This study presents a spatial analysis of reading culture among students of higher learning in the southwestern region of Nigeria. The research aims to investigate how geographical location influences students' reading habits and, subsequently, their academic performance. By examining data from universities, polytechnics, and colleges of education, we assess factors such as the number of hours devoted to reading, book preferences, and student performance. Our findings reveal intriguing spatial patterns in reading culture, indicating variations across urban and rural areas and their impact on students' academic outcomes. We employ Geographic Information Systems (GIS) and spatial statistical methods to visualize these patterns and identify statistically significant relationships. The research not only offers an original perspective on reading culture but also holds practical implications for educational institutions and policymakers. By pinpointing areas with distinct reading culture characteristics, we provide insights that can inform targeted interventions to enhance literacy and academic achievements in higher education. This study showcases the interdisciplinary potential of merging geography and education, shedding light on regional disparities that may otherwise remain unexplored. It is belief that our research contributes to the international dialogue on educational development and provides a model for similar studies in diverse geographic contexts.
