REAL PROJECT CHAPTER 1. 2, 3, 4 & 5 - Copy

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Researcher: Commander,Emmanuel O.
CHAPTER ONE
INTRODUCTION
Background of the Study
Electronic media are media that use electronics or electromechanical
energy for the end-user to access the content. This is in contrast with static media
(mainly print media), which today are most often created electronically, but do not
require electronics to be accessed by the end-user. According to Business
Dictionary (n.d.), electronic media are broadcasting or storage media that take
advantage of electronic technology. They may include television, radio, internet,
fax, CD-ROM, DVD, and any other medium that requires electricity or digital
encoding of information. The primary electronic media sources familiar to the
Public are video recordings, audio recordings, multimedia presentations, CD-
ROM and online content. Most new media are in the form of digital media.
However, electronic media may be in either analog or digital electronic data
format. Although the term is usually associated with content recorded on storage
medium, recording are not required for live broadcasting and online networking.
Any equipment used in the electronic communication process (e.g. television,
radio, telephone, desktop computer, game console, handheld device) is also
electronic media.
Characteristically electronic media are used to communicate to a large
number of people. They are a useful method for raising an issue, encouraging
debate and for making an issue more salient. They present information through

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various media and the public can generally choose to read, listen, view or
disregard the material offered. The electronic media have the potential to reach a
large number of people. They are a convenient and generally credible information
source. In addition, they can also increase the perceived credibility and worth of a
project. On the other hand, they are expensive to acquire advertising space. They
are also amenable to possible distortion (dilution or exaggeration) of information
during editing. Moreover, communication is generally one-way (letters to the
editor and talkback radio overcome this to a limited degree).
Electronic media could be organized into several categories as follows:
Transmission, Electrical Signal Processing, Wireless, Internet Display and Output,
Electrical Information Storage, Content Formats, Interactivity etc. The electronic
media revolution has renewed debate about print media's relevance. In reality,
both communication forms have advantages and disadvantages. Print media
reporters may cover subjects with greater depth than writers of electronic media.
However, electronic media's ability to break news at lightning speed is a key
factor for the continuing decline of print media readership. Still, that quality often
leaves analysts questioning if electronic media are speeding up the superficiality
of contemporary culture. The internet and modern telecommunications have
changed social networks and socialization greatly. They have opened up our
ability to communicate over vast distances at near light speed. We now have many
more ways in which to communicate in synchronous time with people at
distances. Our asynchronous communication (like message boards and social
networking) can now involve many more people than with non-electronic

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media. Another advantage to electronic media communication is the anonymity.
We can be who we choose to be, or we can allow our strengths to overcome our
weaknesses in ways that cannot be achieved offline.
The following points highlight on the advantages of electronic communication:
1. Speedy transmission: It requires only few seconds to communicate
through electronic media because it supports quick transmission.
2. Wide coverage: The World has become a global village
and communication around the globe requires a second only.
3. Low cost: Electronic communication saves time and money. For
example, text message (SMS) is cheaper than traditional letter.
4. Exchange of feedback: Electronic communication allows instant
exchange of feedback. Therefore, communication becomes perfect
using electronic media.
5. Managing global operation: Due to advancement of electronic media,
business managers can easily control operation across the globe. Video or Video-
conferencing, e-mail and mobile communication are helping managers in this
regard.
Electronic media have the potentials of quick and efficient capacity to
spread information. They have affected all facets of human endeavour. The
educational sector is not left out. They have become an indispensible tool in
contemporary university education system. University life can be stressful,

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although it is undoubtedly one of the most memorable experiences in one’s life. It
represents a critical development period for both late adolescents and young adults
(Chickering, 1969).
Reading has been the passion of the greatest personalities of all times.
Humans have been reading since ages and thus words of knowledge have passed
on through generations. The reading habit influences in the promotion of one’s
personal development in particular, and social progress in general. Regular and
systematic reading sharpens the intellect, refines the emotions, elevates tastes and
provides perspectives for one’s living; and thereby prepares a person for an
effective participation in the social, religious, cultural and political life. The
individual who reads will have a means for widening mental horizons and
multiplying opportunities of success.
The definition of reading has undergone so many changes. In the past,
reading simply meant to extract visual information from any given codes or
systems. However, thereafter, reading became much more complex and involved
the understanding of a whole text composed of written signs. Holte (1998) defined
reading as adding quality to life. According to him, reading provides access to
culture and cultural heritage, empowers, liberates citizens, and unites people. On
his part, Devarajan (1989) defined reading as the art of interpreting printed and
written words. Irvin (1998) described the process in relation to students as “the
interaction of what is in the head with what is on the page within a particular
context that causes student to comprehend what they read.” Thus, reading is the

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ability to recognize and examine words or sentences and understand the
information written. Reading is a cognitive process that implies the understanding
of written message. It has to do with the examination and grasping of the meaning
of written or printed characters, words and sentences. The library provides books
and other resources that will help shape thought and influence the action of
students throughout life.
Owing to technological advancement, reading cultures are changing. In
this age of Information Communication Technology (ICT), while technology is
slowly taking a steady control over individual lives, the reading habit is fast
evaporating into the thin air (The Hindu, 2004). Undergraduate students spend
long hours on electronic media. They are either involved in surfing or browsing
the internet, playing games with fashionable handsets, listening to music and
watching movies seem to be the order of the day. Thereby making reading a book
or any other piece of written material in a quiet or peaceful corner of a Library or
home become an archaic idea for most students (The Hindu, 2004). To worsen the
present trend, the rush for certificate acquisition is another area of concern.
Commenting on the Nigerian university system, Nwabuisi (2008) argued that for
Nigerians, education means not acquiring knowledge for the development of the
individual and the development of the society. To him, “education becomes a
means of acquisition of certificates without acquiring corresponding knowledge”.
Reflecting on contemporary undergraduate students’ reading habit, Ajayi (1993)
lamented that students visit the library only to read for examinations. Akpoghiran,
(2008) observed that, the university system in Nigeria does not challenge students

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enough to embark upon research for development. What this implies is that,
students do not see reasons for intensive and extensive reading while in school.
Supporting this point of view, Kaur & Rani (2007) opined that university libraries
invest a huge amount on collection development, processing and storage of
information resources; and these resources, which are so expensive, often remain
unutilized resulting to wastage of money, time, energy, and space. Obama (2008)
in his speech pinpointed that children cannot achieve unless they raise their
expectations and turn off television sets. Teachers nearly always find that they do
not have time in their lectures to teach everything they would like their students to
know about a subject. The students need to supplement their class work with
further reading (Rintel & Jeffery, 1997).
Therefore, students at all levels, including adolescents and adults, are
expected and encouraged to engage in both recreational and academic types of
reading. However, in light of the emergence of the Internet as an exceedingly
prominent new information communication technology it is unclear whether the
time university students spend on electronic media playing games, listening to
music, watching movies and satellite television etc., displaces or interferes with
the time these students report spending on conventional reading for academic or
recreational purposes. In addition, Olukemi (2010) advised Nigerian youths to
imbibe the reading culture in all their endeavours. She affirmed that lack of good
reading culture among youths nowadays has greatly affected quality of graduates
being produced by the nations’ tertiary institutions.

