan and Gray, as cited in Panigrahi and Panda (1996), 
reading influences the extent and accuracy of information as well as the attitudes, morals, 
beliefs, judgement and action of readers. These authors postulate that “a Creative and 
pragmatic education involves the habit of personal investigation requires seif study to be 
followed by seif thinking and analysis” (p.57). Strivastar, cited in Panigrahi and Panda 
(1996), seif study, i.e. reading at one’s own accord requires a habit which is technically 
known as reading habit.
It has been asserted that a child can know much about his own environment only if 
exposing him or herseif to reading books, newspapers, and magazines. As the child is
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exposed to reading and develops the love for books, he finds it easier to explore the 
wealth of human experience and knowledge. Düring childhood, it is possible that children 
miss the opportunity of getting in touch with books and find it difficult to form reading 
habit at the later years. This is based on the belief that reading children become reading 
adults. Frequent reading is related to the development of sophisticated language 
structures; higher levels of comprehension, improved word analysis skills, and fluency in 
significant amounts of voluntary reading are associated with greater interest and skill 
development (Irving, International Reading Association, 2000).
Much research has provided insight into the importance of home environments 
for children’s reading literacy. Long before children develop the cognitive and linguistic 
skills necessaiy for reading, early experiences with printed and oral language establish a 
foundation for leaming (Verhoeven cited in Dent and Yannotta, 2005). To these authors, 
particular home characteristics can create a climate that encourages children to explore 
and experiment with language and various forms of texts. Some of the major aspects of 
the home that contribute to reading literacy development are:
Activities Fostering Literacy- the literacy related activities that parents or 
caregivers engage in with children, or encouragement and support (Gadsden, 2000). As 
children develop their capacity for oral language, they are leaming the rules of language 
use. This knowledge will be translated into expectations for printed language as well. 
Adults and older children reading aloud to young children, and early association of 
enjoyment with printed text establish a positive attitude toward reading which eventually 
motivate young readers (Martin, Mullis and Gonzales in Dent and Yannotta, 2005).
Language in the Home- The fact that children leam to read depends heavily on 
their early experience with language. The language spoken at home, and how language is 
used, are important factors in reading literacy. Children whose knowledge of the 
language used in formal reading instruction is substantially below that expected of 
children of that age are likely to be at an initial disadvantaged. Use of different languages 
or dialects at home and school may cause problems for young students leaming to read.
Econottüc Resources- Important aspects of the home environment include the 
availability of reading material and educational resources. Homes that make such 
resources available convey to children the expectation that leaming to read is a desirable 
and worthwhile goal.
Social and Cultural Resources- Society and culture are inherent in influences on 
the perceived importance of reading for academic and personal success. Parents and 
caregivers engaged in many literacy activities foster children positive attitudes towards 
reading. For most children, the home provides modelling and direct guidance in effective 
literacy practices. Beyond modelling, parents or other caregivers can directly support 
reading development by expressing positive opinion about reading and literacy.
Hotne School Connection- Research show that students who discuss their school 
studies and what they are reading with their parents or caregivers are higher achievers 
than those who do not (Mullis, Martin, Gonzales and Kennedy, 2003 in Darko-Ampem, 
2004). Involved parents or caregivers can reinforce the value of leaming to read, monitor 
children’s completion of reading assignments for school, and encourage children through 
praise and support.
Students’  Out-of-School Literacy Activities- The child not only enjoys reading for 
recreation but also for practicing skills that are being leamed. Reading for fun or to
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investigate topics of interest is the hallmark of lifelong reading. They may choose to 
spend their out-of-school time reading books or magazines, looking up information on 
the Internet, or going to a local library to read or take out books (Shapiro and Whiteney, 
cited in Dumea, 2001).
Furthermore, many factors in school affect reading literacy acquisition, directly or 
indirectly. These include:
School Policy and Curriculum- Literacy policy and Curriculum at the school level 
establishes the context for the formal reading instmction children receive from the 
beginning of formal schooling. Such policies may include decisions about the emphasis 
on reading instruction in relation to other content areas. In tum, such decisions according 
to (Krolak, 2005) help to shape the environment within the school and the resources that 
are required.
School Environment and Resources- The school environment encompasses many 
factors that affect leaming. The sense of security that comes from having few behaviour 
Problems and little or no crime promotes a stähle leaming environment. School-wide 
programs that provide for the basic needs of students and their families (e.g., before- or 
after-school child care programs) may also be important. Other school-wide programs, 
which focus specifically on reading and literacy development, may directly Support the 
acquisition of skills and attitudes toward reading literacy.
Additionally, the context of the classroom cannot be overlooked when 
considering factors affecting reading literacy. Even though the curricular policies and 
resources of the school often set the tone for accomplishment in the classroom activities 
are likely to have a more direct impact on their reading development than the school 
environment. The instructional approaches and materials used are clearly important to 
establishing teaching, including the Curriculum; the strategies employ to teach it, and the 
availability of books technology, and other resources. The teacher of course is another 
very influential determinant of the classroom environment. This can include his or her 
preparation and training, use of particular instructional approaches, and experience in 
teaching reading. Finally, the behaviours, attitudes and literacy level of classmates may 
influence the teacher’s instructional choice, thereby affecting a students reading 
development (Kurtz-Costes and Schneider, 1994 cited in Ekundayo, 2005).
