CHAPTER FOUR

DATA PRESENTATION AND DISCUSSION OF FINDINGS
4.0 INTRODUCTION
            This chapter presents findings of the study which was about investigating the influence of literacy rich classroom environment on the learning of children in Pre and lower primary school in Nachingwea District, Lindi Region situated in Southern zone of Tanzania. The presentation is according to research questions which were converted into themes and sub themes so as to provide information in logical order.
4.1 Available resources for children learning
Charts, toys and puzzles
Findings indicate that in literacy classroom environments had toys and puzzles which were used by both teachers and pupils in teaching and learning. These toys and puzzles were included number perfects, match it mathematics, mind builders, and button it puzzles. Others included cross words and Eva puzzle mats. These resources provided the pupils with enough opportunities to numeric literacy. They enabled them to play with numbers ranging from 0 to 100 in pre classroom, arranging the numbers by using number puzzles in mathematics lessons. (Classroom observation,15/09/2015). Not only in mathematics lessons, but also in language lessons where puzzles were used in arranging alphabets and words. This helped the pupils recognize numbers and master numeric and world building skills. This echoed Justice & Kaderavek, (2004)observations that in pre-school classrooms resources are very essential and therefore must be made accessible in order to promote inventiveness and problem solving skills among children. 
Further, findings indicate that in the literacy classroom environment charts were used in the teaching and learning process. Among the charts which were mostly used comprised of pictures wild animals, vegetables, fruits, aquatic and domestic animals, pets, insects and parts of the body. Others consisted of shapes, objects, domestic tools, toys, text and symbols. The use of charts in the classroom helped in making teaching and learning process both effectively and efficiently as they enabled the pupils to correlate images on the charts and their real life situation. Additionally, the charts made pupils to have stimulations in mind but also arouse inquiry for better understanding of a subject matter of a lesson (Faraday & Maxwell, 2000). The following picture indicates some of the toys available in enriched literacy classroom from the study;

  
Fig. To evidence toys in literacy rich classroom.
Story books
It was evidenced in Daweni primary school, that story books were the leading resources accessible in large amount to all pupils compared to any other type of material resources. These story books were used in supporting language competences of pre and lower primary school pupils. These competences were; reading, writing, listening, drawing, hearing, and speaking which were practiced during both formal and informal periods. During the formal period of teaching, textbooks was mainly used to teach various subject contents under the mandate of Tanzanian Pre-primary and Primary school curriculum.
The contribution of story books, however, was seen when pupils got in touch with the books such as “The ant and the pigeon”, “The zebra crossing” and “A sack of money” which were largely acknowledged as attracting majority pupils to reading stories in the classroom. Despite their interest in amazing stories, during reading process, they are also fully engaged with subject contents, enjoy with material images, words, and behaviors of characters endorsed artistically in them to present ideas and thoughts (Gambrell, Malloy, & Mazzoni, 2007)(Gambrell, 1996; Mazzoni, Gambrell, & Korkeamaki, 1999). These practices have great influence in building language competences, and enhance permanence of memory on the part of vocabulary of pupils which they come across through reading books. However, findings show (Whitehead, 2009), 16/09/2015). This occurred when teachers and the pupils used to store the books and other resources in boxes and put them on floor, a thing which made the pupils to hardly access the books they demanded. This observation suggests that, literacy teachers need to exhibit text books and story books in the way that pupils can see it from front covers for easier access and recognition for selection before using them (Whitehead, 2009). The tendency of storing books on floors can be frustrating to most of pupils who fail to identify them during sorting and so limiting the capacity to analyze things. See the box of books and other resources improperly stored in one of the classroom visited by the researcher to evidence the situation;

Figure to indicate awkward storage of literacy resources classroom.
Pictures and drawings
In the area of the study these were found in terms of shapes, objects, tools, domestic animals and wild animals. Others were plants, vegetables, fruits, texts and symbols. These were made by teachers and pupils at the school, but also by parents at homes to assist pupils succeed in their mission of learning. The figure below indicates one of the drawing indicating fruits, vegetables and cash crops like cashew nuts which were grown in the area to evidence health and financial literacy on the part of literacy practices. The figure below indicates the drawing extract from literacy classroom visited by the researcher to evidence the truth about pictures and drawings enriched in pre-class and class I respectively (Observation, 15/09/2015).

    The use of pictures and drawings positively contributed in enhancing pupils’ engagement, availability of additional teaching method (Drawing to Learn) and learning strategies, provision of opportunities to reasoning, as well as means to effective communication between but also among teachers and the pupils (Faraday and Maxwell, n.d.). This implies that, the functions or benefits of literacy rich classroom environments enables pupils to attain essential competences from different dimensions of subjects taught in classrooms including multimodalities.
However, the following influences of literacy rich classroom environment were noticed in the area of the study namely;
4.2 Contribution of literacy reach classroom environment
4.2.1 Facilitate inquiring mind on learning amongst pupils
The findings indicate that, a good literacy rich environment facilitated inquiring mind on learning among pupils. It allowed pupils to ask questions about the visualized resources that stimulated inquiry based learning. Visualization of resources allowed touching, using and recognizing facilities which were available at school and home. Among pupils in P 1 and P 2 investigated during classroom observation seemed to have high inquiring mind as they were able to ask many questions to teachers in classroom and responding oral questions from subject teachers in classroom. “We use stoppers in counting numbers at home and school” (FGD, P 1. 14/09/2015). T 1 added that, “after a pupil exposed to counting numbers continued to use stoppers in many circumstances in mathematics and language learning (Interview, 14/09/2015)”.
It was noted through formal classroom observation that, many Pre-school pupils were very clamorous and raised their hands up struggling to search out for chances from subject teachers to answer various questions during teaching sessions (Classroom observation, 17/09/2015). Teachers asked questions and pupils struggled to answering questions in classroom; in such a way that, each pupil raised hands to depict a sense of inquiry about what has been asked by teachers. Once they got chance they showed that they understood, explained and applied knowledge present in literacy rich environment including scientific knowledge from pictures and photos. For instance, two pupils were able to understand various types of vegetables such as Chinese, and pumpkins leaves and indicate how they used at home as food for their vitamin. This evidenced vigilant interpretations, investigations and mental reasoning capacity of pupils in responding properly to questions and various concepts in classroom situation (Chiappetta & Koballa, 2002). These situations of pupil’s use of home experience to respond to questions enhance self-discovery (Wright &Wright, 1998). In this respect, literacy rich classroom environment allowed pupils to learn through visualization which gives cues to pupil’s mind through merging of prior home experience with classroom resources. It has been argued that, the more the pupil immersion in classroom rich environment, the best the restoration of the understanding of subject matter contents he become (King, 2007).

The above view indicates that knowledge is acquired by means of observation whereby, observation of vegetables pictures in classroom walls made them to investigate things as scientists do in problem solving, through observation and describe the real world. Use of logical reasoning in studying the reality can bring about inquiry mind (Chiappetta, & Koballa, 2002). However, pupils who reason logically are scientifically literate and follow systematic ways of understanding, explain and applying their knowledge. This made pupils to understand vocabulary, use their experience, which incorporated scientific inquiry and self –discovery in classrooms. It has said that the higher pupils attached to involvement in literacy rich classroom environment, the highest the experience they acquire (King, 2007). Pupils who have higher inquiry, have the possibility of answering as many questions as they could, that challenge their life experience and they are in a position to streamline their familiar thoughts to those available within science population (Driver, Asoko, Leach, Scott, & Mortimer, 1994).