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It is based on the foregoing that this study is set to identify the influence of
electronic media on the reading culture of the students of the University of
Nigeria, Nsukka. Students need to develop their reading skills if they are to
achieve their full potentials. Higher institutions have the task of preparing
potential graduates to continue learning after they leave school when they can no
longer turn to teachers for assistance (Rintel & Jeffery, 1997).
University of Nigeria is a public institution that has four campuses –
Nsukka, Enugu, Ituku-Ozalla, Enugu State and Aba, Abia State, Nigeria. It was
founded in 1955 and formally opened on 7th October 1960 by the then Eastern
Region government. It was taken over by the Federal Government of Nigeria in
1973 (University of Nigeria, 2014). The University of Nigeria was the first full-
fledged indigenous and first autonomous Nigerian university modeled upon the
American educational system. It is the first land-grant university in Africa and one
of the five elite universities in the country. The university has 15 Faculties and
102 academic departments. It offers 82 undergraduate programs and 211 post-
graduates programmmes. The Nsukka campus houses the Faculties of Agriculture,
Arts, Biological Sciences, Education, Engineering, Pharmaceutical Sciences,
Physical Sciences, Social Sciences and Veterinary Medicine (University of
Nigeria, 2014).
University of Nigeria is renowned for the production of high quality
graduates that have continued to excel in different fields of human endeavour as
well as contributing to the advancement of humanity (University of Nigeria,

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2014). From 220 students’ intake at inception, the student annual intake has
swollen to about 6,000 per session. The student population is about 50,000 in all 4
campuses with a healthy mix of undergraduate, post-graduate, and sandwich
students, and over 5,000 members of staff (Orjiakor, 2013).
Demographically, the undergraduate students’ populations in the main
Campus in Nsukka is predominantly teenagers with a slight mix of an
insignificant number of adult, those above 21 years of age. The population
consists of female and male. Though the catchment area is nation-wide, about
75% of the students’ populations are from the Igbo speaking ethnic group.
However, the common language of communication is the English Language.
The University environment has Wireless Internet connection. Most
students prefer sourcing or accessing information on-line with their phones and
laptops instead of visiting the school library. Nevertheless, during examination
periods students do invade the library to read their books. The students are
relatively serious minded academically. They attend their lectures promptly and
religiously. Despite the rigorous academic activities, students still find time for
social activities. Students engage in social activities as part of extra-curricular
engagements. Majority of the students are Christians and attend campus
fellowships through weekdays.
Statement of the Problem

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Reading is very important in the life of every student, especially
undergraduate student. Reading is an indispensible tool in the modern world for
effective functioning of an individual in the society. Not until recently, anyone
who was able to scale through the university system as a graduate was sure of a
promising future. However, the situation is different today: graduates flock the
streets of Nigerian cities searching for white-collar jobs that are non-existent.
What has led to this situation? A well groomed graduate should be able to fashion
out employment opportunities for himself, something legitimate outside a white
collar job that will enable him eke out a living, yet, the reverse is now the case
Nevertheless, it has been observed that undergraduate students have poor
reading habit and this has led to having low quality graduates turned out from our
tertiary institutions. It has contributed to less gross domestic product (GDP) and
has affected the nation’s economy adversely.
It was in line of this that the researcher wants to find out the influence of
electronic media on students’ reading culture in the University of Nigeria,
Nsukka.
Purpose of the Study
The main purpose of the study is to determine the influence of electronic
media on the reading culture of students of the University of Nigeria, Nsukka.
Specifically, the study sought to:

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i. Determine how the utilization of electronic media has affected students’
spelling skills
ii. Ascertain how wrong spelling of words has affected student’s ability to
pronounce words correctly
iii. Determine how the use of electronic media has contributed to students’
inability to construct correct sentence structure
iv. Ascertain the problem encountered in electronic media use on students’
reading habit
v. Determine strategies for enhancing the influence of the electronic media
on students’ reading culture.
Research Questions
The following are the guiding research questions for the study:
1. How does the use of electronic media affect students’ spelling skills?
2. How do wrong spellings affect students’ correct pronunciation of
words?
3. How can the use of electronic media contribute to students’ inability to
formulate correct sentence structure?
4. What is the effect of electronic media use on students reading habit?
5. How do we curtail the negative influences of electronic media on
students’ reading habit?
Significance of the Study

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The study will be beneficial to the following sets of people;
a) Students
b) Teachers
c) School authorities and
d) Government
Students will benefit from this research as the influence of electronic
media on students reading culture will be expose and necessary strategies
suggested for curbing the ugly trend.
Teachers will also benefit, as implementation of findings will reduce
workload on them. As Students become aware of the implication, now use
electronic media for academic and recreational activities as oppose to
entertainment purposes.
School authority will benefit from this research, as the influence of
electronic media on students’ reading culture will be reveal. In addition, such
revelations will assist school authorities in formulating policies that can improve
learning strategies in tertiary institutions.
Government will benefit because turning out of quality graduates into
society will facilitate national development. Moreover, culture of reading among
the citizenry will contribute in a significant way to the process of democratization
and to the emergence of a responsible civil society and to the promotion of good
government.

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Scope of the Study
The research will focus specifically on the influence of electronic media
on students’ reading culture, such as the distracting potentials of the computer,
game console, handheld devices, telephone, television and radio.
The study also explored how respelling or shortening of words can hinder
correct pronunciation. The impact of SMS on correct sentence structure
formulation and the restrain electronic media use can exert on students’ reading
habit.
Geographically, the research will be conducted among students in the nine
(9) faculties in the main campus of the University of Nigeria in Nsukka. These are
the Faculties of Agriculture, Arts, Biological Sciences, Education, Engineering,
Pharmaceutical Sciences, Physical Sciences, Social Sciences and Veterinary
medicine. The nine (9) Faculties are truly representative of the whole university of
Nigeria. They are comprised of five (5) Pure Sciences and four (4) Social
Sciences/Humanities Faculties. Students from both Pure Sciences and Social
Sciences/Humanities Faculties will be used for the study.

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CHAPTER TWO
REVIEW OF LITERATURE
This chapter deals with the review of literature that is relevant to this
study. The review is presented under the following headings:
Conceptual Framework
 Types of electronic media
 Respellings and their influence upon pronunciation
 Impact of SMS on writing
 Constraint exerted by electronic media use on reading habit
Theoretical Framework
 Direct Effect Theory
 Limited Effect Model
 Uses and Gratifications Theory
 Cumulative Effect Models
 Cultivation Theory
Summary of Review of Literature

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Conceptual Framework
Types of electronic media
1. COMPUTER: This electronic device stores, retrieves, and processes
data, and can be programmed with instructions. A computer is composed
of hardware and software, and can exist in a variety of sizes and
configurations. The term hardware refers to the physical components of the
computer such as the system unit, mouse, keyboard, monitor etc. The
software is the instructions that make the computer work. Software is held
either on the computer’s hard disk, CD-ROM, DVD or on a diskette
(floppy disk) and is loaded (i.e. copied) from the disk into the computer’s
RAM (Random Access Memory), as and when required. This device when
connected to the internet can offer a veritable avenue to access a mirage of
information resources as well as communication means for interaction
with distant recipients through the World Wide Web. Some of the
capabilities of a connected computer include social networking, electronic
mailing, YouTube video, database, video conferencing, computer games,
working from home, banking from home etc. In a nutshell this device can
be used in contemporary daily life to perform the following functions:

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Accountings, Playing Games, Educational, On-line banking, Smart ID
cards, Supermarkets transactions, (Tele-working), Internet browsing. With
the coming of the internet in higher institutions, students can through their
personal computers or laptop computers hook up to the internet. The
Internet offers a variety of resources which ranges from social networking
sites, e-mail, SMS, YouTube, e-game etc. All of these resources can be
utilized for educational purposes if sensibly applied.
The Hindu’s (2004) assertion that students are now grossly
addicted to electronic devices seems not just to be true but very largely.
Thereby making reading a book or any other piece of written material in a
quiet or peaceful corner of a library or home become an archaic idea for
most students. Corroborating the above assertion, Shokunke, Akinola &
Alade (2013) in their study observed that the major purpose students use
web 2.0 social media is entertainment while academics receive a low
rating. The advent of the computer and the internet has presented
fascinating electronic resources that have captured the attention of
students.
2. Game Console: This is a type of an electronic game played with the aid of
a computer. Either it can be played online or offline but must be connected
to the computer. Consoles game can also be played via tablets and smart
phones. Gamers now spend more time playing games (PwC, 2012).
Playing online consoles games has changed radically in the past decade.
As most of the software and consoles have added a network or multiplayer
dimension, one can now play with others next door, or around the world.
Video game consoles have become popular in households of recent. A
study conducted by Natural Resources Defense Council and Eco
Consulting to ascertain the volume of energy consumption by video

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consoles games use in the USA revealed that between 2002 and 2007 more
than 67 million video game consoles were sold in the United States alone
(NPD GROUP, 2008).
Today, more than four out of every ten U.S. households own a
video game console, and 14 percent of those households are reported to
have more than one functioning console. In a related finding Ipsos-Insight
(2006) posited that despite many other entertainment options (growing
massive multiplayer online role-playing games [MMORPG], handheld
games, and mobile games) people are still playing console games. Three-
quarters of respondents in the Ipsos-Insight survey reported playing the
same or even more than they did one year ago. Only 24 percent reported
playing console games less than they did one year ago. Of those playing
less, two-thirds (66 percent) reported lack of time as the reason. What
these imply is that video game console is time consuming and time is a
very vital element in a students’ life which if wasted cannot be regained.
Students need time to read for recreational and academic purpose.
3. Handheld Devices: The term handheld device means a device that can be
easily carried by a student and has the following multimedia functionalities: i)
information and knowledge access, process and storage, ii) communication
(synchronous and asynchronous), iii) entertainment and amusement (e.g.
games, music, video, radio, TV, etc.), and iv) organization and management
(e.g. scheduling, planning, calendar, address book, calculator, etc.). Using
these handheld devices, the users can confront any situation as it happens
instead of postponing it until they reach their office, home, school etc. This
real-time situation confrontation let them solve problems as they happen.
However, it also puts a stress on them, since they ought to be continually
alert.