Readine Habit
The term “reading habit” refers to the behaviour which expresses the likeness of 
reading of individual types of reading, and tastes of reading (Sangkaeo, 1999). It is a 
pattem with which an individual organizes his or her reading. Reading is important for 
everybody in Order to cope with new knowledge in a changing world -  that of the 
technological age. The ability to read is at the heart of seif education and lifelong 
leaming. Yet, reading culture in sub-Saharan Africa is not encouraging. Based on this, 
Sangkaeo (1999) clearly States that “we are not reading society in Africa but chatting 
society, the background of leaming through culture; the cultural habit of people...prefer 
to listening and chatting more than reading”(p.2). Darko-Ampem (2005) also asserts that 
“the great divide between home and school, the facilities of education System to 
recognize the oral culture of communities, especially folklore and story telling traditions, 
and the lack of culturally relevant materials in indigenous languages are all factors which 
contribute toward the lack of a reading culture in many African communities.”
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Chandilanga (2006) as well adds to the factors by stating that the skyrocketing prices of 
books have affected the reading culture in Africa to some extent. He makes reference to 
the word of the renowned writer Alfred Msadala who notes that “since the book industry 
was liberalized some years ago, the text book market is in the hands of the private sector 
and this was a book extent... .But so many things have happened on the negative side. 
The good reading habit has been disturbed and the culture of taking pleasure in books has 
vanished. We have to bring more books for all age ranges, books people can read for
pleasure like they used to do years ago......Even the culture of lending each other books
within neighbourhoods is time dead. This is a sorry development.”
Book Availabilitv and Access
To Darko-Ampem (2005) books impart knowledge to the reader, draw out and 
foster qualities such as imagination and self-understanding, and contribute to the child’s 
mental growth by stimulating the senses of touch, sight and hearing—the three main 
channels by which people leam. Saad (1996 cited in Radebe, 2001) stated that children 
read for many reasons; to leam, dream, enjoy, and explore both the familiär and 
unknown. The author raised the issue of child development, children’s rights, 
socialization, gender and race Stereotyping. He emphasized the potential of literature for 
children, not only for making them aware of the pluralistic society around them but to 
help them understand the people of the universe. Research has repeatedly shown that 
children who have no access to books before they go to school are severely 
disadvantaged and have trouble catching up with other children (Radebe, 2001).
Access to books refers to the availability of quality literature in classroom, 
school community, or home libraries. Children with adequate access to books have many 
books to select from on a daily basis, both in and out of school (IRA, 2000). Mokatsi 
(2004) stated emphatically the conditions for leaming to read and for sustaining literacy 
skills. This includes an ideal home environment where reading is encouraged, good 
teachers and schools, plentiful books which are relevant and up to date, and access to 
Computers. However, it could be painstakingly stated that there is a chronic shortage of 
relevant books and leaming materials and an increasing digital divide. He further States 
that the demands of universal primary education have put huge pressure on the education 
System, with rapid and dramatic increases in the number of pupils, and a corresponding 
demand for more teachers and leaming materials. He concluded that even if relevant 
books were available, low family incomes would prevent their purchase. The 2000 
Education for All Assessment revealed that “the majority of schools in Sub-Saharan 
Africa possess no library, where some semblance of school library existed, it was often 
no more than a few shelves of outdated and wom out material” (UNESCO, ADEA, 
2001:27). In another report by UNESCO (2004), it was stated again that “in many 
schools that are trying to meet govemment targets for UPE, there is an acute lack of 
textbooks, let alone supplementary reading materials. It is common for one textbook to be 
shared between six or more pupils, and often there are no textbooks at all. This puts more 
pressure on teachers. In many low income countries some teachers do not even meet the 
minimum Standard for entry into teaching and some have not fully mastered the 
Curriculum” (p.10 & 20). Commenting on this issue (Mokatsi, 2004) said that both 
teachers and pupils need access to a wide ränge of leaming resources to Support the 
quality of teaching in the classroom.
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Meanwhile, review of literature in this study is not complete without making 
reference to some noteworthy initiatives that have been put in place in some African 
countries to raise the literacy levels of children by providing much needed reading 
material. For instance, a new South African initiative called the people’s book centres 
seeks to develop capacity in communities and create new jobs through adding value to 
the work being done by librarians to encourage reading and develop a book culture. It 
sets out a strategy for working in partnership with libraries to Support reading promotion 
initiatives and to extend them into new areas. In particular, it seeks to popularize the 
concept of owning and buying books as well as reading them based on the principles of 
ratio of 5 books per child, and provide 10 hours of training to child-care staff. As a 
formative experiment, this study examined the projects impact, systematically sampling 
400 3 and 4 year old children randomly selected from 50 centres across 10 regions and 
100 control children from comparable child care centres not involved in the project. 
