INVESTIGATING GRADE 10 STUDENTS’ READING COMPREHENSION PROBLEMS: THE CASE OF KERSA SECONDARY SCHOOL, MODJO TOWN, OROMIA REGIONAL STATE

Abstract

This study explored the reading comprehension challenges faced by Grade 10 learners studying English as a Foreign Language at Kersa Secondary School in Modjo, Oromia Regional State. The primary objective of the research was to identify the specific difficulties that students encounter while reading, investigate the underlying causes of these challenges, and assess their impact on students' reading skills, habits, and overall academic performance. To achieve these goals, a mixed-methods approach was adopted, combining both quantitative and qualitative data collection techniques.A total of 80 students were randomly selected to participate in the study, alongside three EFL teachers who were purposefully chosen based on their expertise and experience in teaching English. The data were gathered through a combination of questionnaires, classroom observations, and semi structured interviews. The analysis of the data involved both descriptive statistical methods and narrative interpretations to provide a comprehensive understanding of the issue.The findings of the study revealed that students faced significant challenges in key reading skills, including predicting content, inferring meaning from context, and identifying the main ideas within a text. Additionally, pronunciation difficulties and a limited vocabulary were found to be major obstacles, particularly when students were tasked with reading longer, more complex texts. These issues were compounded by a lack of foundational reading skills, suggesting that students had not developed the necessary strategies to approach reading in English effectively.Several underlying causes for these difficulties were identified. Chief among them were inadequate vocabulary instruction, insufficient access to English reading materials, and a lack of explicit teaching on how to employ effective reading strategies. Socio-cultural factors also played a role, with a weak reading culture and external pressures, such as familial and societal expectations, further exacerbating the problem. As a result, these challenges negatively impacted students’ perceptions of their reading abilities, leading to low self-confidence, poor reading habits, and disengagement from reading activities both inside and outside the classroom. In conclusion, the study highlights that without targeted interventions, these reading comprehension difficulties will continue to impede students' academic progress and language development. The study recommends several interventions, including enhanced vocabulary and pronunciation instruction, structured training in reading strategies, increased access to English reading materials, and efforts to foster a positive reading culture.