EFFECT OF INFORMATION TECHNOLOGY ON THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN JERE LOCAL GOVERNMENT AREA, BORNO STATE

ABSTRACT The study assessed the effects of reading habits on students’ academic performance in English Language in selected secondary schools in Maiduguri Metropolitan Council, Borno State. Three objectives and three research questions were formulated for the study. This study adopts a descriptive survey research design. The instrument for data collection was a structured questionnaire. The completed questionnaires were collected immediately after completion to ensure a high response rate and reduce data loss. Data collected from the field were analyzed using descriptive and inferential statistics. Descriptive statistics such as frequency counts, percentages, mean scores, and standard deviations were used to summarize the responses. The study revealed that while there is a moderate level of reading engagement among secondary school students in Maiduguri, it is largely superficial and examination-driven. Digital distractions, environmental noise, and limited access to books are significant barriers. ncouragement from parents plays a notable role, but teacher motivation and peer influence are lacking. Despite these challenges, students demonstrate a high level of awareness regarding strategies that could improve their reading habits. These include institutional support (libraries), pedagogical involvement (teacher recommendations), government intervention (book provision), and family-based practices (reading at home). The findings underscore the urgent need for a multi-stakeholder approach involving schools, families, and the government to promote a sustainable reading culture. Based on the findings of the study it is recommended that schools and education stakeholders should implement structured reading programs tailored to students' current behaviors and interests. These programs could include weekly reading clubs, book review sessions, and peer reading competitions that reflect students' preferred reading materials and schedules.