Children’s early literacy skills (receptive language, concept of print, letter name 
knowledge, concept of writing, and narrative competence) were assessed prior to and 
following the study. The results indicated that with greater access, children in the 
intervention group scored statically significantly higher than the control group on four out 
of six assessment measures, with gain still very much evident 6 months later in 
kindergarten. Findings provide powerful Support for the physical proximity of books and 
the psychological Support to child care and the staff on children’s early literacy 
development (Darko-Ampem, 2005).
To broaden perceptions, library Services and book development councils have 
introduced children’s reading tents in Kenya, Uganda, Tanzania, Zambia and Zimbabwe 
(Mokatsi, 2004).The reading tents mtroduce young children to reading in a non formal 
environment, as an activity to be enjoyed, with games, competitions and story telling. 
The aim is to inculcate an enduring love of reading, which will underpin leaming in the 
classroom. Following this effort, books are placed in schools and training provided to 
teacher librarians. Community reading tent are also used to encourage parents to read 
with their children, and to attract new users in remote rural areas.
In the UK, Caroline Horn reported an innovative children’s literature project of the 
Arts Council of England meant to develop a national strategy for children’s literature. 
The new strategy will focus on the process of creating children’s books and getting books 
to children in an inspired way. The aim is to build a nation of readers, not simply a nation 
of people who can read (Hom, 2003:22). The Council according to Darko-Ampem (2005) 
has launched a consultation paper to review children’s literature and the review covers 
writers, illustrators, Publishing and bookselling, readers and libraries, the promotion of 
children’s literature and education, training and research.
Also ‘Book Flood’ is used as a strategy in Fiji Singapore and Sri-Lanka to increase 
the amount of reading materials available. Students are immersed in high mterest books 
designed to be read, discussed and shared in various ways. Evidence shows that book 
floods bring dramatic improvements in reading, writing, listening, vocabulary and 
grammar, especially for younger age groups and where children are leaming in language 
different from their home language. A pilot project in Sri-Lanka provided between 100- 
200 books per school for years 4 and 5. All together there were parallel improvements in 
writing, listening and comprehension. Positive changes were also noticed in pupil’s 
attitudes towards reading as valuable resources for leaming (Mokatsi, 2005).
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A 5 year project run by the Bertelsmann Stiftung in Germany from 1995-2000 
supported co-operation between schools and libraries. Activities included guided tours to 
libraries, reading sessions and project weeks. As a result of the project, the participating 
libraries have gained 73% more new young members, the target group borrowed 33% 
more material from the library than before and 37% of students said that the project 
encouraged them to read for fun (Bertelsmann-, 2005).
Numerous studies have given evidence of the link between the availability of 
books and educational attainment. For instance (Elley, 1996) in a study reported that 
there are many potential benefits in a good book, provided it grasps and holds student’s 
interest. Not only do students expand their language by reading widely, they also leam 
much about other times and places, stimulate their imagination, gain insights into human 
nature, are able to follow their specific interests and hobbies, enjoy an escape from 
unpleasant realities. He concluded that, once children leam to appreciate books, they will 
read more often and improve their skills. Also Montagnes (2001:28) gave the report of a 
study conducted by READ Educational Trust in South Africa. The report according to 
him States that children in classes with classroom libraries outperformed control school 
counterparts by as much as 189 per cent, and were ahead by 187 months in reading scores 
and two years in writing scores.
In a project carried out in Nueva Escuela and the Nueva Escuela Nunitaria of 
Guatemala reported by (Krolak, 2005), textbooks have been replaced by self-instructional 
study guides and supplemented with a wide choice of additional reading and reference 
materials. Results of the project show that students from these schools score highly in 
most cognitive and non-cognitive tests. Also, a strong research base as well Support the 
importance of access to books. Children who are allowed to self-select to read and who 
have access to varied sources of print materials in their classrooms, school libraries, 
town libraries, and at home read more and more widely, both for pleasure and for 
Information. Children who do a substantial amount of voluntary reading demonstrate 
positive attitudes towards reading, and these students tend to be the best readers (Calkins, 
1996; Krashen, 1994). Additionally, research has found a relation between the amount of 
time that children read for fun on their own and reading achievement (National 
Assessment of Educational Progress, 1996, Taylor, Fiye and Manuyama, 1990). Children 
in classrooms without literature collections read 50% less than children in classroom with 
such collections (Morrow, 1998). Similarly, Ramos and Krashen (1998) carried out a 
study that demonstrated the value of using the public library to provide children more 
access to books. In this study 104 children from homes that had few or no books visited 
their local libraries monthly. These children had limited access to print outside of the 30 
minutes each week during library visits. When visiting the public library, children were 
allowed to check out 10 books each. Some of these books were to increase the supply of 
literature in their classroom library, and some books were for taking to their homes. 
