ISSN: 2226-6348
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Reading habit has always been a phenomenon within our daily environment, especially in schools where pre-service teachers work in a fast-paced working environment. However, numerous studies show that read habits are less likely to focus on pre-service teachers. Nevertheless, fewer studies relate reading habits with reading motivation and reading strategies in Malaysia. The objective is the reading habits among pre-service teachers who already experienced practicum. This particular paper used a quantitative approach with simple random sampling methods. 150 respondents were involved, comprised of Semester 7 and 8, divided into years of studying within the university courses, ranging from 4 years and above. First, the Reading Habit Survey with 20 items was used to identify their reading habit traits. Next, the Adult Reading Motivation Scale (ARMS) with 21 items was used to determine which reading motivation scores the highest level. Half of the items were intrinsic focused, the other half extrinsic. Finally, Metacognitive Awareness Reading Strategies Inventory (MARSI) with 30 items was used to measure respondents’ reading strategies score. Pearson's correlation coefficient via SPSS version 25 was mainly used in the study to analyse the data. It shows that reading motivation does correlate with a reading habit, with ‘Self’ and ‘Self-Efficacy’ with a moderate positive correlation. While for the relationship between reading strategies and reading habits, Global Reading Strategies (GLOB) scored a moderate positive correlation with the highest mean value compared to other categories. Hopefully, this research will help shine a light on nurturing the reading habit among pre-service teachers, especially in Malaysia. These reading habits conditions should be improved in becoming role models to the students.
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In-Text Citation: (Zulkipli et al., 2022)
To Cite this Article: Zulkipli, Z. A., Yusof, M. M. M., Amir, A. N., & Ibrahim, N. (2022). Preliminary Profile of Pre-Service Science Teachers’ Reading Habit. International Journal of Academic Research in Progressive Education and Development, 11(4), 543–561.
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