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In addition, the handheld devices can be used in education. Many pilot
programs in education investigate the educational value of handheld devices.
They can aid in research, support collaborative activities and increase student-
to-student interaction (Curtis et al., 2002). Surveys showed that students
preferred using handhelds PCs to other alternatives, such as raising their
hands (Chen, Myers & Yaron, 2000). Furthermore, handheld devices appear
to be very suitable for accessing information (reading e-mail, checking stock
quotes, and news headlines), especially when the user is seeking to fill a time
slot that would otherwise be lost during a short bus ride, while waiting in a
line (Sarker, & Wells, 2003). Surely, the handheld devices have enough
advantages, especially against the Laptop PCs. Laptop PCs require a lap or
surface to operate properly, they are relatively bulky and obtrusive, they take
much longer to boot and consequently must be left on so that they will be
ready to use and they typically have short battery life (Spinuzzi, 2003).
Currently, for the following reasons (availability, acceptance, network
connectivity and price) handhelds appear to be a straightforward solution for
mobile applications (Pinkwart et al., 2003).
A handheld device with Internet connectivity will make available to
the user Internet applications such as email, chat, Web search, VoIP (Voice
over Internet Protocol) etc. Although various names (e.g. PDAs, Pocket PCs,
Palmtops, Smart-phones, etc.) exist to describe various types of handheld
devices, the capabilities and the small nature of handheld can present
students with a tool to access the internet at anytime, anywhere. Handheld
has made it very easy to log on the web; and the web contains several
enticing resources that could distract one’s attention, and these attractive
resources could be time consuming.

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4. Telephone: The telephoning technology has come a long way; however,
the history of mobile telephone could be pegged around the 1940s after the
Second World War (Farley, 2005). Alexander Graham Bell made the first
telephone instrument in 1875. This device required the user to speak into
the box with the receiver to his ear. 'Tele' literally means 'at a distance' and
'phone' is an instrument using sound. Thus, 'Telephone' would imply 'an
instrument that carries sound from a distance.' From ship to shore; from
air to land; from car to car; from just about anywhere to anywhere today
you can speak to someone by just dialing a number. In fact, you have the
world readily available. Today telephone users in most parts of the world
can dial 80% of the world's subscribers directly. Telephone 'hot-lines' keep
world leaders in contact with each other to avoid the accidental outbreak of
a nuclear war. Even on the battlefield, it is now possible to link soldiers to
the international telephone network and a person from the most isolated oil
platform in the sea can make calls throughout the world. Business
executives can hold international business meetings by merely going to a
closed circuit television studio and talking to executives in similar studios
in other countries while the television pictures and the sound are being
carried over the telephone network. The telephone network has also been
able to link computers in many countries to vast information networks. It
can transmit television programmes such as the Olympic Games to more
than 100 countries. It can be used to turn a television set into a terminal
connected to a computer, providing vast amounts of information through
videotext. Without the telephone today, business and social life would be
seriously disrupted. This was demonstrated in 1979 when a strike by
telephone workers halted the telephone system in Ireland for several

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weeks. Millions of pounds worth of orders were lost because companies
could not reply quickly to requests and competitors won their business
(Roy, 1986). In some countries, the telephone system provides children
with bedtime stories. It takes a message for you if you are ill and gives you
the latest news too. The latest in electronic components is the Command
Dialer- a programmable phone that can recognize words. If you want to
make a call with the Command Dialer, all you do is utter two words. The
first tells the machine whose number to look up while the second tells it to
go ahead and dial. And this could be anywhere in the world, provided the
same person speaks each time, because the Command Dialer is a one-man-
machine and it will not respond to different voices.
The advent of the Global System for Mobile Communications
(GSM) has revolutionized telephoning. Advances in technology have not
only enabled wireless telephone, they have made the device miniature
while also imbuing it with varieties of capabilities; it could be incorporated
with television, access the internet through the World Wide Web to
interact digital resources of different format. With the relatively cheap cost
students now have access to a variety of GSM handset with wonderful
capabilities. GSM handsets can be used to access resources online, play
games, send SMS, listen to music, watch films, send emails to name a few.
Modern telephone devices offer unimaginable capabilities that students
can use to persecute whatever they desire. This has constituted another
conduit through which students’ time can be robbed.
5. Television: Television is a technology-based medium. Television is radio
communication with both pictures and sound. In addition to standard audio
transmission, TV systems use a camera to convert a visual scene to a voltage

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known as the video signal. This signal represents the picture information and
modulates a transmitter. The picture and the sound signals are transmitted to the
receiver. The receiver demodulates the signals and presents the information to the
user. The TV receiver is a special super heterodyne that recovers the sound and
picture information. The picture is displayed on a picture tube. As common as a
TV set is, we usually take for granted the extremely complex process involved in
receiving a TV signal and recovering it to present the picture and sound outputs
in a high-quality manner. During the several decades since its invention, the TV
set has evolved from a large vacuum tube unit into a smaller, more reliable solid-
state unit made mostly with Integrated Circuits (ICs). Although TV signals are
still transmitted by radio, today most people get their TV signals via a hybrid
fiber optic coaxial cable system. A converter box at the TV set converts the cable
signals to a format compatible with the TV receiver (DVB-The History of
Television, n.d).
Complementary technologies have enabled mass production of the
television electronic gadget. Thus, these devices are all over the places,
even school authorities provide them for students in their hostels and some
students have it in their houses. Those hooked to the satellite cable can
access foreign programmes like movies, sports and a wide range of other
programmes. They offer interesting programmes that possess the potential
of luring students away from utilizing their scare time that could have been
expended on productive academic activities. This is exemplifying
especially in weekend when student troop to television viewing centre to
watch European League Football (Bjurström, 1994).
6. Radio: A radio is any kind of device that wirelessly transmits or
receives signals in the radio frequency (RF) part of the electromagnetic
spectrum to facilitate the transfer of information. In today's world,
radios exist in a multitude of items such as cell phones, computers, car
door openers, vehicles, and televisions. A radio transmits or receives
wireless signals encoded into waves that oscillate at frequencies
somewhere within the radio spectrum. Traditionally, those radios have

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been fixed in hardware. Besides the fact that its primary aim was to
disseminate information to the public, it is a veritable tool to propagate
learning. It is used for Distance Education (DE), course material
delivery, integrated with various kinds of interaction. For example, in
classrooms discussion groups, or via the telephone. It can also be used
to acquire information, commonly via story and drama formats. Radio
combined with text support is found effective in subject areas such as
geography and disciplines requiring graphic illustration. . Radio by
nature, gives us the ability to “hear content, context, passion and pain”
(Gray-Felder in Dagron, 2001). Dagron further contends that radio is
the “most often utilized and successful medium for social change”. For
Freire, “ordinary people, not just talented leaders, can and should be
agents of change” (Kane, 2001); and radio is an obvious medium for
catering to such change by allowing ideas to be shared and beliefs
critically questioned.
Aside these laudable features of the radio, it could be a source of
distraction especially to the students. Radio has the capability to produce music,
commentaries of events or sports that can constitute distraction to students. It is
based on the capabilities that the radio is classified as an electronic media capable
of distracting students from paying hundred percent attentions to academic
activities in school.
Respellings and Their Influence upon Pronunciation
Pronunciation refers to the production of sounds that we use to make
meaning. It includes attention to the particular sounds of a language (segments),
aspects of speech beyond the level of the individual sound, such as intonation,
phrasing, stress, timing, rhythm (supra-segmental aspects), how the voice is
projected (voice quality) and, in its broadest definition, attention to gestures and
expressions that are closely related to the way we speak a language. A broad