Good inquiry is said to be the product of higher mode of interaction with literacy rich environment and observable facts (Kluger-Bell, 2000). This involved observation, posing questions, and researching with materials attached to them such as pictures of vegetables. (Llewellyn, 2005).

Since learner’s involvements are primarily concerned with activities, teaching sessions result in achievement only if subject contents were associated with pupil’s life and that all activities  connected with other subjects including science helped pupils at various level to learn beyond isolated facts. It was argued by She (2005) that, inquiring mind helps pupils to gain knowledge and enjoy their studies to the maximum when teaching approaches go gather with learning environment. Again, inquiring mind of pupils at all levels engages them with rich, creative and fruitful questions, quickening them and grow to be engaged in finding solution of their difficulties. These fruitful questions have significant effect to pupil’s performance and application of understanding in many circumstances to produce evaluation found upon knowledge which further promotes critical thinking. The next paragraph explains another influence of literacy rich classroom environment observed in the area of investigation;
4.2.2 Permit pupils to account for the form, content and use
Literacy rich classroom environment permitted pupils to account for the form, content and recognize the use of vowels, syllables, words, different drawings and pictures. The researcher in all classrooms observed pupils recognizing the form of syllables such as /ba/ in Kiswahili lesson and which permitted them to discover its use in forming other words such as /baba/ to mean father in English, and /bata/ to mean a duck. Pupils were able to form other similar words which began with syllable /ba/ using the same bilabial plosive within a short period of time. While doing such activities, pupils were able also to understand the content of the lesson in Language sessions (Classroom observation, 14/09/2015). This was supported by explanation obtained from the one participant that;
Capacities to recognize and utilize various facilities have increased amongst pupils in lower primary school classes. The use of puppets, drawing tools, small animals, and using of word cards have increased in different subjects. The use of math sign, symbol cards, together with facilities for arranging things into logical order to make objects, shapes and words with pictures has also increased in lower class pupils (Interview, LT 3 14/09/2015).
This view from participants revealed that, many pupils from P 1 and P 2 used various literacy resources such as letters, syllables and word cards to form words which were normally shared with their friends.  The researcher revealed also that WWA (whole word approach) was used to teach pupils in lower primary as it was similar to RtL methodology used by teachers in SESEA project regions which allow teaching of reading by using pupil’s simple stories and segmentation of sentences, words, and lastly syllables. These strategies facilitated them with the understanding about the formation of many words, the content and its usage. For example words like /mama/, /meme/, /mimi/, /momo/, /mumu/, has contributed to discovery of many words such as during discussion;/Ma/= mama, maua, magari, matunda, makucha
/Me/= meza, mema, menya, meta, mechi, mendea
/Mi/= mimi, miti, milima, mia, misitu, mimina
/Mo/= moto, moza, motisha, moja, mola
/Mu/=  mungu, musa, muwa, muhuri, murua (Classroom observation, 15/09/2015)
The teaching of reading by phonics was observed. This approach was used by LTs in classroom at pre and lower primary. Kiswahili phonemes such as /ma/, /ka/ and /ua/ and English phonemes ‘ee’ as in /bee/ were taught to pupils. The teaching of sounds of letters enabled pupils to pronunce various words before combining them to form sentences. Words such as; sa-i-d = said, m-a-t. = mat (synthentic phonics) were taught in pre primary classes while in lower primary classes the analytical phonics were used (Classroom observation, 16/09/2015). The segmentation of words parttens in classroom gave pupils a chance of studying phonological (Strickland, 1998) and syntactical aspect of the language.These techniques for reading and words formation contributed to pupils mastery of writing, reading, listenning, hearing and spelling of words which are crucial skills for learning of pupils which were similar to ideas provided by Bissex (Bissex, 1980:3). Figure below indicates the teaching of writing.
    
  Fig. To show steps of teaching to write letters, the formation of word, content and usage while showing its phonemic representation(Classroom observation, 14/09/2015).

The teacher’s step in teaching letters writing to pupils (see above figure ) step 1,2,3 to 4 in the letter /U/ and  step 1,2 and 3 in forming the shape of letter /a/ and later the formation of the word /ua/ indicated that teachers who were teaching language and literacy in pre-class and lower classrooms had necessary professional language skills that allowed them to competently utilize their technical aspect of teaching language to young learners.This professional indicator, awakened pupils to master subject content, understanding of syntactical, gramatical and semantic part of languages for building language competence. The next heading summarises the third influence of literacy rich classroom environment;
4.2.3. Easy retrieval of information
In literacy rich environment, pupils seemed to acquire higher memory about learned facts, concepts, ideas, topics, and items or facilities from classroom environment visualization. Through visualizing aids, pupils made contact with resources which gave pupils a complete picture about a particular concept or idea to many pupils and learn. This view was supported that;
The environment has furnished opportunity to pupils to visualize resources and participate in practical activities than when we were lecturing them. Contrary, during lectures, pupils listened, heard and imitated things from teachers but visualization of resources gave pupils the permanent image in minds and therefore easy retrieval of information is acquired. (Interview, LT 3, 15/09/2015).
Findings indicates that pupils were capable of performing activities such as drawing, arranging objects in logical order repeatedly with teachers’ supervision or without due to higher memory storage of learned concepts through scaffolding (Vygotsky, 1978) and modeling of pupils (Rogers, 2004) influenced by literacy rich classroom environment. This was associated by pupil’s use of five sense organs on learning in rich classroom environment. Participants pointed out that the learning process for many pupils is fastened due to presence of literacy rich classroom environment (Interview, LT 1 on 15/09/2015).  Pupils learned to “write, to draw animals such as cats, dogs and leopards, to read and to count in a simple and consistent way”. This gave pupils with experience in acquiring basic skills and life skills advantaged by resources in the classroom which facilitated the mind to work properly and ignite “dark chamber” in pupil’s mind.  The learning through activities influenced easy retrieval of learned information as teachers used realia to explain concepts during teaching process (Barone, 2011).
It is therefore concluded that, Literacy rich environment has contributed to cognitive ability of pupils in classroom simply because they remember what they have been learning with the support of resources observed in the classroom and the performed activities in classroom (Barone, 2011). Being connected with materials in classrooms, pupils were modified emotionally by the rich environment. The possibilities of recalling information and use them were higher. Those pupils who managed to make plastic car, air plane and motorcycles after recognizing the steps indicated by their teachers evidence the situation. These activities enhance emotional expression through using tools, images and graphics which lessen the short storage of information in STM while adding LTM (Downing, 2005& Chandler-Olcott, 2008). Therefore, literacy rich classroom environment enhance easy retrieval of information of pupils in classroom and outside world. Further influences have explained here under;
4.2.4 Teacher’s and pupils engagement
During teaching, literacy rich environment enhanced teacher’s and pupil’s engagement in teaching and learning. Literacy teachers in Daweni primary school used different methodologies to teach language literacy to pupils. These were; Read to Learn (RtL), WWA to language literacy teaching , writing from the air, teaching by songs, teaching using  realia from the surroundings, teaching through writing vowels, letters, and words, drawing and imitation few to mention. For instance, the teaching of the word flower as a new concept to pupils, LTs used the following steps to teach Kiswahili word /ua/ to pupils who engaged most pupils;

Pupils were engaged in the process of learning from first step of writing words on air to last step of drawing them on manila sheets. Then engagements of pupils in these steps have positive impact in learning and mastery of competence. During learning sessions, pupils were engaged in all above steps and in drawing, writing, talking, listening, and hearing which augmented all learning to pupils(Barone, 2011).