Surveys also indicated that children requested that their parents take them back to the 
library. This excitement creates a positive cycle in which wider reading helps increase 
reading ability and interest in books (IRA, 2000).
Considering the information above, the focus of the study was to identify the 
children’s reading habits and availability of books in Botswana primary schools with the 
ultimate aim of drawing out its implications for the achievement of basic education. The
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study therefore is significant for Botswana where a study of this kind is very rare. To 
achieve the stated objectives of this study, the following research questions were raised:
1. What are the reading habits of Botswana children?
2. How many hours do Botswana children engage in reading per day?
3. Are the reading materials (books) available or accessible to the children?
4. What are the sources of reading materials that children wholly depend on?
5. What major factors hinder Botswana children from reading?
6. What measures need to be taken for the improvement of children reading habits
and book availability in order to achieve quality basic education?
Methodology
This study adopts a descriptive survey design. Both quantitative and qualitative 
methods were employed. This is justified based on the assertion by (Silverman, 1995:2) 
that “depending on theories, hypothesis and research questions, methods from both 
approaches can be used in the same research project.” Moreover, quantitative is used 
because the study intends to collect from the children data that can be analyzed in terms 
of numbers. While qualitative is used because of the intention to gather information 
which cannot be expressed in numbers and quantities according to (Holmes and Savang, 
1991:85-87) from the children’s teachers.
A modified questionnaire tagged ‘Children Reading Habits/Books Availability 
Scale was used. The items in the instrument/questionnaire were adapted from (Panigrahi 
and Panda, 1996) Reading Interest Scale and Darko-Ampem (2005) Reading Habits Pilot 
Survey. All the modifications in the questionnaire were for the purpose of clarity and 
relevance to Botswana primary school children reading habits. The questionnaire 
included both open and closed ended questions. Respondents were made to select from 
two options provided. To ascertain the validity and reliability of the questionnaire for the 
purpose it was designed, it was administered to twenty five subjects out of the envisage 
Population. But these were not part of the sample. The essence was to determine its 
suitability and the level of understanding of the questions and the time it would take to 
complete the questionnaire. The reliability yielded an r= 0. 79 through cronbach alpha.
Population and Sample
The population of this study was comprised of primary school children in 
Botswana. The study focuses on Standards 6 and 7 primary school children in Gaborone 
and Francis Town areas of the Country. Participants were selected from both English 
Medium (Private) and (Public) primary schools. The questionnaire was written in English 
and was translated in native language Setswana to participants from non-English Medium 
schools. Ten schools were selected in all, six from Gaborone and four from Francis 
Town. Twenty participants were randomly drawn from each of the selected schools. This 
gave a total of 200 children that took part in the study. Their age ränge was from 10-13 
years with a mean age of 11.5 years. In terms of gender distribution, 110 of the 
participants were female while 90 were male.
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Procedure
All the participants were administered the questionnaire in their various schools. 
These were distributed with the help of the teachers of the participants. The children were 
intimated that there was no right or wrong answer and were also assured that their 
responses were confidential. A total of 200 questionnaires were administered while only 
150 (75%) retum rate was achieved. The admimstration of the questionnaire took place 
over two weeks.
Data Analysis
Data collected on this study were analyzed using simple percentage, frequency 
count and chi-square Statistical tools.
Results
The results of the analysis are presented in the following tables.
Question 1: What are the reading habits of Botswana Children?
Table la: Children’s Reading Habits
S/N Items YES % NO %
1 Do you usually read on a daily basis? 55 36. 7 95 63.3
2 Do you read the newspaper daily? 47 31.3 103 68.7
3 Do you prefer play to reading? 92 61.3 58 38.7
4 Do you prefer watching TV to reading? 96 64 54 36
The results in Table la  show that Botswana children do not consider reading as 
daily routine. This is evident with the response of 95 participants 63.3% who indicated 
they don’t read on a daily basis; while 55, 36.7% read on a daily basis. On daily reading 
of newspaper, 103, 68.7% said they don’t read the newspaper daily while 47, 31.3% 
indicated they do. It was also indicated that 92, 61.3% of the participants prefer play to 
reading while 96, 64% prefer watching TV to reading. It is clear from this result that 
average Botswana children do not have good reading habits and a culture of reading.
Table lb: Reasons for Reading
Items YES % YES %
1 To pass an exam 122 81.7 38 18.7
2 For tun 72 48 78 52
3 For personal development 29 19.3 121 80.7
4 To while away time 93 62 57 38
5 To be well-informed 20 13.3 130 86.7
Tablelb provides more information on the reading habit of the Botswana children. 
The results show that 81.3% of the children have the perception that reading is done only 
to pass exams and 62% believe it is to while away time. The responses further indicated
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that the participants consider reason for reading as neither for fun, for personal 
development nor for to be well-informed.