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definition of pronunciation includes both supra-segmental and segmental features.
Although these different aspects of pronunciation are not treated in isolation here,
it is important to remember that they all work in combination when we speak, and
are therefore usually best learned as an integral part of spoken language.
The way we speak immediately conveys something about ourselves to the
people around us. Learners with good pronunciation in English are more likely to
be understood even if they make errors in other areas, whereas learners whose
pronunciation is difficult to understand will not be understood, even if their
grammar is perfect. Such learners may avoid speaking in English, and thus
experience social isolation, employment difficulties and limited opportunities for
further study, which may affect their other life endeavours. We also often judge
people by the way they speak, and so learners with poor pronunciation may be
judged as incompetent, uneducated or lacking in knowledge, even though listeners
are only reacting to their pronunciation. Yet many adult learners find
pronunciation one of the most difficult aspects of English to acquire, and need
explicit help from the teacher (Morley, 1994; Fraser, 2000).
On the other hand, spelling means to put or assemble the correct letters of
a word in the appropriate position to enable correct pronunciation. According to
Abell (1994), "Spelling is seen as an indication of status and education. Those
who are not good at spelling often feel embarrassed about their lack of skill and
are unhappy about allowing others to see what they have written". As a result,
they may be reluctant to write at all. Since "spelling is only necessary as part of
writing," any instructor who asks students to write in his/her class is helping

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students develop their spelling. In order to develop spelling "Pupils must be
involved in an active writing program in all areas of the curriculum, not just
spelling" (Gordon, 1994). Therefore, it is crucial that spelling development is not
perceived to be developed solely in an English class.
To be proficient in pronouncing of words correctly, students must be
conversant with correct spellings of the words. Expertise in mastering correct
spellings of words emanates from extensive and intensive reading with the support
of the dictionary to crosscheck doubtful words. To improve spelling skills and
expand vocabulary, one should make use of fairly large and renowned
dictionaries; a pocket dictionary may be cheaper and easy to carry around but is
unlikely to have the range of words one need. Choose a dictionary that suits your
needs. On the other hand, students who devote their scare time in indulging in
frivolous non-academic activities by fraternizing with electronic media resources
will not have enough time for intensive and extensive reading nor engage in
serious writing of any sort.
Impact of SMS on Writing
Text messaging has brought a great deal of convenience, quickness, and a
new language to our society. Technology is the mark of our innovative world
today. Many benefits have emerged from text messaging. However, many
problems have risen with the development and prevalence of text messaging as
well (UACATP, 2009). Short Message Service (SMS), more popularly known as
text messaging, developed as an initial by-product of the cell phone industry
(Faulkner & Culwin, 2004). SMS messaging is closely related to instant
messaging (IM). IM is a function of online chat rooms and has expanded to
mobile phones due to their ability to carry applications that can be downloaded to

24
the handset (Goldstuck, 2006). While communicating over texting media, such as
chats, emails and short messages over mobile phones (SMS), texters have a
tendency to use a non-standard form of the language that disregards grammar,
punctuation and spelling rules. In order to type faster, especially while using a
small keyboard like that of the mobile phones; texters employ a large number of
compression techniques to reduce the message length. Empirical data show that
SMS language over-looks orthographic and syntactic rules of a language with a
great emphasis on written sounds and compressions. For instance, 8 for ‘ate’, 2
for ‘to, two and too’, 4 for ‘four and for’, bcoz for ‘because’ etc (Döring, 2002).
Commonly used abbreviations, shorter phonetic substitutions, deletion of
words and characters, are some of the popular methods for shortening the message
length. Nevertheless, the characters and words cannot be deleted arbitrarily, as it
may seriously hamper the understandability of the message. Thus, two opposing
forces - shorter messages and semantic unambiguity - shape the structure of this
compressed non-standard form, called the Net Speak or the texting language.
Language usage over computer mediated discourses, like chats, emails and SMS
texts, significantly differs from the standard form of the language. In the interest
of convenience, texters shorten or substitute words for brevity. In addition, to
maximize content in a space provided for 160 characters. An urge towards shorter
message length facilitating faster typing and the need for semantic clarity, shape
the structure of this non-standard form known as the texting language.
Based on the research by Barkhuus (2005), young adults strongly favour
SMS because of the conciseness of its messages. It overcomes shyness and using

25
it is an appropriate social behaviour. Meanwhile, another study by Mante & Pires
(2002) in Netherlands reported that one of the factors that made SMS so popular
among the youths was the fixed cost per SMS and it is relatively cheaper than a
phone call. Other factors discussed were its discreetness, since massages could be
sent and received silently and less directly. The popularity of SMS led to a new
form of communication that is distinct from the traditional written and spoken
languages, although it shares similarities with other forms of computer mediated
communications (CMC) like instant messaging, social networking websites and e-
mails. Ling (2005) labeled SMS language as a “trans-linguistic drag queen”
because it contains features of both spoken and written languages. The
characteristic of SMS language is unique because the messages are typed on the
small keypad of the phone and are limited to 160 characters in length (Segerstad,
2005). Besides, communicators have to tap multiple times per character because
each keypad holds several letters and symbols. In addition, communicators usually
have to scroll to the next screen of the phone to read the entire message due to its
limited screen size.
Due to the limitations of space and production time, communicators try to
maximize their expressivity with minimal words (Bodomo, 2009; Balakrishnan &
Yeow, 2008; Segerstad, 2005). Bodomo proposed that for SMS language, “words,
phrases and sentences should be coded with as few symbols as possible without
giving up comprehensibility” (Bodomo, 2009). Grinter & Eldridge (2003) noted
that communicators shorten their messages by dropping a single letter; using
letters, symbols or numbers to make an appropriate sound; and using standard or

26
ad-hoc acronyms. Mphahlele & Mashamaite (2005) went a step further to suggest
that SMS language would not conform to grammatical, syntactic and spelling
rules of the English language. This has been shown to have profound influence on
the sentence structure of addicted senders of text messages (Nelson, 2008).
A sentence is a series of words expressing one or more ideas. The sentence
is the base of the English language. We need to know how to build a strong base
and what we can and cannot add to it. The arrival of the electronic media as the
fastest and cheapest way of communication using the text-messaging platform has
drastically hindered the abilities of students to master the art of perfecting the skill
of correct sentence structure formulation. To corroborate this assertion, a research
conducted in South Africa by Salomé et al. (2011) to determine the correlation
between short message service (SMS) language and written language skill
revealed that SMS language is negatively influencing the written language skills
of Grade 8 and 9 in English as Home Language. In addition, the negative
influence is perceived to lead to poor grades and a diminished knowledge of
correct Standard English. Sentence structure and length is also perceived to be
influenced as sentences are shortened and simplified. The research concluded that
majority of respondents viewed SMS language as having a negative influence on
the written language skills of students. The influence was perceived as occurring
in the students’ spelling, punctuation, and sentence length. The implication of this
is that incessant use of electronic media to send messages using the text message
format or abbreviating words could affect student abilities to familiarize
themselves with grammatical rules that are very essential for building correct
sentence structure.
Constraint Exerted by Electronic Media Use on Students’ Reading Habit
One important element to achieving success as a student is to imbibe a
good time management culture. Contemporary Information Communication
Technology (ICT) facilities possess varieties of capabilities. Some of these

27
resources enabled by modern ICT facilities are so enticing that students without a
sense of purpose can easily fall prey and become addicted users. Watching
television, online chatting, playing games, to mention these few, are avenues
through which students expend valuable time that could have been ploughed into
meaningful academic activities. Indulging in these entertaining electronic media
resources requires the participants’ full attention and could result to waste of
precious time and constitute stress for the student. Stress could be a hindrance to
proper time management culture and this can reflect negatively in student reading
habit.
Good time management simply means deciding what you want to get out
of life and efficiently pursuing these goals. Time management does not mean
being busy all the time – it means using time the way you want to use it – which
can include large doses of day dreaming, cluing to electronic media watching
television, playing games or chatting, browsing the internet and doing nothing.
Good time management brings with it increased relaxation, less stress, more
satisfaction, and greater accomplishment (Flashman, 1984). What is good time
management? Strictly speaking, we cannot really manage time – we only manage
ourselves. As we acquire new skills in time management, we gain control over
ourselves. A key to managing oneself is to know who you are and where you are
going. Time management is very vital to students; students need not expend
scarce time on frivolous non-academic activities like playing console games,
watching television and related activities. Failing to plan is planning to fail
(Lakein, n.d).
Theoretical Framework
A number of theoretical framework related to this study were reviewed in
line with the objectives of this study. As human use of media has grown, scholars