Engagement of pupils in activities such as drawing on the blackboard, made the entire group of pupils to show their capabilities in front of others. This situation has good connotation on teacher’s role of assisting slow learners through activities. The writing of word / ua / ,the drawing of the flower and correlation between words, real object and drawing made pupils to be engaged in learning basic skills(Classroom Observation, 14/09/2015). Speaking and matching of words in singular and plural form has shown total engagement of pupils in learning in all classrooms. This practice has allowed most of children to match words, pictures, with drawing of objects which caused them to recognize as many words as they could, read them clearly, showing that speaking and reading ability were higher in literacy rich classroom environment, and differentiate between drawings and pictures. This indicates the reasoning ability of pupils in that environment have increased amongst pupils.
 The study indicated that, this kind of environment made pupils to engage mentally, cognitively, affectively, and psychomotor (Barone, 2011). Mentally, pupils invested their thinking on resources to maintain their psychological health during learning process through resource interaction. Cognitively, pupils invest their mind in processing cognitive data to get information which can enhance memory about various concept or ideas. Psychomotor aspect, pupils engaged in learning through activities where physical part of the body of pupils used. These activities were singing, making of objects and collection of resources for their learning. These activities made pupils to perfectly invest their mind in listening instructions from their teachers discuss themselves and lastly decide to act upon their learning. This practice has created a sense of self dependence, self-confidence and self -commitment in pupil’s mind for independent learning in upper class. Through these practices, pupils tend to meet with their authentic learning in classrooms through assistance from teachers who always clears doubts on pupil’s learning.
The engagement of pupils in activities of their learning can enhance maturity in self -study, or independent learning in upper classroom even if teachers would not be present. Self -study, writing of words on chalk boards and drawing in classroom contribute to the development of competence among pupils.
4.1.5    Hoist motivation and discipline
Pupils seemed to be highly motivated in classrooms in Daweni primary due to enrichment of classrooms. Pupils were motivated to attend in schools for the purpose of observing different attractive facilities and get opportunity to meet with teachers and learn (FGD, 15/09/2015). Among other pupils’ motivated things were reading books and animal stories, writing and singing. Studies on motivation indicate that motivation is crucial element in pupils learning as supported by (Gambrell et al., 2007)O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann (1992) revealed that:
“out of 84 reading topics, teachers identified “creating interest in reading” as the top priority for reading research. Three other topics related to motivation appeared in the top 10: increasing the amount and breadth of children’s reading; developing intrinsic desire for reading; and exploring the roles teachers, peers, and parents play in increasing children’s motivation to read”( O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann,1992. pp, 15).
The focus in motivation resulting from literacy rich classroom environment are due to the fact that, one, majority children who were motivated were willingly to spend more time on reading, writing, drawing and other relevant hands on activities and talents causing them to last longer in schools as far as resources are available(Interview, LT 3, 16/09/2015). Two, the functionality of pupil’s home experience were better utilized in rich classroom environment where pupils used resources to make reality which transform them permanently (Classroom observation, Pre class 16/09/2015). Three, supporting and nurturing multi-literacy skills and multiple intelligences through motivation is very significant for pupil’s literacy progress at lower level (Interview, HT 15/09/2015). Lastly, research evidenced that motivation has a great critical contribution in learning which made the distinction among learning that is surface with that of deep. However, the material resources that were available in classrooms had a strong supremacy of hoisting motivation to pupils which further helped them in literacy learning which was supported by (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992).
4.1.6 Enjoyment
the study revealed that, enjoyment during learning process convinced  pupils to come to school every day in order to play, read, write, and counting. Pupils were reading various story books, words from charts, and from black boards. Again, they played various games, sports and play using play grounds which were available in the school compound. These practices and others assisted pupils in understanding the real world in which they live as they read some amazing stories, play football, netball sports and games that were performed by other people in other areas. So, through the richness of classrooms in terms of books and other resources, pupils were all instilled with enjoyment, and pleasure which they maintained their psychological health during learning process as social beings (Rogers, 2004). This situation causes the development of thinking capacity, reasoning ability, mastery of language vocabulary through interaction with others. The learned vocabulary becomes permanently stored in LTM so cues for retrieving information became available in pupils mind due to interaction with environment (Rogers, 2004). The challenge presented in this area was the fact that, interested books and other resources were stolen or taken by other pupils from classrooms to home (FGD, P 1& 2 on 15/09/2015). This was probably true because pupils at this age are capable for enjoying and playing with some favourite resources such as animal’s pets, model, word puzzles and mind builders (Bower, 2011b).
This topic was also supported by SMC members who said that, the introduction of literacy rich classroom environment made pupils to enjoy lessons through playing with resources of their interest (Interview.SMC 1, 16/09/2015). Pupils have acknowledged the enjoyment despite the challenge of shortage of desks in pre-school classroom. Others commented that, pupils who got in touch with literacy rich classroom environment had aspiration of playing with resources before the mission of learning.
During pupil’s play with resources is where they can discover and understand different things and arouse consciousness in their cognitive mind. In that sense, they are independent, happiest, and joyous and participate fully in learning activities while boosting their attendance in schools contrary to poor resource environment ( Interview, SMC 2 on 16/09/2015)
The findings revealed the following, One, pupils got desire to remain in school than going back at home, Two, Pre-pupils were much exaggerated when they contacted with their class teacher. Three, in literacy rich classroom, pupils experienced no indiscipline actions because they were busy playing with resources. Four, pupils implement teacher’s instructions accordingly due to improved disciplines amongst them.
4.1.7 Difference in teaching and learning
Literacy rich classroom environment has made difference in teaching of pupils. Teachers in Daweni primary school taught from simple to complex. This kind of teaching in the area of the study has shown difference in teaching from traditional teacher centeredness approaches to modern learner centeredness approaches. Teachers started to teach pupils from what they knew through interaction with classroom resources and move slowly to unknown concepts which can be observed at home. This was observed in vocabulary teaching, where teachers started from learner’s understanding of concept. This practice in literacy rich classroom environment has enhanced learner self confidence and understanding of concepts (Classroom observation, P 1, 2, 3 on 16/09/2015).
These environments have simplified the teaching process in pre and lower primary classrooms because it allows pupils to master 3Rcompetences. Due to the presence of literacy rich classrooms, pupils have increased reading, writing, speaking, listening and drawing speed, accuracy and competences make things (Interview LT 1, on 14/09/2015). One of the parent pointed out that, teachers get enough opportunity of performing well their teaching obligations in literacy rich classrooms that may guarantee student’s success on learning.
