Factor Affecting The Teaching And Learning Of English Language In Primary School
[ILORIN WEST LOCAL GOVERNMENT AREA OF KWARA STATE]

For instance, researchers such as Chapman and Pascarella (1983) studied the relationship between institutional types, class size, academic attainment and social integration in eleven institutions. They discovered that students who attend residential schools perform better academically than those who do not. Also, Ywnne and Sayibo (1998) emphasized that students level of performance in English Language depends largely on socio economic background and that high school student’s level of performance are linked to their gender and socioeconomic background among other factors.
Botts, Reuben and Dannenberg (2000) agreed that differences in students’ socio-economic background are responsible for much of the difference in students’ performance in English Language. Akande (2007) studied socio-economic factors influencing students’ performance in Nigeria using some explanations from local survey. Ipaye (1996) discovered that poverty imposed a lot of challenges on parents making them unable to cater for the academic needs of their children which eventually has terrible effects on the students’ performance in public examinations.
Though the low performance of the Primary school pupils in English Language may be as correlation of social factors such as home background, gender, age, parents’ social status, ethnicity, school ownership, religion among others but the extent to which these factors affect their performance in English language is not certain. This study therefore examines the factors affecting the teaching and learning of English Language in Primary School in Ilorin West Local Government, Kwara State.
Purpose of the Study
The main purpose of the study is to examine the factors affecting the teaching and learning of English Language in Primary School in Ilorin West Local Government, Kwara State. Specifically, the study will find out whether:
a.    Attitude of teacher affects teaching and learning of English Language in Primary   School.
b.     Government attitude affect teaching and learning of English Language in Primary School
c.     Availability of instructional materials affect teaching and learning of English Language in Primary School
d.     Methodology of teaching affect teaching and learning of English Language in Primary School
e.     Infrastructural facilities affects affect teaching and learning of English Language in     Primary School
Research Questions
Based on the problem and purpose highlighted above, the flowing research questions have been drawn to guide the conduct of this research:
a.    Is there any influence of Attitude of teacher affects teaching and learning of English Language in Primary School?
b.     Is there any influence of Government attitude affect teaching and learning of English Language in Primary School?
c.     Is there any influence of Availability of instructional materials affect teaching and learning of English Language in Primary School?
d.     Is there any influence of methodology of teaching affect teaching and learning of English Language in Primary School?
e.     Is there any influence of infrastructural facilities affects affect teaching and learning of English Language in Primary School?+
Research Hypotheses
The following null hypotheses will be tested in this study:
f.     There is no significant influence, attitude of teacher1 as factor affecting teaching and learning of English Language in Primary School
g.     There is no significant influence Government attitude as a factor affecting teaching and’ learning of English Language in Primary School.
h.    There is no significant influence of  availability of instructional materials as a factor affecting .teaching and learning of English Language in Primary School.
i.     There is no significant influence methodology of teaching as a factor affecting teaching and learning of English Language in Primary School.