TEACHERS' ATTITUDES AND CLASSROOM ENVIRONMENT ON READING ABILITIES OF PRIMARY SCHOOL PUPILS IN OYO STATE

ABSTRACT The study investigated the teachers’ attitudes and classroom environment on reading abilities of primary school pupils in Oyo Town. The study adopted a descriptive survey method of correlational type. No variable in the study was manipulated. The relative contribution and relationship among the variables in the study was well considered. Simple random sampling technique was used to select six schools in Oyo town. The research instrument used was structured questionnaire administered to the target population. Descriptive statistics of simple percentage was used to analyse the demographic variables. Inferential statistics of Correlation Analysis and Pearson Product Moment Correlation Coefficient (PPMC) was then used to analyse the research questions in order to establish the relationship among the variables in the study. Based on the results, the findings reveal that when teachers maintain a positive attitude and when classrooms are well-structured for learning, pupils perform better in reading. In addition, the strong correlation between classroom environment and reading ability revealed that a literacy-rich environment, including access to books, structured reading areas, and visual learning aids, enhances pupils’ ability to develop strong reading skills. This suggests that pupils thrive in well-equipped and stimulating classroom environments, which provide both structure and motivation for reading activities.