 One of the major findings of the study was that what rich classroom environment makes difference in teaching and learning. However, it was noted that, having enough resources in classroom doesn’t guarantee pupil’s achievement academically because three pupils in P 2 were not able to read even a single Kiswahili sentence despite the availability of many resources but resources was very useful to both pupils and teachers which simplified responsibilities to teach and learn. It was discovered from teacher’s that, the first teachers’ job is to teach using resources available in classrooms but again adequate of resources may hinder learning of pupils. Resources have helped pupils and teachers to read, write, and play with them. Literatures supports that readers must have some texts to read, drawers must have drawing tools to draw, singers must have songs to sing but also players must have something to play such as balls, rope to jump and math tools to count. These are engagement and motivation tools (Ingham, 1981) which were used by teachers to supplements the act of teaching but also for learners to learn.
Generally, literacy rich classroom in the studied classrooms have given multiplicity of options for resource choice, interaction, resource familiarity, different types of literacy, a room for creativity and use of inborn capabilities and talents. All these issues have helped teachers to simplify their job in classrooms. The next sub theme explains other influence of LRCE from the area of the study;
4.1.8 Active participation, involvement and love to subject
The findings have revealed that, LRCE has made pupil’s to fully and actively participate and  being involved in learning due to the fact that the presence of resources raised most pupils’ inner willingness to learn and be close with their teachers, and collaborate with them in classroom. Being ready to learn willingly means pupils were not forced to take books to read, write or drawing pictures in and outside the classroom (Interview, T 3, on 15/09/2015). Teachers easily understood their pupil’s talents and weaknesses due to the fact the interest of various pupils were seen through activities interested by pupils such as drawing, singing or other multiple intelligences skills.
One of the fore most interests of many children observed by the study was playing. During formal and informal sessions, pupils played various play such as mother and father plays in various school play grounds which were plots in smart area, football ground, and netball ground. It has broadly identified that play was basic to children’s learning (David, 1996; Bruce, 2001;Moyles, 2005;Nutbrown, 2006). It brings a wise opportunity for active participation in learning as pupils interact for sharing, enjoyment, and love to subjects. Play create a room for TPI (Total Physical Involvement) linked with cognitive development, linguistic development through engagement letting independence for pupils to communicate freely basing on cognitive, linguistic, social and affective development (Barone, 2011).Therefore, literacy rich classroom create pupils active participation, involvement and love to subject through engagement in various games and play in schools.
During teaching process, “the presence of the concept “mango”, together with its picture and real “mango” fruit complimented three actions namely hearing from a teacher, seeing from picture, and further touching the real “mango” fruit”(Interview LT 2, on 14/09/2015). Pupil’s involvement in vivid examples of resources in teaching and learning process has enhanced pupils understanding of different concepts. The presence of pictures made pupils to imitate drawing from friends (FGD P 2, 15/09/2015) this indicates that pupils participate fully in learning in literacy rich classroom environment. Similarly, other teachers commented that resources for drawing, writing vowels, syllables and words made pupils to participate and be involved in various activities of their age. Others resources were for painting colors on pictures and display. These activities helped them to learn more through collaboration and involvement (Kluger-Bell, 2000), with friends and achieve competences such as writing, reading, singing, and drawing, speaking, listening and doing computation. These were supported by those pupils who learn through tactile, kinesthetic, and visual learners (She, 2005)
4.1.9     Higher thinking capacity and Creativity
It was discovered that pupils who were surrounded by adequate resources, experience higher thinking capacity, creativity, inquiry and increase love to subject teacher and to his school.  Evidence collected has shown that, pupils continued to utilize their resources to learn in their respective classrooms even if teachers were absent in class. Some of the activities performed by pupils in classroom without teacher’s presence in classroom were; drawing of pictures, cartoons, and displaying them on walls using the available resources (Interview LT 1, on 14/09/2015).the researcher observed one pupil who had higher thinking capacity and creativity of making electricity using a piece of old piece of solar power panel collected at home, a piece of copper wire and a simple Chinese bulb. It has been realized from this study that, what happening in pre-school and lower primary classrooms especially in inquiry based classrooms, have a longer lasting and powerful influence on learning of pupils while affecting classroom achievement at middle and upper level (Regan, Case, and Brubacker, 2000). The competence of making of electricity as it was observed in the area, using a piece of old solar power panel  and pieces of copper wire and a simple bulb by a pre-school child would not end rather the competence would be developed as he become matured in upper class and or adult. This practice evidence higher thinking capacity and creativity of pupils in a literacy rich classroom environment and thus it is either in born capability or it starts from early years when children are exposed to a certain environment and nurtured through learning process. Literacy rich classroom environment therefore had direct impact in talents of many children as the use resources to nurture their talents through exposure with resources. So, this classroom does not isolate learners due to presence of multiple tools that caters for multiple intelligences.
4.1.10 Love to students and teachers
In addition to the already presented and discussed influences, Teachers in Daweni primary school were full of joy and love to their pupils because of the presence of literacy rich classroom environment that gave teachers opportunity to utilize different resources which have simplified teaching and learning processes. Teachers in classroom were direct contact with their learners and create the sense of friendship, belongingness and social interaction which helped most learners to be free from teacher fear so as to provide pupils with a room for learning to speak, hear and write (Snow, Burns,& Griffin, 1998). The practice gave opportunity for pupils to interact and be involved with teachers in learning sessions and so the gaps between teachers and learners have been reduced (Kluger-Bell, 2000). This has its advantage to pupils as they can easily clear their worries about their problems. Most pupils said that they were happy with their teachers and the pre-school teacher is loved very much by all pupils for the unknown reasons. Pupils at pre class always keep closer in touch with their teacher and play together (FGD, P 1&2 on 15/09/2015). 
4.1.10 School attractiveness
In this findings, it has been notified that, literacy rich classroom environment has made classrooms and schools to be attractive through novelty. By novelty means adding different things in each day in the classroom. This habit of teachers made students to learn new things of their interest day after day. These tendencies bring great influence on pupil’s school attractiveness, and motivation to learn. When teachers added one item day after day in lower classroom it attracted many pupils to attend in class regularly because pupils were interested in learning new things each day they attended to school (Interview SMC, 16/09/2015). This implies that pupil’s likes new knowledge of which they were not familiar with them in classroom. Likely that was the best reason as to why pupils learn, they need to understand, discover, know new things in their life.
In addition to that, school attractiveness was due to the provision of porridge to pre-pupils and pupils at lower level which have attracted many pupils to participate in their learning process apart from presence of learning facilities. Food in school is inclusive to the surroundings of that can attract pupils to acquire life and basic skills. In this case, learning process can be hindered to most pupils at this age level if they are exposed in the school where there is no school meal. 
