Factors Affecting the Listening Skills of Primary School Pupils in Ikere Local Government Area of Ekiti State

This study aimed to investigate the listening difficulties faced by primary school pupils in Ikere Local Government Area of Ekiti State, exploring the factors that influence their listening skills, including teaching methods, classroom environment, socio-economic status, and the use of technology. The study encompassed a representation of sample of one hundred and twenty (120) respondents from the selected public primary six pupils and forty (40) English teachers in Ikere Local Government. Simple random sampling technique was used to select the respondents. The study made use of an English Language Achievement Test (ELAT) which was administered to the selected pupils and questionnaire, administered to the teachers. The findings revealed a significant prevalence of listening difficulties among pupils, particularly in comprehension, dictation, and the ability to distinguish minimal pairs. Analysis of the data indicated that a range of teaching methods impacts listening skills, with interactive and audio-visual methods yielding the most positive outcomes. The classroom environment, marked by noise levels and overcrowding, was found to impede listening abilities, while socio-economic status influenced the availability of learning resources and parental support. Furthermore, the study highlighted the beneficial role of technology in enhancing listening skills through multimedia resources and audio tools. Overall, the results indicate that addressing the multifaceted challenges faced by primary school pupils in developing listening skills requires a comprehensive approach involving teachers, schools, parents, and policymakers.