Table lc: Distribution of the Respondents Reading Material in Order of Significance
Reading Material Top priority % Low Priority % Total
Textbooks/ Novels 137 91 13 8.6 150
Lecture Notes 120 80 30 20 150
Newspapers 112 74.6 38 25.3 150
Story Books 109 72.6 41 27.3 150
Magazines 65 43.3 85 56.6 150
Joumals 60 40 90 60 150
Drama 56 37.3 94 62.6 150
Poetry 48 32 102 68 150
Comics 45 30 105 70 150
Table lc above reveals that 137(91%) participants feit reading textbooks/novels was 
most significant. This is followed by lecture notes 120(80%) participants, newspaper 
112(74.6%) participants and story books 109(72.6) participants in this Order. However 
magazines, joumals, drama and poetry were indicated as not so much significant while 
comics draw the least attention of the participants.
Question 2: How many hours do the children engage in reading per day? 
Table 2: Hours Snent on Reading Daily
Times/ Hours Spent Per day Response %
Less than an Hour 30 20
1—2 Hours 80 53.3
2—3 Hours 21 14
3—4 Hours 10 6.7
4—5 Hours 5 3.3
More than 5 Hours 4 2.7
Total 150 100
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Fig.1: Hours Spent on Reading Daily
m  L e s s  th an  hour 
m 1 ~ 2  H ours  
□  2 - 3  H ours  
CD 3 -4 H ours  
Bi 4 -5 H ours  
EU M o re  than  5 H ours
53 .3
The results in Table 2 and Figure 1 reveals that 30 participants 20% spent less 
than an hour on reading per day. The majority of the participants 80, 53.3% spent 
between 1—2 hours per day. While 36 participants 24% read for between 2—5 hours per 
day and 4 participants indicated reading for more than 5 hours per day. It is clear from 
this Table that the reading habits of the participants is not all that encouraging since there 
are some children that read even less than an hour per day. Before reading habits can be 
referred to as being good, it is expected that at least 65-70 percent of the children should 
read up to 2-3 hours on a daily basis without any hindrances.
Question 3: What is the perception of the children about the availability and accessibility 
of the reading material (books)?
Table 3: Children’s Perception of the Availability and Accessibility of the Reading 
Material
S/N
Items YES NO RT Xo.cal Xo.tab df Rm
1 Do you feel that the existing reading 60 90 150
materials (books) in your library are 
adequate?
2 Are you satisfied with the present library 84 66 150
Services of your school?
3 Do you have opportunities to borrow books 102 48 150 7.78 7.81 3 N.S
from your school library?
4 Do you visit any other library apart from 72 78 150
your school library?
Column Total 318 282 600
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Table 3 indicates that 90 participants 60% feit the existing reading materials 
(books) in their library are not adequate. 84, 56% of the parti cipants indicate they are not 
satisfied with the present Services of their school library. 102, 68% of the parti cipants 
indicate they don’t have the opportunity of borrowing books from their school library. 
And 78, 52% do not visits other library apart from their school library. It is observed that 
the chi-square value is lesser than that of tabulated value at 3 degrees of freedom and 
0.05 probability levels. This means that there is no significant difference in the 
perceptions of the participants about the availability and accessibility of material in their 
various schools.
Question 4: What are the sources of reading materials children wholly depend on?
Table 4: Sources of Reading Materials Depend on by the Children
S/N Sources Responses %
1 Library 12 8
2 Teachers 65 43 .4
3 Parents 47 31.3
4 Friends 18 12
5 Others 8 5.3
Total 150 100
Fig 2: Sources of Reading Material That Children Depend On
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Table 4 and Figure 2 above reveal teachers are the source of reading materials 
children wholly depend on. This is to say that the note given by the teachers is the major 
source of reading material for the children. The parents were indicated by the children as 
the next source of reading material with 47, 31.3%. This is referring to the few books the 
parents can afford to buy for them. Friends were the next source of reading material with 
18, 12% while libraries 12, 8% and others 8, 5.3% are the least sources depended on by 
the children for their reading materials. The reason why libraries attracted the least is 
basically due to inadequate resources of reading material there although this is more 
specific to rural schools.
Question 5: What are the major factors hindering children from reading?
Table 5: Hindrances to Reading
S/N Hindrances Responses %
1 Playing sports/games 14 9.3
2 Watching TV 27 18
3 Unpaid Tuition 11 7.3
4 Home assignment giving by the teachers 17 11.4
5 Inadequate books availability 45 30
6 Lack of interesting reading materials 36 24
Total 150 100
Fig,3 F actors T hat H inder R eading
Ea P laying
Sport s/G am es
m W atch ing  TV
9 . 3
□  Unpaid  Tutions
□  H om e A ss ig n m en t  
given by the  
m Teachers  
Inadequate books availability
30 11.4 E3 Lack of Interesting Reading 
Materials
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In Table 5 and Figure 3 the results reveal that among the factors indicated as 
hindrances to the children’s reading habit, inadequate books availability was rated higher 
with 45, 30% of the participants. This is followed by lack of interesting children literature 
with 36, 24% while watching TV was indicated as the next factor by 27, and 18% of the 
participants. Other factors that hindered the children from reading are home assignments 
given by the teachers 17, 11.4%, playing sports and games 14, 9.3% and unpaid tuition 
11, 7.3%.
