Abstract

This study determined the interaction effects of home literacy environment of pupils and their self-concept on reading comprehension in Oyo town. The study adopted the pretest-posttest control group quasi–experimental design using 3x2x2 factorial matrix. A total of 235 primary five pupils from six intact classes participated in the study. Purposive sampling technique was used to select six primary schools in Oyo East, Oyo West and Atiba Local Government Areas of Oyo State. The instruments used were Reading Comprehension Achievement Test (r=0.91), Questionnaire on Pupils' Self-concept (r=0.87) and pupils' Home Literacy Environment Questionnaire (r=0.76). Treatment lasted six weeks. Three null hypotheses were tested at 0.05 level of significance. Data collected were analysed using Analysis of Covariance (ANCOVA). Findings revealed that self concept had no significant main effect on students achievement in reading comprehension (F = 1.40; p > 0.05; 2 = .01). Home environment had a significant main effect on learners' (1,219) achievement in reading comprehension (F = 4.15; p < 0.05; 2 = .010). Similarly, the interaction effect of self concept (1,219) and home environment on pupils achievement in reading comprehension is significant (F = 2.05; p < 0.05; 2 = .001). (3,219) Based on the findings, it is recommended that parents should provide favourable and supportive home environment for reading of English reading comprehension, while school counsellors should work on learners' self concepts in order improve their academic performance.