Barriers to Junior High School Learners Reading in Ghana: The Case of AKOASE Schools

The issue of barriers to reading among junior high school learners in AKOASE Schools, Ghana is a critical concern that warrants attention. The study investigated the underlying factors contributing to the inability of Junior High School Three learners in AKOASE to attain proficient reading skills. The study provided insights into the specific obstacles faced by these students, thereby contributing to the broader understanding of literacy challenges in Ghana. It employed a descriptive survey design, utilizing both quantitative and qualitative methods to gather data from learners and teachers in AKOASE R/C Basic School, AKOASE Methodist Basic School, and AKOASE Presby Basic School. A total of 120 learners completed questionnaires, and in-depth interviews were conducted with six teachers. The findings revealed significant inadequacies in the school environment, including a severe lack of reading materials and insufficient library resources, which hinder students’ ability to engage in regular reading activities. The study also highlighted that while teachers are making efforts to support reading development, they face significant challenges due to resource constraints and the need for enhanced training. Additionally, the study identified a general waning of interest and enjoyment in reading among learners, influenced by socio-economic factors and a preference for non-text-based media. Psychological barriers, such as anxiety and fear of failure, further exacerbated reading difficulties. The study concluded that addressing reading difficulties among Junior High School learners in AKOASE requires a comprehensive approach. Recommendations include enhancing school library resources and integrating digital and multimedia tools into reading programs.