28
have become increasingly interested in understanding its impact. The study of
media effects has been traced back to the late 19th century (Werder, 2009).
However, the exponential growth of the media in the last 75 years has triggered an
explosion of research and theorizing aimed to explain how media affect a person’s
everyday life. This section provides a brief chronology of different media theories.
The relevance of these theories to the influence of electronic media on students’
reading habit is addressed in the following section. Some of the theories reviewed
include the following:
Direct Effects Theory
The earliest media theories were based on the concern that media could be
an all-powerful source of influence. Scholars assuming this approach believed that
audiences were passive consumers of the media that had direct impacts on
viewers. Consequently, this line of theorizing has been described as direct effects
theory and was prevalent in the early 20th century (Werder, 2009). These
theorists argued that the media images entered naive viewers’ consciousness and
had immediate consequences. Because of this, direct effects theory was also
known as a magic bullet or hypodermic needle approach. Most contemporary
communication researchers view these theories as over-simplistic and not giving
enough credit to the public. Yet, some seem to continue to embrace this approach
when they argue that certain shows cause viewers to engage in problematic
behaviours, such as violence, that is presumed to stem from watching violent
television or playing violent video games.
The relationship of this theory to the present study is embedded in the
conclusion that electronic media use can influence someone’s behavour.
Limited Effects Model

29
Over time, scholars tested the assumptions of a direct effects approach and
found little scientific evidence to support their claims. These results lead scholars
to advocate for a limited effects model - a theoretical perspective that argued that
media has little influence on people. This model was supported by research that
showed that media consumers selectively exposed themselves to media messages
that were consistent to their existing belief, attitudes, and values (e.g., Lazarsfeld,
Berelson, & Gaudet, 1948). Following the results of this research, theorists
concluded that media only had minimal effects on a person’s everyday life.
The relevance of this study with the present one is in the conclusion that
media has little influence on people. However, the vital issue here is the fact that
media use has effect on people.
Uses and Gratifications Theory
This is another theory that seeks understanding into how the media
influences everyday life. This theoretical approach acknowledges audiences as
active users of media who are motivated to use different types of media
programming to fulfill different needs (Katz, Blumler, & Gurevich, 1973).
According to this theory, media influences vary depending on the functions that
the various forms play in the lives of consumers. Research found that viewers
were purposeful in their media consumption and actively selected media to satisfy
specific needs and wants (Pearce, 2009). The relevance of this theory with this
present study is that it corroborates the above theories and support the idea that
electronic media use can influence users.
Cumulative Effects Models
As scholars continued to study media influences, more complex theoretical
foundations began to emerge. These new media frameworks acknowledged a
balance of potential media effects and active media consumption, and are known

30
as cumulative effects models. One such theory focuses on the agenda setting
function that the media plays. Early on, scholars within this approach asserted
that the media cannot tell people how to think, but it does tell people what to think
about or influences thought. In other words, the media guides people in
establishing what is viewed as important. The more you view an issue in the
media, the more you feel it is important. More recently, work within this area has
led scholars to describe ways in which the media also provides direction as to how
people should think about the issues that they deem as important (McCombs,
2004). The relationship of this theory to the current study lies in its assertion that
electronic media has the potentials to sway ones’ approach in choosing what to do
and what not to.
Cultivation Theory
For many, media represents a window into the world, especially worlds
that are not part of their immediate settings. This perspective prompted scholars to
explore the relationship between reality and reality as portrayed on television.
According to cultivation theory, media consumption works to create distorted
perceptions of the world (Gerbner et al., 2002). The main idea of the theory is that
heavy users—people who have substantial, ongoing exposure to television—
begin to view the real world as it exists on television. Cultivation theory research
established specific psychological processes that occur with heavy television
users. This is the strongest media effects model to date since the magic bullet
theory (Werder, 2009). According to the researcher, this theory is relevant to the

31
present study as it is supporting the assertion that electronic media use influences
users’ worldview.
Each of these media theories provide insight into how mass-mediated
images influence a person’s perceptions of self, others, and society as a whole.
Most contemporary scholars reject earlier theorizing attempts (i.e., direct effects
and limit effects models) as too simplistic in their beliefs that the media is all-
powerful or very harmless. The other theories briefly described here remain
relevant to discussions of media influences on reading habits in the 21st century.
Taken together, they are useful for understanding how mass-mediated resources
have a cumulative effect in cultivating a distracting tendencies which could affect
students’ reading habit especially those in tertiary institutions.
Summary of Literature Review
In the course of reviewing the related literature to this research, the
researcher extensively consulted textbooks, journal articles, seminar papers,
conference proceedings, and articles from the internet and other relevant
publications. In the literature reviewed, an attempt was made to look at concepts
related to the influence of the electronic media on reading habits of students. Vis-
à-vis: Types of electronic media, respellings and their influences upon
pronunciation, Impact of SMS on writing skills, Constraint of electronic media
use on time management, as well as recourses that assertion that the African
culture is based on oral tradition, thus Africans are prone to audiovisual resources
than sitting down in a quiet place to read (Nalusiba, 2010).

32
Under the theoretical framework, five theories were reviewed and they
include the direct effects theory by Werder. This theory is base on the school of
thought that believes that the use of electronic media can influence users’ behavior. The
limited effect model theory advocates and upheld the view that media has little
influence on people. Uses and gratification theory posit that media influences vary
depending on the functions that the various forms play in the lives of consumers.
Cumulative effect model corroborate other theorist and claim that electronic
media use can influence choice. Conclusively, the cultivation theory asserts that
media consumption works to create distorted view of the world.
However, the question of the influence of electronic media on students’
reading culture has not been answered. Therefore, this research is set out in order
to investigate the influence of electronic media use on students’ reading culture in
the University of Nigeria, Nsukka.

33
CHAPTER THREE
RESEARCH METHOD
This chapter deals with the general procedure employed in this study. It is
organized and presented under the following sub-headings; research design, area
of the study, population of the study, sample and sampling technique, instrument
for data collection, validation of the instrument, methods of data collection and the
method of data analysis.
Research Design
A survey research design is use for this study because a large population is
involved in this research. According to Aina (2007), a survey research design is a
study in which groups of people, items are studied by collecting and analyzing data
from only a few people, or item considered being a representative of the entire group.

34
Area of Study
The area of the study is in the University of Nigeria, Nsukka. Enugu State,
Nigeria.
Population of the study
The population of the study comprises of the entire undergraduate students of
the University of Nigeria, Nsukka campus. A total number of two hundred (200) were
the respondents.
Sample and Sampling Technique
The sampling design used for the study was the simple random sampling
technique where students sophomore and above had equal opportunity of being
selected as a member of the sample. Two hundred (200) respondents were chosen
to represent the students’ population. From Pure Sciences and Social Sciences/
Humanities Faculties, one hundred students each were selected. To achieve this,
on section A of the questionnaire (Bio-Data) space was created to ascertain the
department and level of student respondents.
Instrument for Data Collection
The major instruments that will be used for the study is the questionnaire.
It is a 44-item questionnaire titled Influence of Electronic Media on the Reading
Culture of Students of the University of Nigeria, Nsukka. Enugu State
(IEMRCSUNNE). The questionnaire is divided into two sections. Part A, deals

35
with the personal data of the respondents and Part B, which is the point rating
scale was provided for the respondent to indicate the strength of their opinion.
Validation of the Instrument
The instrument was face validated by three lecturers from the department
of Library and Information Science in the University of Nigeria, Nsukka. They
were required to assess the items of the instrument in terms of relevance, as well
as clarity of language. They, on their part, undertook a thorough and critical
assessment of the research questions. Their correction and input formed the basis
for the modification of the items of the instrument.
Method of Data Collection
The copies of the questionnaire will be administered to undergraduate
students personally in the University of Nigeria, Nsukka campus. Students’
respondents will be drawn from Pure Sciences and Social Sciences/Humanities
Faculties of the university. The researcher administered 200 copies of the
questionnaires to the respondents. The respondents were given sufficient time to
complete and return the instruments. The researcher also personally carried out
observation check to ascertain what activities students engage in as they use
electronic media in school. Visiting students who cluster to access the internet in
specific spots around the school premises achieved this.
Method of Data Analysis

