This study investigates the influence of teacher-pupil interaction on the initial reading achievement of pre-primary school pupils, focusing on the Owerri Education Zone in Imo State, Nigeria. Through a quantitative analysis of data gathered from institutional pre-primary schools, the study establishes a positive and significant relationship between teacher-pupil interaction and pupils' performance in initial reading. Findings reveal that effective interaction, characterized by shared joy, mutual respect, sensitivity, encouragement, and incorporation of children’s ideas and interests into lessons, play a crucial role in fostering language development among pre-primary pupils. Additionally, the study identifies a significant relationship between the sex of teachers and pupils, with same-sex interactions yielding higher performance levels in both interaction and initial reading. Notably, differences in teacher-pupil interaction and initial reading scores are observed between children of staff and non-staff in institutional pre-primary schools. In light of these conclusions, the study offers several recommendations to enhance teacher-pupil interactions and, consequently, improve pre-primary pupils' reading outcomes. Stakeholders in education are urged to implement training programs emphasizing the importance of positive and warm interactions in the pre-primary environment. Curriculum planners are advised to integrate interaction-focused elements into pre-primary school curricula, while educational administrators should devise effective methods for monitoring and evaluating classroom instruction to optimize teacher interaction outcomes. Finally, the study proposes avenues for further research, suggesting investigations into teacher-pupil interaction and achievement disparities in public and private pre-primary schools, as well as experimental studies exploring the effects of specific interaction strategies on academic achievement among pre-primary pupils. These suggestions aim to expand understanding and inform practical interventions to promote effective teacher-pupil interactions and enhance pre-primary pupils' reading proficiency.
Keywords: Teacher-pupil interaction; Pre-primary education; Language development; Educational interventions.
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