Postgraduate Students’ Perceptions of their Academic Reading and Writing: A Case of Teachers Studying at a Ghanaian University

Abstract

Students’ literacy levels, in particular their academic reading and writing, have been an area of concern in education for many years. Students who have high academic reading and writing proficiency are usually successful, academically. Several tertiary students have shown low literacy levels, which have had an impact on their academic performance. These low literacy levels and consequently poor academic performance have led to high failure and attrition rates. In supporting students to improve their literacy levels and academic performance, a better understanding of their perceptions of their academic reading and writing is important. This is particularly important for postgraduate students, as the literacy demands at this level are more complex. The study aimed to determine how the cohort of postgraduate students at a university in Ghana, who are also teachers at the school level, perceive their academic reading and writing. To assist the postgraduate students in improving their academic literacy, as well as their ability to assist their learners, the Language Unit, which provides academic language support to students at the institution, undertook the current study. A questionnaire on a Likert scale was used to collect data, which were analyzed to determine the students’ perceptions of their academic reading and writing. The results of the descriptive study showed that although the cohort of postgraduate students perceived themselves to be competent in some writing activities, they had rather low perceptions of their academic reading, in particular their reading of academic journal articles. The results indicate the need to revise the literacy support course and to include a reading component. Recommendations were therefore made for a more tailored approach to improving the student's academic reading and writing.