36
The data collated by means of the questionnaire were analyzed using the
frequencies and the mean as statistical tools.
In the data analysis, the response modes or options of SA, A, D, SD, which
stands for “strongly agree, agree, disagree and strongly disagree” have the
value of 4, 3, 2, 1 respectively. These, when summed up have a value of 10 with a
mean of 2.5. Consequently, any item with a mean of 2.5 and above in this 4-point
rating scale will be deemed accepted by the respondents and any item below 2.5
will be taken as not accepted by the respondents.
CHAPTER FOUR
RESULTS
The results of the study are hereunder presented in tables in accordance
with the research questions guiding the study.
Research Question 1: How does the use of electronic media affect students’
spelling skills?
Table 1: Electronic media use affect students’ spelling skills.
S/N ITEM SA A D SD RANK DECISION
1 Using abbreviated words in text
messages to save time, space and cost
affect spelling skills
130 55 9 6 3.55 Accepted
2 Using figures to represent words affects 100 70 20 10 3.30 Accepted

37
spelling skills
3 Using acronyms in place of full spellings
affects spelling skills
76 83 26 15 3.10 Accepted
4 To save space and cost students indulge
in words shortening in electronic
communication. This affects the spelling
skills
94 93 8 5 3.38 Accepted
5 Habitual and consistent use of
abbreviated words can affect spelling
skills
120 70 10 0 3.55 Accepted
6 Representing words with numerals can
ruin spelling skills
57 88 45 10 2.96 Accepted
7 The Combination of alphabets and
numerals in electronic SMS cannot
hinder spelling skills
27 48 72 53 2.25 Rejected
8 Routine use of abbreviation in writing
text can improve spelling skills
13 14 69 104 1.69 Rejected
The first research question of this study identified the effect of electronic
media use on students’ spelling skills. The data for answering this research
question is presented in table 1. Table 1 above shows that 6 out of 8 effect items
listed received positive scores because they were rated above 2.50. the highest
rated was ; using abbreviated words in text messages to save time, space and cost
affect spelling skills; and habitual and consistent use of abbreviated words can
affect spelling skills, both have a mean scores of 3.55 each. While the least rated
was, representing words with numerals can ruin spelling skills with a mean score
of 2.96. Specifically, other ratings indicate, using figures to represent words
affects spelling skills 3.30; using acronyms in place of full spellings affects
spelling skilling skills 3.10; to save space and cost students indulge in words
shortening in electronic communication 3.38.
However, the two remaining effect of electronic media use on students;
spelling skills items out of the 8 which received negative scores of less than 2.50
include the combination of alphabets and numerals in electronic SMS cannot
hinder spelling skills, 2.25; and routine use of abbreviation in writing text can

38
improve spelling skills, 1.69. These are the effects of electronic media use which
most respondents believe cannot affect spelling skills.
Research Question 2: How do wrong spellings affect students’ correct
pronunciations of words?
Table 2: Wrongly, spelt words affect correct pronunciation.
1 Incorrect spelling cannot affect
pronunciation
30 33 65 72 2.11 Rejected
2 Wrongly spelt word cannot be
pronounced correctly
58 79 44 19 2.88 Accepted
3 Abbreviated word and completely spelt
one are pronounced alike
17 84 70 29 2.45 Rejected
4 A missing letter in a word can alter its
pronunciation
79 99 18 4 3.27 Accepted
5 Use of image or figure to represent a
word can affect its pronunciation
48 74 57 21 2.90 Accepted
6 Any word that is not spelt correctly will
affect its pronunciation
65 100 29 6 3.12 Accepted
7 Wrongly spelt word can be pronounced
correctly
18 46 77 59 2.12 Rejected
The data of the second research question that concern the effect of wrong
spelling of words on pronunciation are presented in Table 2. This Table shows
that out of the 7 items listed, 4 was rated above the cutoff means of 2.50. The
highest rated was, a missing letter in a word can alter its pronunciation with a
mean rating of 3.27 point while others are, use of image or figure to represent a
word can affect its pronunciation, and any word that is not spelt correctly will
affect its pronunciation all rated 2.90 and 3.12 accordingly. The least rated was;
wrongly, spelt word cannot be pronounced correctly with mean rating of 2.88.
However, the three items that were rated below the cutoff point are;
incorrect spelling cannot affect pronunciation, abbreviated word and completely
spelt one are pronounced alike and wrongly spelt word can be pronounced
correctly all rated 2.11, 2.45 and 2.12 respectively. These are items, which the
respondents indicate cannot affect correct pronunciation of words.

39
Question 3: How can the use of electronic media contribute to students’ inability
to formulate correct sentence structure?
Table 3: Contributions of electronic media on students’ inability to formulate
correct sentence structure
1 Abbreviated words do not follow
grammatical rules of sentence formation
85 80 28 7 3.22 Accepted
2 Sentence structure can be altered by
respelt words
37 107 42 14 2.84 Accepted
3 Correct sentence structure follows
grammar rules, while shortened words do
not
75 94 24 7 3.19 Accepted
4 Persistent use of shortened words in
electronic media communication can
affect correct sentence structure
formation
77 93 25 5 3.21 Accepted
5 Abbreviating words in electronic SMS
can hinder sentence structure
56 94 44 6 3.00 Accepted
6 Electronic short messages writing
arrangement is different from standard
sentence structure
78 90 28 4 3.21 Accepted
7 Using symbols to construct text do not
alter sentence structure
22 49 83 46 2.24 Rejected
Findings made on the contributions of electronic media on students’
inability to formulate correct sentence structure as shown in table 3 indicate that
out of the 7 items on the list, 6 was rated positive - that is, above the cut of point
of 2.50. Of these highly rated 6 items, abbreviated words do not follow
grammatical rules of sentence formation was highest as the electronic media
contributor to students inability to formulate correct structure, with a mean rating
score of 3.22; other like correct sentence structure follows grammar rules, while
shortened words do not; persistent use of shortened words in electronic media
communication can affect correct sentence structure formation; abbreviating
words in electronic SMS can hinder sentence structure; and electronic short

40
messages writing arrangement is different from standard sentence structure was
rated 3.19; 3.21; 3.00; 3.21 respectively. While sentence structure can be altered
by respelt words was rated the least of the 6 contributors, with a mean rating score
of 2.84 points.
However, the statement; using symbols to construct text do not alter
sentence structure, received a negative mean score rating of 2.24 points. This
shows that the item; using symbols to construct text do not alter sentence
structure; do not contribute to students’ inability to formulate correct sentence
structure.
Research Question 4: What is the effect of electronic media use on students
reading habit?
Table 4: Effect of electronic media use on students reading habit
1 It could lead to mismanagement of time 90 67 19 24 3.12 Accepted
2 Electronic media use can divert student
attention from reading
101 80 10 9 3.37 Accepted
3 Electronic media could constitute a
source of distraction to students
107 75 11 7 3.41 Accepted
4 Time spent on electronic media could
constitute stressor for student
53 86 42 19 2.87 Accepted
5 Electronic media resources can divert
concentration
85 88 21 6 3.26 Accepted
6 Habitual use of electronic media cannot
dissuade student fromreading
35 52 66 47 2.38 Rejected
7 Watching movies can affect student 84 84 24 8 3.22 Accepted

41
Table 4 present the effect of electronic media use on students reading
habit. Of the 8 items on the list, 6 items was rated above the cutoff mark of 2.50.
Of these, the highly rated 6 items are, electronic media could constitute a source
of distraction to students, was rated highest as the effect of electronic media use
on students reading habit, with a mean score of 3.41; while other rating indicate
for instance, it could lead to mismanagement of time, 3.12; electronic media use
can divert student attention from reading, 3.37; electronic media resources can
divert concentration, 3.26; and, watching movies can affect student reading habit,
3.22. The least rated was, time spent on electronic media could constitute stressor
for student with a mean score of 2.87.
However, the two remaining effect of electronic media use on students
reading habit items out of the 8 which received negative scores of less than 2.50
include, habitual use of electronic media cannot dissuade student from reading;
2.38; and, frequent use of electronic media for entertainment purposes do not
affect student reading habit, 1.93. These are effects of electronic media use on
students reading habit, which students indicate, cannot affect reading habit.
Question 5: How do we curtail the negative influences of electronic media on
students’ reading habit?
reading habit
8 Frequent use of electronic media for
entertainment purposes do not affect
student reading habit
15 30 80 75 1.93 Rejected

42
Table 5: Strategies for curtailing negative influences of electronic media on
students’ reading habit.
1 Controlled access to electronic resources 71 87 31 11 3.09 Accepted
2 User education and sensitization of the
negative influence of electronic media use
83 85 28 4 3.24 Accepted
3 Imbibing good time management among
students
100 91 5 4 3.44 Accepted
4 Integrate reading into school curriculum 90 93 17 0 3.37 Accepted
5 Establishment of reading clubs and
introduction of reading competitions
87 83 27 3 3.27 Accepted
6 Engage students’ leisure time with
assignment
60 70 49 21 3.15 Accepted
7 Draw up a tight timetable 39 78 54 29 2.64 Accepted
8 Engage students during weekends 28 84 58 30 2.55 Accepted
9 Create leisure hours in school timetable 74 95 22 9 3.17 Accepted
Table 5 above shows suggested means through which to curtail the
negative influences of electronic media on students’ reading habit. The table
shows that all the 9 suggested means through which electronic media negatively
influences on students reading habit listed by the researcher received positive
scores: all the items scored above 2.50. The highest rated was, imbibing good time
management among students with mean rating of 3.44; others includes controlled
access to electronic resources; user education and sensitization on the negative
influence of electronic media use; integrating reading into school curriculum;
establishing of reading clubs and introduction of reading competitions; engage
students’ leisure time with assignments; draw up a tight timetable and create
leisure hours in school timetable, rated 3.09, 3.24, 3.37, 3.27, 3.15, 2.64 and 3.17
accordingly. While, engage students during weekends was rated the least of the 9
curtailment strategies with a mean rating score of 2.55points.