Question 6: What measures need to be taken for the improvement of children’s reading 
habits and book availability?
Table 6: Measures of Improving Children Reading Habits and Availability of Books
S/N Populär Suggestions Response %
1 Govt. should fumish all primary schools with recent books. 4 40
2 Parents should develop an interest in reading for their children to emulate 
them. 2 20
3 Interesting literature and story books should be made available in large 
quantities. 1 10
4 Library facilities should be provided in all schools. 2 20
5 An official hour should be allotted for reading in the daily school timetable.
1 10
Total 10 100
Fig.4: Measures of Improving Children Reading Habit and Availability of 
Books
Eä G o v t.fu rn is h e d  p r im a ry
School w ith  re c e n t  b o o k s
®  P a r e n ts  d e v e lo p  in te re s t  
in re a d in g  fo r  the i r 
c h ild re n  to  e m u la te
□  M a k in g  in te re s tin g  
lite ra tu re  a n d  b o o k s  
a v a ila b le  in la rg e  quantities
□  L ib ra ry  fa c i lities  provided 
in all s c h o o ls
Sä O ffic ia l h o u rs  to  b e
a lio te d  fo r  re a d in g  on the  
timetable
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Table 6 and Figure 4 reveal that of all the teachers interviewed, 40% 
suggested that the govemment should see to it that all the primary schools are fumished 
with recent books. Another 20% suggested that library facilities should be provided in all 
the primary schools while 20 % were of the view that parents should develop an interest 
in reading serving as positive role models. They contend that through the act, their 
children can emulate them. Making interesting children’s literature and storybooks 
available and the fact that an official hour should be allotted for reading in the school 
timetable were each suggested by 10% of the teachers.
Discussion
It is clear from the results of the first research question in this study that Botswana 
children’s reading habits and culture is not encouraging. The results indicate that only 
36.7% the children read on a daily basis. The results as well confirmed this population 
only engage in reading just for examination purposes and not so much for personal 
development, fun, or to be well informed. The results also reveal that textbooks are the 
most significant reading material. This is not surprising since it was evident from the 
results that the participants read mostly if they had examinations. Their concentration on 
reading textbooks/novels and lecture notes as given top priority attest to the fact. This 
result no doubt confirmed the assertions of some researchers (e.g. Sangkaeo, 1999, 
Darko-Ampem, 2005, and Chandilanga, 2006) who observed and postulated that the 
reading culture of Africans is poor. It should be noted that the present generation of 
African children are the leaders of tomorrow. If their state of reading remains as it is, the 
pertinent question is what does the future holds for the development of reading culture in 
the continent of Africa? Isn’t it true that the future of Africa as becoming a literate 
society seems bleak? This remains a challenge to all.
On the number of hours an average Botswana child spends on reading daily, it was 
revealed that 53.3% read 1-2 hours on a daily basis. The results show some children 
engage in reading even for less than an hour a day which is an indication that children’s 
reading culture and reading habits in this pari of Africa are not good.
Another result reveals that there is no significant difference in the perception of 
the participants about the availability and accessibility of reading material in their various 
schools. This establish what has been shown in the literature that many primary schools 
in the country do not have or stored enough books in their library i.e. if they even have 
them at all. It also raises the question of how reading habit can be developed when there 
is no enough books to read. However, the result corroborates what was stated by Krashen 
(1996) that availability of books means access and time for reading them.
The analysis also reveals that teachers are the sources of reading material on 
whom the children wholly depend on for their reading. Anyway, this is not unexpected 
since it has been indicated that they read only for purpose of examination; hence their 
dependence on teachers’ notes and textbooks is not surprising. But the question is can 
good reading habits be developed through reading textbooks and teachers’ notes alone? 
This remains a question that must be answered by all educational stakeholders in the 
country.
Furthermore, the results reveal that inadequate book availability coupled with the 
lack of interesting children’s literature and the fact that children used most of their time 
watching TV are factors identified as those hindering them from developing good reading
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habits. This is perhaps relevant to what has been identified in the literature. For instance, 
Krolak (2005) identified school factors like environment, the context of the classroom, 
the strategies employed to teach and the availability of books technology with other 
resources. Similarly, (Kurtz-Costes and Schneider in Ekundayo, 2005) also make 
reference to children behaviour, attitude, and literacy level of classmates as factors 
possible to exert influence on the teachers instructional choice thereby affecting children 
reading dev elopement. What can be said here is the fact that the value of education is 
yet to be well articulated by most adults in Africa. If this is done, whatever factors that 
may hinder it will be prevented. We must realize this otherwise the present condition may 
continue and many African countries will be at a disadvantage.
