Abstract
Reading is a fundamental academic skill that shapes students' learning outcomes and
intellectual development. However, inadequate access to information resources continues
to constrain reading habits in many Nigerian secondary schools. This study examined the
influence of information-resource availability on the reading patterns of senior secondary
school students in Owerri Municipality, Imo State, Nigeria. A cross-sectional survey design
was adopted, involving 426 students drawn from ten public secondary schools using
stratified and proportionate random sampling techniques. Data were collected through a
validated questionnaire and analysed using descriptive statistics and multiple regression
analysis at the 0.05 level of significance. Findings revealed that information resources were
generally scarce across the sampled schools, while students exhibited moderate reading
patterns. Key challenges affecting reading behaviour included limited access to print and
digital materials, unfavourable reading environments, and digital distractions. The
regression results indicated a significant positive influence of information-resource
availability on students' reading patterns. The study concludes that access to adequate and
relevant information resources is a critical determinant of students' reading behaviour.
Enhancing the availability of diverse and up-to-date learning materials, alongside
improvements in school library facilities, can significantly strengthen students' reading
engagement. The findings highlight the need for strategic policy interventions and
sustained investment in school libraries to promote effective reading habits and support
academic development among secondary school students.
Keywords: Information resources; reading habits; secondary school students; survey
research; library access; Nigeria; Owerri Municipality
Publication Date: 2026-02-05