43
CHAPTER FIVE
DISCUSSION OF FINDING CONCLUSION AND RECOMMENDATIONS
This chapter covers discussion of findings, conclusion, implication of the
study, recommendations, limitation of the study, suggestion for further studies and
summary.
Discussion of Findings
Electronic media use affect students’ spelling skills.

44
The effects of electronic media use on students’ spelling skills includes but
not restricted to the following; using of abbreviated words in text messages to
save time, space and cost affect spelling skills; using figures to represent words
affects spelling skills; using acronyms in place of full spellings affects spelling
skills; to save space and cost students indulge in words shortening in electronic
communication, this affects spelling skills; habitual and consistent use of
abbreviated words can affect spelling skills and; representing words with numerals
can ruin spelling skills. From table 1, it shows that students agree that the above
listed effects could be derived from the use of electronic media for SMS
communication. However, the combination of alphabets and numerals in
electronic SMS cannot hinder spelling skills and that, routine use of abbreviation
in writing text can improve spelling skills was shown not to be true.
Notwithstanding the numerous benefits brought about by electronic text
messaging, UACATP (2009) concur that many problems have arisen with the
development and prevalence of text messaging as well. Doring (2002) posited
that, while communicating over texting media, such as chats, emails and short
messages over mobile phones (SMS), texters have a tendency to use a non-
standard form of the language that disregards grammar, punctuation and spelling
rules. In order to type faster, especially while using a small keyboard like that of
the mobile phones; texters employ a large number of compression techniques to
reduce the message length. Mphahlele and Mashamaite (2005) stipulated that
SMS language would not conform to grammatical, syntactic and spelling rules of

45
the English language. This has been shown to have profound influence on the
sentence structure of addicted senders of text messages (Geertsema, et al., 2011).
Wrongly, spelt words affect correct pronunciation.
Table 2: Shows that a wrongly spelt word can affect its correct
pronunciation. This is evident when incorrect spelling can affect pronunciation;
wrongly spelt word cannot be pronounced correctly; abbreviated word and
completely spelt one are not pronounced alike; a missing letter in a word can
affect its pronunciation; use of image or figure to represent a word can affect its
pronunciation and any word that is not spelt correctly will affect pronunciation.
Abell (1994), posit that Spelling is seen as an indication of status and education.
According to him, those who are not good at spelling often feel embarrassed about
their lack of skill and are unhappy about allowing others to see what they have
written. On his part Gordon, 1994 states that in order to develop spelling, Pupils
must be involved in an active writing program in all areas of the curriculum, not
just spelling. To pronounce words correctly, students must be familiar with correct
spellings of the words. Proficiency in mastering correct spellings of words
emanates from extensive and intensive reading with the support of the dictionary
to crosscheck doubtful words. Grinter & Eldridge (2003) noted that
communicators shorten their messages by dropping a single letter; using letters,
symbols or numbers to make an appropriate sound; and using standard or ad-hoc
acronyms. On the other hand, respondents acknowledge that wrongly spelt words
and completely spelt one are not pronounced alike.

46
Contributions of electronic media on student’s inability to formulate correct
sentence structure
Table 3, shows that the use of electronic media contribute to students’
inability to formulate correct sentence structure. This is because the respondents
ascertain that abbreviated words do not follow grammatical rules of sentence
formation; sentence structure can be altered by re-spelt words; correct sentence
structure follows grammar rules, while shortened words do not; persistent use of
shortened words in electronic media communication can affect correct sentence
structure formation; abbreviating words in electronic SMS can hinder sentence
structure; electronic short messages pattern are different from standard sentence
structure; and, using symbol to construct text do alter sentence structure.
Mphahlele and Mashamaite (2005) suggest that SMS language would not conform
to grammatical, syntactic and spelling rules of the English language. Geertsema, et
al., (2011) indicate that persistent use of SMS language can have profound
influence on the sentence structure of addicted senders of text messages.
Effect of electronic media use on students reading habit
The use of electronic media by students affects their reading habit as
indicated in table 4. The respondents agreed that it could lead to mismanagement
of time; electronic media use can divert student attention from reading; electronic
media could constitute a source of distraction to students; time spent on electronic
media could constitute stressor for students; electronic resources can divert
student concentration; habitual use of electronic media can dissuade student from

47
reading; watching movies can affect student reading habit and frequent use of
electronic media for entertainment purposes do affect student reading habit.
Flashman, (1984) emphasized that good time management brings with it increased
relaxation, less stress, more satisfaction, and greater accomplishment. In the same
vain Panigrahi & Panda, (1996): Eyre, (2005) illustrate that, good reading habit
makes way for a better understanding of one’s experiences and it can be an
exciting voyage to self discovery. In addition, Sangkaeo, (1999) opines that
reading is important for everybody in order to cope with new knowledge in a
changing world – that of the technological age.
Strategies for curtailing negative influences of electronic media on students’
reading habit.
Table 5, show strategies for curtailing the negative influences of electronic
media on students reading habit. All the items on the table were accepted as
strategies for curtailing the influence of electronic media on students reading
habit. They include controlled access to electronic resources; user education and
sensitization of the negative influences of electronic media use; imbibing good
time management by students; integrating reading into school curriculum;
establishment of reading clubs and introduction of reading competitions; engaging
students’ leisure time with assignments; drawing up a tight timetable; engaging
students during weekends and creating leisure hours in school timetable. As
students participate in reading clubs, they will learn from each other and work
together to construct meaning cohabitation (McMahon, 2009). Hence, schools

48
should be encouraged to set up readers’ clubs in order to promote reading among
their students. This implies that the students will be exposed to a wide variety of
information materials as well as ideas that they will share with various students
from other faculties or departments in order to arouse in them the curiosity to read
and to make reading a habit.
Conclusion
From the analysis and discussion of the findings, the study revealed that
electronic media use by students affect their spelling skills. This is because of
using abbreviated words in text messages to save time, space and cost. Using
figures to represent words, using acronyms in place of full spellings, to save time
and cost, and they indulge in words shortening in electronic media communication
to save space. The persistent practicing of these patterns of writing contributes to
students forgetting the correct spellings of words that can influence their reading
culture.
Correct pronunciation of words is vital for communication and for any
word to be pronounced correctly such a word must have been spelt correctly.
Incorrect spellings, abbreviated words, missing letter (s) in a word, using image or
figure to represent words and wrongly, spelt words cannot be pronounced
correctly. All these largely affect students’ reading and comprehending
capabilities.
In spite of the avalanche of opportunity offered by electronic media for the
improvement of academic activities, it could also serve as a detractor, which could

49
amount to mismanagement of time, divert students’ attention from reading, source
of distraction, constitute as stressor, divert concentration, dissuade students from
reading, it provide avenue for watching movies and thereby creating unnecessary
entertainment opportunities which are inimical to the purpose of students in
school.
Suggestions on how to curtail the negative influences of electronic media
use on students’ reading habit includes controlled access to electronic resources,
user education and sensitization, imbibing good time management culture,
integrating reading into school curriculum, establishment of reading clubs and
introduction of reading competitions, engaging students’ leisure time with
assignments, drawing up of a tight timetable, and many suggested that students
should be engaged during weekends.
Implication of the study
The study has implication to different people in the following ways.
University education is established to train high quality work force to operate the
upper echelon of all strata in modern society.
However, the situation where graduates turned out from tertiary
institutions are not properly groomed to man these positions constitute an
impediment to smooth advancement in this knowledge driven society of ours. The

50
success of undergraduate student depends on intensive and extensive reading. It
was observed that students indulge in the use of electronic media for social
networking, watching movies, playing games, listening to music et cetera. All
these constitute mismanagement of useful time that could have been used for
profitable academic or recreational reading purposes.
Emphasis on paper qualification as a measure of value in society can be
fingered as a factor for the un-seriousness of students of higher institutions for not
cultivating a good reading habit in school. This will invariably amount to turning
out half-baked graduates who cannot defend themselves. Society will suffer the
lapses created by this sub standard quality of work force turned out from tertiary
institution.
Parents and teachers should through their special position make sure that
students are well groomed in schools to assure that high quality graduates are
turned into society. Failure of these will affect the present educational system and
the socio-political and economy well being of society.
Recommendations
In view of the findings, this study presents the following recommendations
that could help in mitigating the influence of electronic media on students’ reading
culture;
1. There should be controlled access to electronic resources, especially those
that constitute a source of distraction to students.