The last result relates to the measures suggested by the children’s teachers who 
were mterviewed. The most significant suggestions put forward by them are that the 
govemment should fumish all the primary school libraries in the country with recently 
published books, parents should develop interest in reading in order to set a good 
example for their children, library facilities should be provided in all schools; interesting 
children’s literature and story books should be made available in large quantities, and that 
an official hour should be allotted in the day for reading in all primary schools.
Implications for the Achievement of Quality Basic Education
Almost every country of the world is working towards achieving the millennium 
development goals of achieving universal basic quality education by the year 2015; 
Botswana as a country is not left out. Education has been identified as the comerstone of 
development. As it is now clear that societies which are underdeveloped are those which 
do not invest in or see education as their overriding priority. The main priority areas for 
development assistance are the literacy awakening education for all. Though the 
govemment of this country is investing heavily on education, perhaps there is need for 
their total Support in the achievement of quality basic education which of course is not 
easy to come by. With the Support of educational stakeholders, the goal cannot be too 
difficult to achieve. Essentially therefore, improvement of the children reading habit and 
reading culture generally is a Step in the direction of achieving the quality education. The 
task of encouraging positive reading interest to foster and promote a love for reading 
which will promote a reading culture and society is not an easy one (Sangkaeo, 1999). 
All parties and concemed national institutes or private sectors should work together and 
all efforts should be coordinated to achieve this goal. The following recommendations if 
properly implemented may be of help.
Recommendations
Parents
Much research has provided insight into the importance of home environments for 
children’s reading literacy (Adams, Ehri, Holdaway, Verhoeven in Dent and Yannotta, 
2005). Reading habits need to be built and promoted ffom an early age. Parents who 
spend time reading to their children, giving them the best possible Start on the road to 
literacy are setting a good example for their educational attainment. Many researches 
have also pointed out that children who do best in literacy skills at school are those who 
come from homes where there are books. where their parents spend time reading to their
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children and where children see their parents and older siblings engaging in reading 
activities. In order to encourage reading habit in their children, parents should:
1. Set a good example. If the child finds you reading, instead of being glued to 
television, he or she may also do the same.
2. Provide appropriate reading material, Controlling television viewing and helping 
the children in their routine to include enough time to both play and read. 
However, children should not be forced to read. This may make them rebel and 
not do as told or instructed.
3. Other suggestions include reading story books aloud, creating a leaming 
environment by setting up a mini reading comer with reading materials, visiting 
the library; bookshops, and offering books as prizes or gifts to the children.
The Teachers
1. The teachers are the next set of people children spend most of their time with 
after their parents. In the light of this fact, they should know the type of books 
children should enjoy reading. Hence, they need to request appropriate numbers 
of books for classrooms, and school libraries.
2. Teachers should introduce books to the pupils after giving them a brief 
introduction about the contents. This will give children the freedom to choose 
according to their taste.
3. They should inform parents and policy makers the importance of access to 
books.
4. Teachers need to appreciate the importance of reading. This will afford them the 
opportunity to motivate and encourage their pupils to read widely. Fluent 
reading comprehension skills are the basis of quality educational attainment.
The Librarian
Librarians have a crucial role to play, since they provide the only environment
in which most people can access books. Therefore, they need to:
1. Attract children who are reluctant readers, expose them to the joys and benefits of 
reading.
2. Help the children to develop pleasant and positive attitude towards reading. This 
should be done before children could develop habits of reading and love for 
books.
3. Sangkaeo (1999) States that “in any effective school library program the librarian 
should have definite responsibilities in certain areas o f the Curriculum and should 
have an active teaching role.”(p.3). To him, the role must always be coordinated 
with what is taking place in the classroom. By having a wide knowledge of 
materials and techniques for using them, the librarian can now make very strong 
Partners in the planning and implementation of the educational enterprise.
4. The librarian working in primary schools libraries should endeavour to make the 
library attractive to the pupils.
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School Libraries
For inculcating the habits of reading from the childhood, the recommendation by 
(Panigrahi and Panda, 1996) is very relevant here. That school libraries should:
1. “Create an environment conducive to reading so that the children feel at home and 
comfortable;
2. Request teachers to encourage the students to read more books, magazines and 
newspapers regularly;
3. Request parents to subscribe to good newspapers and magazines for their homes 
matching the tastes of their children, and;
4. Request schools to organize debate and essay competitions, story hours, chat 
shows exhibitions, quiz hours, etc..., at regulär intervals so as to generate reading 
interest and information gathering habit”.(p.64).
Mass Media
Radio and television media in the country should include in their program 
‘Children Reading’. This should come up at least once or twice a week.
should as well make sure that interesting books are always read on air.
The Government
The govemment needs to play the greatest role if the aim of achieving quality 
basic education is to be realized. Parts of the role should include:
1. The govemment needs to be aggressive on the issue of improving primary school 
libraries and should stress the contribution made by libraries to the quality of 
education for children. Adequate funds should be provided to keep classrooms 
and school libraries current with quality literature.