4.1.12 Retention of students in schools
This findings revealed that, pre-school and lower primary pupils in literacy rich classroom environment loves school and spend more than three quarter of the day at school despite their short time table ending at 11.30am in Tanzanian context. In the area of the study, the researcher observed four pre-school pupils rejecting to return to their home every day per week and stay at school playing with different resources including plastic cars, balls, drawings, toys and puppets until evening sessions. This kind of environment has said to attract many pupils to come at and last longer in schools. The increased pupil’s attendances in Daweni primary school was seen to be improved due to presence of resources for playing in literacy rich environment. The evidence collected from head teacher explained that,
In 2014 registered pupils in pre -class was 60 but the average attendees were 32 per month. Currently in 2015, the registered pupils in pre-classroom were 40 but the average attendees per month is thirty eight (38).This difference in attendance compared to the past year(Interview from HT, 17/09/2015)
This information indicates that, currently pupils are attracted to attend lessons in Daweni primary school due to availability of resources in their classrooms which were used by pupils. Teachers use pupil’s time to play with resources present in classroom to teach them as they play with their lovely resources and in that sense, their mind were used by teachers as a capital for teaching and for learning. In this respect, pupils meet with teachers; interact with resources which further influence them to learn various things consciously and unconsciously. It has said that teaching various concepts to pupils through playing is essential strategy for pupils at lower age grade level because children’s learning at this stage are dominated by play(Interview with LT 3, 15/09/2015). This commend is supported by David, 1996; Bruce, 2001; Moyles, 2005; Nutbrown, 2006). It was well known that many pupils who lasted longer in schools at lower level classrooms were very much attracted by pictures of animals like Cheetah, lions, fishes, birds and flowers causing them to attend in schools. This implies that, multimodalities such as pictures, graphics and tactile animals or resources are crucial for pupils use in schools which enhance the retention of pupils at school
4.1.13 Increased interaction amongst pupils
In Daweni primary school, there were increased interactions among pupils in learning which was seen to be the key feature of literacy rich classroom environment observed by the researcher. The availability of multiplicity of questions about the available classroom resources, subject matter contents and sense of peer questioning were prior to pupil’s learning process witnessed from the study area. The study has also explored that pupils necessitated attending in school to interact with beloved resources in classroom. When they interacted enabled them sharing of ideas, thoughts and feelings in and outside the classroom, telling or exchanging stories and choosing of resources to share with friends enabled them to add vocabulary, learn how to express to each other and the way to perform academic activities, social life skills and problem solving skills at their age level. Others said that, some of them were most attracted by collaboration between pupils as they played games, sports, singing songs and exchanging experiences inside and outside classroom(Classroom observation, interview LT 1& II, 15/09/2015).
Playing of games, sports and many others supports pupils in learning new knowledge, social interaction skills, interpersonal skills and communication skills. Questioning each other, assisting each learner in drawing of pictures, writing of letters, words and simple sentences when they interact supports them to create meaning during communication. This situation amongst pupils, were similar to the symbolic interaction theory which points out that;
People and systems interact and communicate with one another as well as the essence and characteristics of that interaction and communication. The important tenet of symbolic interaction theory is that we all attach meaning to our communications with others within the context in which the interaction takes place… we act on our world based on the meaning we attach our experiences, second; the meaning we attach to our experiences stem from our interactions with others and third, our experiences, interactions and interpretations of our experiences and interactions constitute an ongoing, dynamic process” Rogers (2004, p 94).
Social learning theorists such as Albert Bandura (1977), adds that,
“People are active agents in their learning …people use cognition and social interactions in learning. People do not simply respond automatically to stimuli; rather, they are able to think about processes in learning, and they are actively interact with their surroundings, which often results in learning” Rogers (2004, p.71). 
Again, in literacy arena, evidence from literature suggests that even if pupil’s ability to develop language skills such as speaking is influenced by genetic maker up, pupils who are exposed to various literacy rich classroom environment are stimulated from environment which surrounds them and while performing this, the interaction amongst pupils are increased (Harkness, 1990; Naremore, 1978; Snow, 1999).
The presence of increased interaction amongst pupils means increased sense of unity, belongingness, collegiality and communication amongst pupils have positive benefit amongst pupils at pre and lower level because, children who have exposed to more interaction, develops multiple language competence and skills much more than those who are in situation of limited interaction. These competences may range from vocabulary, language use to reasoning capability and competences in various contexts (Rogers, 2004, p.168).
In a nutshell, there are no doubts that, interaction amongst pupils are of enormous value. One major advantage apart from mentioned advantages are; sharing of others prior experience especially home school experience that may build confidence amongst pupils at lower level. This is true when pupils authenticate their already known truths with new experience acquired from others through interaction process. The second benefit is that, it sheds light to teacher’s awareness about the dynamism of and progress of the classroom behavior and academic performance during and after teaching sessions. This is because, the more the children interaction appears amongst children may predict the closeness between teachers’ teaching and pupil’s learning. Pupil’s sharing of experience during interaction and pupils frequent questioning to teachers and friends in classroom may clear worries about the subject content at hand while maintaining pupils’ confidence in the mastering of the subject content.
4.1.14 Responsiveness
The findings revealed that literacy rich classroom environment made responsiveness to pupils during the learning process. The situation was seen by both literacy teachers and supported by classroom observation. Students were very sharp in responding to teacher’s questions about various things, topic and contents they learned. This situation was observed when pupils were asked to read various story books, writing many words using Kiswahili syllables (Classroom observation, 17/09/2015). In this regard, the lesson we got from this area indicates that, pupils closeness to resources in literacy rich classroom environment made pupils to be cognizant with multiplicity of knowledge and skills while reserving lot of experiences including experience with writing, reading, drawing, and language speaking skills.
Since literacy rich classroom environment seem to be responsive to may pupils in learning process as it was reported in Daweni primary school, it was notified that, teachers used that opportunity probing other questions to pupils in lessons. However,  pupils who were sitting on floor wasn’t very responsive compared to those who were on desks in other classrooms due to the fact that they were affected psychologically by seeing other pupils in other classes sitting on desks while they were sitting on floor. This made difficult for them to raise their responsiveness as they were unhappy.
4.1.15 Easy assessment
The type of assessment used in pre and lower classroom in Daweni primary school was a formative assessment. Each target activity was evaluated within each stage of lesson presentation. This is because in a pre and lower classroom the curriculum requires teachers to make assessment in each stage of their teaching (LT 1 on 15/09/2015).
These above presented influences and discussions have made literacy classrooms to be very significant to pupils at pre-and primary school level in the area of the study. It has helped many teachers to muster various literacy skills as it has been explained in above subthemes.
4.3 Teachers, and pupil’s views about literacy rich classroom environment.
The study findings revealed that, majority teachers and pupils understood the literacy rich classroom environment as they provided their views as;
Literacy rich classroom environment is the classroom environment that has plenty of facilities that enable pupils to self engage in studies even without the presence of teachers. It is a class that talks itself academically without teachers support to pupils (Interview LT I, 14/09/2015).
Similarly, others commented that,
 Literacy rich classroom environment is a classroom enriched with publications and different teaching and learning resources, for instance alphabetical publications, vowels, words, drawings, pictures and photos. These publications must aim at accomplishing specific charge of delivering learner’s competence as they carry messages of various competences to children through learning (Interview LT 1; LT 2,14/09/2015). 
Generally, these definitions were summed up as, literacy rich classroom environment is a classroom which has adequate learning paraphernalia for student to use in the process of learning without teachers guide or adult supervision. Examples of these paraphernalia are real objects, and models of objects like cars that will enable pupils to analyze and describe parts that make them such as tires, chases, seats and sterling. The class however, must have the capacity to support pupils to learn through five sense organs i.e. seeing, touching, tasting, hearing, feeling and performing activities as required professionally. It is like a slope that makes a runner in a competition to accelerate without much energy to win.