51
2. There should be regular user education and sensitization programmes
emphasizing the negative influences of electronic media use.
3. Base on the fact that as a student knowledge can only be obtain through
reading. Student should imbibe good time management.
4. It is the view of this study that reading should be integrated into the school
curriculum to familiarize students with the significance of reading.
5. The school authority should encourage the formation of reading clubs and
occasional organization of reading competitions.
6. The study recommends the engagement of students’ leisure time with
assignments to forestall using free time for fruitless electronic activities.
7. To complement the forgoing, school timetable should be tightly knit with
academic activities; this will reduce the time students have to embark on
non-academic electronic media activities.
8. Since students cannot be denied hundred percent accesses to electronic
media resources, students are to be engaged during weekends.
Limitation of the Study
The limitations of this research work are in the following areas. The
researcher had a problem of covering a large population of students that make up
the students population.
The researcher encountered financial problem to undertake the study and
this made it difficult to produce enough questionnaires to cover large sample.

52
During the presentation and analysis phase, the researcher observed that
some respondents merely tick boxes without bordering to read the lines of the
research questions and the adjoining cluster option provided before ticking.
Based on observation, it was obvious that some students do not
acknowledge the significance and implication of questionnaire to the outcome of
research findings.
Because of the area covered by this study, the result may not be
generalized to include other universities in the country.
Suggestion for Further Studies
The researcher is suggesting that further studies could be undertaken in the
following areas;
1. The problems and prospects of electronic media use by tertiary school
students in Nigeria.
2. Electronic media as a resource for academic enhancement in tertiary
institution.
Summary
The focus of this study is the influence of electronic media on the reading
culture of students of the University of Nigeria, Nsukka. Based on this, five
research questions were formulated to guide the study. The purpose is to
determine how the utilization of electronic media has affected students’ spelling
skills; ascertain how wrong spelling of words has affected student’s ability to

53
pronounce words correctly; determine how the use of electronic media has
contributed to students’ inability to construct correct sentence structure; ascertain
the problem encountered in electronic media use on students’ reading habit and
determine strategies for enhancing the negative influences of the electronic media
on students’ reading culture.
The study covers the undergraduate students of the University of Nigeria,
Nsukka campus. The research method used is survey research design. The
population was students of 200 level and above in different faculties of the
University. Sampling technique used is simple random technique. Six out of the
nine faculties in the Nsukka campus was selected and two hundred students were
sampled for the study.
Data for the study were collected using questionnaire, and observation
check lists. The instruments were validated by the research supervisor and other
experts in library and information science department.
The analysis of the data was done using frequency table converted to
mean. It was found that electronic media use by students contribute to their
inability to develop good spelling skills, incorrect pronunciation of words,
formulate correct sentence structure and imbibing good reading habit.
Strategies to curtail the negative influence of electronic media on students’
reading habit include controlled access to electronic media resources; user
education and sensitization; imbibing good time management skills, integrating
reading as a course into the school curriculum; engaging students’ leisure hours

54
with assignments; draw up a tight time table and keeping students busy during
weekends with either curricular or extra-curricular activities.
Based on the findings, recommendation were made to proffer solution with
the hope to enhancing the reading culture of the students of the University of
Nigeria, Nsukka.
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Appendix 1
Department of Library and Information Science
Faculty of Education
University of Nigeria,
Nsukka.
July 2014.
Dear Respondent,

60
I am a final year undergraduate student of the above named University and
department. I am researching on the topic “Influence ofelectronic media on the reading
culture ofstudents ofUniversity ofNigeria, Nsukka.”
The questionnaire is set to elicit valid information for the completion of this
study. Please feelfree to divulge the appropriate information, as all information will be
used strictly for the purpose of this investigation only. All information supplied will be
treated with utmost confidentiality.
Yours faithfully
Commander, E.O.
INFLUENCE OF ELECTRONIC MEDIA ON THE READING CULTURE OF
STUDENTS OF THE UNIVERSITY OF NIGERIA, NSUKKA. ENUGU STATE
(IEMRCSUNNE). QUESTIONNAIRE
INSTRUCTION
Against the appropriate box you have chosen, tick
SectionA
Bio–Data.
Name of Faculty---------------------------------------------------------------------------------------
Name of Department--------------------------------------------------------------------------------
Level 200 300 400 500 600
Sex: Female Male
Age: 15 – 19 20 – 24 25 – 29 30 & Above
SECTION B; INSTRUCTION
In each of the questions in the following items, choose any of the options in the
column as you consider appropriate.
SA – Strongly Agree
A – Agree
D – Disagree

61
SD- Strongly Disagree
QUESTION 1:
How does the use of electronic media affect students’ spelling skills?
S/N ITEMS SA A D SD
1. Using abbreviated words in text messages to save time, space
and cost affect spelling skills
2. Using figures to represent words affects spelling skills
3. Using acronyms in place of full spellings affects spelling skills
4. To save space and cost students indulge in words shortening in
electronic communication. This affects the spelling skills
5. Habitual and consistent use of abbreviated words can affect
spelling skills
6 Representing words with numerals can ruin spelling skills
7 The Combination of alphabets and numerals in electronic
SMS cannot hinder spelling skills
8 Routine use of abbreviation in writing text can improve
spelling skills
Question 2:
How do wrong spellings affect students’ correct pronunciations of words?
S/N ITEMS SA A D SD
1. Incorrect spelling cannot affect pronunciation
2. Wrongly spelt word cannot be pronounce correctly
3. Abbreviated word and completely spelt one are

62
pronounced alike
4. A missing letter in a word can alter its pronunciation
5. Use of image or figure to represent a word can affect its
pronunciation
6 Any word that is not spelt correctly will affect its
pronunciation
7 Wrongly spelt word can be pronounced correctly
Question 3:
How can the use of electronic media contribute to students’ inability to
formulate correct sentence structure?
S/N ITEMS SA A D SD
1. Abbreviated words do not follow grammatical rules of
sentence formation
2. Sentence structure can be altered by respelt words
3. Correct sentence structure follows grammar rules, while
shortened words do not
4. Persistent use of shortened words in electronic media
communication can affect correct sentence structure
formation
5. Abbreviating words in electronic SMS can hinder
sentence structure
6 Electronic short messages writing arrangement is
different from standard sentence structure
7 Using symbols to construct text do not alter sentence
structure
Question 4:
What is the effect of electronic media use on students reading habit?
S/N ITEM SA A D SD
1 It could lead to mismanagement of time
2 Electronic media use can divert student attention from

63
reading
3 Electronic media could constitute a source of distraction
to students
4 Time spent on electronic media could constitute stressor
for student
5 Electronic media resources can divert concentration
6 Habitual use of electronic media cannot dissuade student
from reading
7 Watching movies can affect student reading habit
8 Frequent use of electronic media for entertainment
purposes do not affect student reading habit
Question 5:
How do we curtail the negative influences of electronic media on students’
reading habit?
S/N ITEMS SA A D SD
1. Controlled access to electronic resources
2. User education and sensitization of the negative influence
of electronic media use
3. Imbibing good time management among students
4. Integrate reading into school curriculum
5. Establishment of reading clubs and introduction of
reading competitions
6 Engage students’ leisure time with assignment
7 Draw up a tight timetable
8 Engage students during weekends
9 Create leisure hours in school timetable

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