2. The idea of giving children free books as the case of Bookstart - the books for 
babies scheme in UK should be emulated. The scheme aims at giving free books 
to yield extraordinary results. “If books can have such an impact on educational 
attainment in the UK where information is so plentiful, the impact is likely to be 
greater in Sub-Saharan Africa, perhaps in Botswana particularly where leaming 
resources are so scarce and expensive (Mokatsi, 2005).
3. More library facilities need to be incorporated in all primary schools where there 
is none. The govemment should make efforts to strengthen such libranes. 
However, it is not enough that the shelves of such libraries are fully stacked with 
books. It should also be ensured that these are accessible to the pupils and devoid 
of unnecessary restrictions.
4. Generally, there is need to hamess a myriad of opportunities brought by 
information communication technology ICTs. This has tumed the world into a 
global village as the common saying. We should not be surprised if in the long 
run, the printed world is converted to electronic as a result of this advancing 
technology and thereby opening a new arena of reading promotion. Essentially, 
therefore, the govemment should consider it a welcome development to introduce 
multi-media in school libraries. They may provide primary and secondary schools 
libraries with Internet browsing facilities and CDs on different topics like 
Botswana music, Botswana dance and culture, monuments, historic places,
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Botswana tribal and epics. Some of these topics can be suggested by the teachers 
and who can ask children to summarize lt. With this, children may become more 
inquisitive and more encouraged to use the library and search the Internet.
5. As it was suggested by some teachers during the interview session that reading 
hours should be allotted in all primary schools timetable, this should be 
considered by the authority involved. However, care must be taken that such a 
reading hour should not be used for taking extra classes of other subjects. 
Children should as well be made to summarize what they understood after reading 
a particular book. This will encourage them to read more and lessen the time 
spent on other activities
Conclusion
This study has focused on relevant issues relating to the improvement and 
promotion of reading habits of Botswana primary schools pupils so that the goal of 
achieving universal quality basic education will be a realizable one. Though this is an 
arduous task that demands the Cooperation of all concemed, it is assumed that with all 
hands on desk and concerted efforts, all directed towards the same goal, success is 
inevitable. This may take some time and the process may not be so easy, yet certain Steps 
need to be taken. This is a Clarion call and should be considered a challenge.
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Telia, Adeyinka (B.ed, M.ed, and MLS) is a Commonwealth scholar on PhD 
Programme in the department of Library Information studies, University of Botswana. 
He has published articles in both local and international joumals. His areas of interest 
include: Information technology, Information Management, Library management, 
Psychology of Information, Evaluation and Assessment.
All correspondence should be directed to him at:
Department of Library Information Studies,
Faculty of Humanities,
University of Botswana,
PB 0022.
Gaborone.
Cell: +267-71484253, +267-72362738. E-mail: tellayinkaedu@yahoo.com
Akande, Samson :( B.sc ed, MLS) He is a doctoral Student in the department of 
Library, Archival and Information Studies, University of Ibadan, Nigeria. He is currently 
the Acquisition Librarian of Kenneth Dike Library, University of Ibadan.
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APPENDIX
READING HABITS / BOOK AVAILABILITY SCALE
1. Name of School...............
2. Sex (Pls. tick): Male ( ) Female ( )
3. Class.................................
4. Age: 10-11 years ( ) 11-12years( ) 12-13 years ( )
5. Rank the reading interest of the following documents by form (Pls. tick)
Document Most Significant Less Significant
Text Books ( ) ( )
Journals ( ) ( )
Magazines ( ) ( )
Newspaper ( ) ( )
Comics ( ) ( )
Story Books ( ) ( )
Poetry ( ) ( )
Drama ( ) ( )
Novels ( ) ( )
6. Do you read newspaper daily? YES ( ) NO ( )
7. Do you normally read on a daily basis? YES ( ) NO ( )
8. Which of these do you consider as the reason why you need to read?
i. To pass exam
ii. For fun
iii For personal development
iv To while away time.
v To be well-informed
9. Do you have opportunity to borrow books from your school library?
YES ( ) NO ( )
10. Do feel that the existing resources of your library are adequate?
YES ( ) NO ( )
11. Are you satisfied with the present library Service o f your school?
YES ( ) NO ( )
12. Do you visit any other library apart from your school library?
YES ( ) NO ( )
13. Total time spent in reading daily
A. Less than an Hour
B. 1—2 hours
C. 2—3 hours
D. 3—4 hours
E. 4— 5 hours
F. More than 5 hours.
14. Major factors hindering you from reading (pls. tick).
A. Playing Sport/ Games
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B. Watching TV
C. Unpaid Tuition
D. Home Assignment given by the teacher
E. Lack of interesting children’s literature
F. Non-availability of books.
INTERVIEW QUESTIONS FOR TEACHERS
1. Do you have a library in your school?
2. If your answer to question 1 above is yes, are enough books available in it?
3. Do you feel the library is meeting your pupils’ reading needs?
4. What can you say about the reading habit of your school children/pupils?
Is it bad or good?
5. If it is bad, what measure do you think can be taken to improve your pupils’ 
reading habits and availability of books?
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