During FGD, all pupils who participated in these sessions claimed that,
 “literacy rich classroom environment is the class which allow pupils to access tools for reading, writing, drawing, playing and singing songs of different kinds such as that of living organisms like insects (butterfly) and arithmetic songs”(FGD P1,P2, 15/09/2015).
However, these explanations implies that, teachers understanding about literacy rich classroom environment were high and probably they knew their role in enriching materials that ought to support pupils learning in lower and pre-classroom classes. This kind of environment allowed pupils to know aquatic animals like crabs, fish, and Whale while mentioning crabs of different features including their colours, organs and the context of which they were available. However, some pupils added that, during the period of making other resources teachers with students use clay soil, papers, and boxes to make  syllables like /ba/,  /be/ , / bi/, /bo/, /bu/ and /cha/, /che/, /chi/, /cho/, /chu/ which are the Kiswahili word building blocks (WBB).
4.4    Measures taken to sustain the literacy rich classroom environment.
In the area of investigation there were different activities conducted by both teachers and pupils through the teaching and learning process to make sure that resources for learning are always available and sustained. Such activities included;
•    Making of counting tools in Mathematics in all classes using plastic stoppers which was brought by pupils from home.
•    The creation of abacus, numbers and shapes using clay soil,
•    The making of vowel, syllable and word cards for reading, written in manila sheets. 
•    Molding of toys, numbers and shapes using clay soil for the sake of assisting teachers in teaching and pupils in learning in and outside of the classroom.
materials enriched in classrooms were made not only according to the need of the class level, subject lesson topic and period but also depended on the continuation of all academic semester of particular class. For instance, materials for first semester were prepared in semester one and those of semester two were prepared in semester two respectively. Other resources were made at exact time of lesson preparation before teaching starts because it uses the material which is available immediately. It was marked by teachers that, teaching aids for tens can’t be prepared before preparing teaching aids for ones in mathematics lesson. This was applied by teachers across the whole formal curriculum (Interview LT I, LT 2& LT 3, 14/09/2015). Other activities were;
•    Drawings of different pictures. Much kind of pictures were drawn by teachers and pupils, such pictures were aquatic animals like fish. They labeled them and use in both Kiswahili and English Language lessons, during informal observation pictures are used to compare with another from other classes, in subject like Kiswahili language for instance, teachers and pupils in standard III drew pictures of government workers to explain the concept of corruption using pictures. These pictures were used by both teachers and pupils to explain the concept of corruption in various classrooms.
•    Collection of tools like wooden and plastic sticks. This was according to pupil’s need and environment of learner’s especially home environment and associated with what they learn at school. For instance picture of a ball at home, real ball were seen at school as well as making them local balls using plastic bags at home. Models of a chair and real chairs to represent real objects were used in classrooms as representations of home school interface resources which enabled pupils to develop language skills as a foundation to learning, inquiry and investigation of other subject contents.
•    Playing of sports and games in and outside classrooms.
In fact, some measures have been undertaken to sustain the literacy rich classrooms in Daweni primary school. Evidence obtained from observation indicated that, two classrooms have strong doors while one classroom was lacking a door to close it which allows illegal entrance of unknown people in the classroom. There were no book shelves in any of classroom among the three visited class to enable better storage of resources for both pupils and teacher made resources. Resources like posters, charts, and pictures were unmanaged as it dropped on the floor without caring them. The terrible thing the researcher observed in the classroom was inappropriate storage of very expensive resources which were brought by AKU through SESEA project.
Measures which were taken to sustain the literacy rich classroom environment, the researcher noted that; the planned activities to sustain this kind of environment was to preserve quality of pre and lower primary classrooms in order to be more attractive to pupils at lower age. A well decorated room was pronounced by teachers to be more attractive to pupils. Another activity mentioned was to ensure the security of classrooms is maintained to protect the environment against any physical destruction. There were security guards in the school environment during night time.
However, in the visited classrooms ( Pre, I &II), the researcher noticed that, there were no any rehabilitation of classroom in order to attract more pupils at lower level in the year 2014/2015 as it was mentioned by head teacher for reasons that , no fund was allocated by the government to rehabilitate classrooms in the respective year.  The measures which were taken by the ministry to sustain literacy rich classroom environment were in the hand of Local government within the district level. At district level, the District Executive Director is responsible government officer in issuing funds to school committee for school expenditures. Capitation and development grants is supplied by the government quarterly but currently, there were no enough funds given to this school since January 2015 to September 2015 besides government commitment to supply grants to her school. At that respective time of nine months the school has received 70,000/=Tshs only as capitation grant to accommodate administrative, pupil’s resources, books and sports budgets.
Deliberate measures to sustain rich classroom environment, still rests in the hand of teachers by bringing new effort in making teaching and learning aids. Another strategy explained by LTs was to influence community members and parents collect and preserve resources which are useful, lovely and learner friendly in learning process. This strategy lasted for almost one year since its plan. The presented challenge within this area was that a school had low income that does not satisfy buying of crucial teaching aids that were available in bookshops and stationeries. In the side of pupils, majority of who were included in FGD in Daweni primary school said that, many of resources are reserved in paper boxes, on plastic bags, on floor and display them on walls. The displayed items tend to drop on floor before they are picked and store in teacher’s office for further recovery options. However, some classroom doors were kept tightly after pupil’s dispersal but many pupils take interesting resources from classroom and toss them at home. This tendency has caused many resources to diminish.

CHAPTER FIVE
 SUMMARY OF FINDING, RECOMMENDATIONS AND CONCLUSION
5.0 INTRODUCTION
This chapter summarizes key research findings pertaining to “Investigating the Influence of Literacy Rich Classroom Environment on Learning: A case study of one pre and lower primary school in Nachingwea district, Lindi region in Southern Tanzania”
SUMMARY OF KEY FINDINGS                                          
The following summary comprehends the key results of the findings noticed from the area of the study. The organization of results summary have been presented according to themes and subthemes as follows;
5.1. Availability of resources in classrooms                                                       
In the visited classrooms, the researcher revealed various kinds of literacy materials that made classrooms literacy rich environment. The following assortments of resources were available in classrooms especially in pre and class I&II visited by the researcher namely; toys and puzzles, story books, charts, and pictures. Other resources were drawings and realia, text books, and models.                                                                                     
5.1.1 Toys and puzzles                                                                      
Observation made in classrooms discovered   a lot of literacy evidently by toys and puzzles have given pupils enough opportunity to learn numeric literacy, playing with numbers in classroom lessons, through arranging them orderly. Pupils used cross word puzzles with alphabets to create various words under subject teacher’s in each lesson.Other devices available in pre and lower classrooms were Button it , and cycles that assisted many children to make various shapes and animal art and  images which demonstrate sharing of information across other literacy dimensions  including financial,  health,  language,  numeric, drawing and academic literacy amongst pupils.
5.1.2 Text and storybooks
In Daweni primary school, books of different types were used in classroom by teachers and pupils. Text books were inadequately seen while the story books were mostly visible in large amount to all pupils compared to text books. Story books seemed to support language competences to pupils in pre and lower primary school classes through reading, looking pictures and drawings. Competences ranged from reading, writing, listening, drawing, to hearing, and speaking during formal and informal sessions. Textbooks were used mainly to teach various subject contents as per Tanzanian Pre-primary and Primary school curriculum for the aim of mastering pupils with 3Rcompetences before reaching class III.
