Reading Disinterest Among Secondary School Students in Bamako, Mali

Abstract

This study aims to explore students’ lack of interest in reading in secondary schools in Bamako, Mali with a view to determining its causes, consequences and possible remedies. Involving 200 students,100 teachers and four principals recruited from four schools in Bamako using a mixed-method approach, the research took data through standardized reading proficiency tests used to assess their reading abilities, students’ focus group discussion, classroom observation, and semi-structured interviews. Some key findings show that a lack of interest in reading was caused by low access to books (35%), poor instructional methods (25%), socio-economic barriers (23%) and digital distractions (17%). This lack of interest has a major influence on educational attainment, where poor grades are the most typical outcome (25%), followed by higher drop-out rates (20%) and less motivation to participate (10%). As an aspect of personal battle, it results in low self-esteem (20%), poor motivation (15%) and lack of knowledge and skills (10%). The research suggests the need to develop school libraries, directed use of digital resources, incorporation of reading throughout all content in the curriculum, and stimulating community and parent participation in formation reading habits. These approaches have the potential to lift literacy levels and educational achievement, all serving Mali’s long-term socio-economic advancement. Further studies need to investigate the cultural and socio-economical background in more detail, as well as to address reading preferences over time in order to make targeted interventions.