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Children’s perceptions on leisure reading and the perceived role of family, peers, and teachers on children’s leisure reading in Singapore
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Type
Thesis
Author
Shamala Ramakresinin
Supervisor
Bacsal, Myra Garces
Abstract
The purpose of undertaking this study is to examine children’s perceptions on leisure reading and the perceived role of family, peers, and teachers on children’s leisure reading in Singapore. Many studies in the past have been conducted on gender and reading (Brozo, 2010; Gorman, White, Brooks, Maclure, & Kispal, 1988, Millard, 1997; Smith & Wilhelm, 2002) but each study examined different aspects of the topic. This study adds to literature by investigating children’s perceptions on multiple social agents’ views on leisure reading. This is the first study conducted in Singapore that used a mixed-method paradigm to investigate on social agents’ (more than one social agent) perceived influence on participants’ leisure reading practices.
The participants of the study (n = 567) were in the age range of 10 to 11 years old. Initially, a pilot study was conducted to test the questionnaires. Results of the pilot study helped to modify the instruments used for the research. The Actual Study had a questionnaire, IR2 – Influences on Reading 2 (a merged instrument from the pilot study - Social Influences on Reading, SIR and Student Views on Reading, SVR) and four focus group discussion (FGD) sessions. The respondents consisted of students from two government schools and three government-aided schools (two all-boys’ schools and an all-girls’ school). All participants completed IR2, and 33 of them from the sample were selected for FGD sessions. The findings of the study showed that more girls than boys engage in leisure reading. This did not imply that boys did not enjoy reading but the number of boys who were non-leisure readers was significantly higher. The study found that based on socialization practices, regardless of gender, ethnic group or school context, participants performed gender in their leisure reading practices. If participants’ socialization had been traditional, it was reflected in their reading attitudes and behaviours, and vice versa if it was egalitarian.
The present study is a significant undertaking as it provides information to social agents that their influence (be it overt or covert), is perceived as fundamental in shaping children’s attitudes towards leisure reading. By introducing stories with traditional and non-traditional roles of men and women, social agents (especially parents, teachers, peers and other adults in children’s environment) enable children to appreciate new roles of genders (Paterson, 2014). In the words of Ryan, Patraw and Bednar (2013), it helps children to “…think more inclusively about gender expression and identity, and apply this knowledge to other experiences” (p. 83).
The participants of the study (n = 567) were in the age range of 10 to 11 years old. Initially, a pilot study was conducted to test the questionnaires. Results of the pilot study helped to modify the instruments used for the research. The Actual Study had a questionnaire, IR2 – Influences on Reading 2 (a merged instrument from the pilot study - Social Influences on Reading, SIR and Student Views on Reading, SVR) and four focus group discussion (FGD) sessions. The respondents consisted of students from two government schools and three government-aided schools (two all-boys’ schools and an all-girls’ school). All participants completed IR2, and 33 of them from the sample were selected for FGD sessions. The findings of the study showed that more girls than boys engage in leisure reading. This did not imply that boys did not enjoy reading but the number of boys who were non-leisure readers was significantly higher. The study found that based on socialization practices, regardless of gender, ethnic group or school context, participants performed gender in their leisure reading practices. If participants’ socialization had been traditional, it was reflected in their reading attitudes and behaviours, and vice versa if it was egalitarian.
The present study is a significant undertaking as it provides information to social agents that their influence (be it overt or covert), is perceived as fundamental in shaping children’s attitudes towards leisure reading. By introducing stories with traditional and non-traditional roles of men and women, social agents (especially parents, teachers, peers and other adults in children’s environment) enable children to appreciate new roles of genders (Paterson, 2014). In the words of Ryan, Patraw and Bednar (2013), it helps children to “…think more inclusively about gender expression and identity, and apply this knowledge to other experiences” (p. 83).
Date Issued
2017
Call Number
LB1525 Sha
Date Submitted
2017