Text books with alphabets and story books such as “The ant and the pigeon”, “The zebra crossing” and “A sack of money” attracted majority pupils to read amazing stories in classrooms. Fully engagement with subject contents, enjoyment with materials, letters and words, and the behavior of characters in story books raised pupil’s motivation to read many books. The uses of books have influenced language competence building amongst pupils and it enhanced permanence of memory in pupil’s mind.
There were awkward storage of books as it was observed in the area of investigation, this practice made it difficult for pupils to identify books of their interest clearly. Most of pupils are frustrated when they fail to identify books during sorting which can hinder pupil’s motivation to read books. However, cup boards and shelves would be the reliable solution about security of books in all classrooms. The presence of classroom libraries is significant in sustaining literacy rich classroom environment for future utility and to reduce a burden of buying books year after year by the MOEVT, various education development agencies and sponsors who supports literacy development to pupils in lower and primary schools.
The government at macro and micro level are required to put sufficient books not only in school, but also at home in order for preschool pupils and lower primary children to get in touch with reading materials to permit them master subject contents that  are taught in classroom for socio cultural and economic development of  pupils in life. However, pupils are denied to read various story books, images, graphical and multimodal texts available in the internet through ICT because of poor access to electricity in rural areas. The introduction of internet libraries in all schools would have big impact on pupils’ learning as they can be connected with internet sources of literacy in an interactive world.
5.1.3 Charts and wall charts
The charts which represented animals, vegetables, fruits and aquatic animals were observed in pre and lower primary schools in Daweni primary school. Domestic animals, pets, insects and charts indicating parts of the body of a human were seen from the study. This indicates charts were used during various teaching sessions such as language and literacy, mathematics and science. Charts available in classes were alphabet, numeric, words and image. These helped pupils in becoming active readers in reading sessions and in introducing the topic to known content, during presentation stage to launch what is to be achieved by learners during learning, practice stage pupils performs different activities such as drawing, writing, comparing and summarizing their learning. Therefore, charts allows pupil to identify answers to various questions about their learning and fulfill the gap left behind by teachers  within pupil’s age limit while supporting, teachers in  informal assessment to  measure the validity of the lesson content to pupils.
5.1.4 Pictures and drawings                                                                  
In the area of the study, there were many drawings and pictures which were evidently seen in various shapes, objects, tools, domestic animals and wild animals. Pictures of plants, vegetables, fruits, and drawings made by teachers, pupils at school, and parents at home assisted pupils to succeed their learning. Drawing of cashew nuts exemplifies the funds of knowledge available in the area of farmers who cultivates them as cash crops that assist parents in accessing money in the area to evidence health and financial literacy. Faraday and Maxwell (nd) points out that, visualizations such as drawing and pictures in classroom enhance the following;
•    Engagement
•     Representation of ideas and its functionality
•     Reasoning ability.
•    Learning strategies to support learning.
•    Opportunity to communication with peers, friends and adults for further recovery of perception.
In a nutshell, it was dictated that the presence of literacy rich classroom environment in the area permitted pupils to attain essential competences from different vast of subject knowledge taught in primary classrooms.
5.1.5 Real objects (realia)
The availability of real object in Daweni primary school such as good infrastructure can be used as resources for learning. Pupils in the learning process discover a lot of materials which are used in construction of different building including houses not only at school but also at home. Real objects such as infrastructure are necessary for attracting pupils to attend in school that also adds to literacy progress of many pupils.
In addition to infrastructure, school items like exercise books, pencils, papers, erasers, marker pen, manila sheets and black boards have the power to influence writing competence amongst learners in schools. Article written by Colker on “Literacy Development Begins at Home, with a Literacy Home Environment” explained that, it is vital for pre-school pupil’s access to materials and academic items such as papers, markers, and crayons to permit  them writing various multi-literacies. Teacher’s  use of chalkboards in classrooms have enabled children to effectively  imitate  letter making, words, or sentence lists, numbering numerals, writing notices, drawing favourite pictures  prior to home/school experience.
In this particular instance, these literacy practices like letters, words, sentences, pictures and the like have great influence in literacy caliber and the development of many children conveyed by rich classroom environment. The vitality of displaying and presenting of real objects by teachers is of fruitful to pupils at lower level because it enables pupils understand pragmatic aspects of objects.
5.1.6 Models
Resources which exemplify shapes of real objects, people, animals or things have an added value to literacy classrooms. The researcher in the area of investigation observed models as resources for pupils’ learning in classroom context.
5.2. Influences of literacy rich classroom environment on learning of pupils                                                                                                               The researcher came out with the following summary of the influences of literacy rich classroom environment on learning of pupils in pre and lower primary school in Daweni primary school as it was evidenced by the researcher namely;
•    Inquiring mind on learning,
•    pupils account for the form, content and use,
•    Easy retrieval of information
•    Engagement
•    Hoist motivation and discipline
•    Enjoyment
•    Difference in teaching and learning
•    Active participation, involvement and love to subject
•    Higher thinking capacity and Creativity
•    Love to students and teachers
•    School attractiveness
•    Retention of students in schools
•    Assessment
•    Increased interaction amongst pupils and,
•    Responsiveness
5.2.1 Inquiring mind on learning.
Pupils’ ability in responding to a researcher evidenced the situation of inquiring mind present on the part of pupils who participated in FGD. Pupil’s confidence in mentioning resource such as pictures of vegetables and explanation about their usefulness in real world, due to age level of the pupil indicates that inquiry mind was present in learning of pre-and lower primary pupils. In this study, pupils understood questions, explain and apply the knowledge acquired in classrooms through observation of materials, pictures inside the classroom and link with practical experience from home. Pupil’s are able to investigate things as scientists do in problem solving, observation and describe the use of logical reasoning and studying the reality which can bring about inquiry mind (Chiappetta, & Koballa, 2002).
5.2.2 Pupils account for the form, content and use
During observation, the teachers used phonics both analytical phonics and syntentic phonics, immitation,WWA and as strategy for reading lessons,writing,and  at pre and lower primary.The teaching of Kiswahili phonemes such as /ma/, /ka/ and /ua/ and English phonemes ‘ee’ as in /bee/ exemplifies the situationt. The teaching of sounds of letters and words exemplify synthentic phonics in pre primary class while in lower primary classes the analytical phonics were seen drawn from modern linguistic researches which focussed in the segmentation of words with parttens in phonological aspect of language. These strategies allowed for phonological awareness of  many pupils and learn WBBs, understand contents and  its  usage in sentences through pupil’s stories in classrooms.
Generally,LTs  teaching  using observed strategies indicate that teachers own necessary professional language skills  to teach young learners at this level which is vital for pupil’s mastery of content and understanding of syntactical, gramatical and semantic part of languages.This is equally possible in literacy rich classroom environment.

5.2.3 Easy retrieval of information
The possibility of recalling information and use them was higher when pupils were direct contact with literacy rich environment. Through literacy activities pupils shows emotional expression. This strategy of using tools, images and graphics lessen the short storage of information in STM while adding LTM (Downing, 2005& Chandler-Olcott, 2008). Therefore, literacy rich classroom environment enhance easy retrieval of information of pupils in classroom and outside world.
      5.2.4 Engagement
The availability of story books has a significant contribution on learner’s engagement in the area of investigation. LTs use of multiple strategies to teach reading session in classroom made pupils to reflect to content. Pupils engage mentally and psychologically as they enjoy stories. Fully engagement allows pupils to perform well activities. The highly motivated pupil has higher engagement rate on learning (Gambrell et al., 2007)(Gambrell, 1996) .This situation is possible in literacy rich classroom environment which influence engagement on pupils learning at lower primary school level.
5.2.5 Hoist motivation and discipline
Through various resources in and out of the classroom teaching resources hoists pupils motivation to read, write and singing. Motivation has significant contribution on learning of pupils especially in pre and lower classrooms. Environment has a strong supremacy in hoisting motivation to pupils which further helps them in supporting literacy development (O’Flahavan, Gambrell, Guthrie, Stahl, & Alvermann, 1992).
5.2.6 Enjoyment
The involvement of pupils in amazing stories, play, sports and games in literacy rich classrooms instill enjoyment, pleasure, development of pupil’s thinking capacity, and reasoning ability. The language vocabulary is widened while increasing the capacity of analyzing things.
5.2.7 Difference in teaching and learning
Rich classroom environment makes difference in teaching and learning. Adequate resources in classroom simplify teacher’s responsibility of teaching. Using resources available in classrooms improve reading, writing, and numeric skills. These resources are engagement and motivation tools (Ingham, 1981).These are also the supplements and machines that simplify the act of teaching  for teacher’s but also for learners to learn.  Therefore, literacy rich classroom gives multiplicity of options for resource choice, interaction, resource familiarity, different types of literacy, a room for creativity and use of inborn capabilities and talents.
5.2.8 Active participation, involvement and love to subject
Literacy rich classroom environment is an opportunity for active participation in learning of pupils at pre and lower primary school. Pupils interact for sharing, enjoyment, and love to subjects. Play creates a room for TPI linked with cognitive development, linguistic development through engagement, letting independence to pupils to communicate freely connected to cognitive, linguistic, social and affective development (Bower, 2011a).
5.2.9 Higher thinking capacity and Creativity
What is happening in pre-school and lower primary is lasting longer and has powerful influence on learning of a child while affecting classroom achievement at middle and upper level. Higher thinking capacity and creativity of pupils in a literacy rich classroom environment is both in born capability, acquired, developed and nurtured through learning process.
5.2.10 Love to students and teachers
Rich classroom environment gives an opportunity for teachers in Daweni primary school to love their student as they collaborate together in teaching and learning. Teachers are learners and learners are teachers during engagement process. Joy, love, belongingness and friendship are results of teaching and learning process. This is true in the presence of literacy rich classroom environment that gives teachers opportunity to utilize different resources, and techniques.
5.2.11 School attractiveness                                                      
 Pupils are intrinsically motivated to attend at school when classes are literacy rich, the majority of pupils frequently attended to school and enter in literacy rich classroom very early in the morning. Pupil’s like most independent utilization of resources of which they value most in rich classroom environment than schools with poor literacy poor environment. Literacy rich classroom environment enhance children attractiveness to school in Daweni primary school.
5.2.12 Retention of students in schools
Pupils at pre and lower primary school level loves their school and spend more than three quarter of day time at school despite their limited time table due to the presence of literacy rich environment. This implies that, this kind of environment have the power to attract pupils to come at school and last longer. The availability of resources in pupil’s classroom has a direct impact on pupils’ retention at school which gives pupils an opportunity to interact with subject learning resources.
5.2.13 Assessment
Teacher’s use of ongoing assessment is crucial for understanding pupil’s mastery of subject contents. Checking of reading level, knowledge testing, ability to read, write and doing simple numerals during the lesson has a direct positive impact on pupil’s learning. Assessment of drawing and matching of pictures and words enabled pupils to receive direct feedback on given tasks and organize permanent memory. Assessment at this level is very crucial in sustaining information processing to pupils as they get direct feedback from teachers in the literacy rich classroom environment.
5.2.14 Increased interaction amongst pupils
Literacy rich classroom environment increases interaction amongst pupils. Evidence collected from this study came with truth that interaction appeared to govern teaching and learning process within and outside the classroom setting allowing for effective communication to occur amongst pupils. use of cognition  processes and social interactions in learning was the result of interaction and sharing of pupil’s experience. Additionally, pupils’ learning were stimulated by environment which surrounds them (Harkness, 1990; Naremore, 1978; Snow, 1999).The increased interaction adds to pupils sense of unity, belongingness, collegiality and communication, which have positive outcome to pupil’s at pre and lower level as they acquire competences  such as vocabulary, language competence, and fluency from various contexts through interaction (Rogers, 2004, p.168).
5.2.15 Responsiveness
Literacy rich classroom environment is responsive to many pupils in learning process. In Daweni primary School teachers use it as an opportunity to probing as many questions as possible subject lessons.
5.3 Challenges.
The following are challenges facing the school and literacy rich environment witnessed in the area;
1.    Pupil’s taking tools and tossing them at home
2.    Awkward storage of books and resource
3.    Scarcity of teachers
4.    Shortage of pupils Classroom.
5.    Shortage of School Library and store
6.    Shortage of teacher’s and pupil’s toilets.
7.    Shortage of teacher’s houses
8.    Shortage of classrooms
9.    Inadequate of funds to run the school
10.    Inadequate of classroom furniture.  
5.4 Suggestions and recommendations
1.    Teachers should exhibit books and other resources in open space for pupils to easier access them.
2.    Teachers should make an arrangement for assisting pupils to borrow favourite objects/ books through register in library or classrooms.
3.    Play materials like swinging machines must be made available in schools to attract majority of pre pupils to permanently attend to schools.
4.    The introduction of pupil’s performance portfolio to indicate the performance of each pupil in multiple intelligence  and multi-literacy corner may enable education professions to understand pupil’s intelligence among Howard Gardeners multiple intelligences for further pupils grouping and posting to special schools in upper classes as a mode of pupil’s assessment.
5.    The government should take deliberate effort to consider Pre-school and lower primary level as the reasonable level for investing many resources to support multi-literacy and multiple intelligence skills to children.
6.    The Ministry of Education and Vocation Training should develop literacy rich classroom environment in each pre and lower school to extent  the benefit of literacy rich environment observed in this study for sustainability of pupils learning and performance
7.    Promotion of literacy rich classroom environment programmes ( LRCEP) by education stakeholders to support early childhood education that may improve pupils learning by providing adequate resources in classrooms.
8.    Community mobilization strategy should be initiated by SMC to mobilize parents to organize resources which are most attractive to pupils at pre-school and lower primary school and at home to sustain the already acquired learning motivation through literacy rich environment.
5.5 CONCLUSION.
This study was meant to investigate the influence of literacy rich environment on learning of pupils in Daweni pre& lower primary school in Nachingwea District. The findings have shown that there were fifteen influences of literacy rich classroom environment which support learning of pupils in pre and lower primary level. Each influence has performed its specific role to make sure that pupils develop necessary multi-literacy competences within classroom and outside setting. It was therefore concluded that literacy rich classroom environment is crucial for better improvement of pupils’ learning.

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