Browsing by Author "Opio,George"

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    Learning Environment and Inclusion of learners in Secondary Education in Uganda
    (East African Journal of Education Studies, 2023-10-15) Opio,George; Ofoyuru,Denis Thaddeus; Prof. Hoppers,Catherine A. Odora
    The inclusion of learners in secondary education has been fundamentally associated with the learning environment. However, little is known about the relationships between types of learning environments and inclusion when moderated by self-efficacy and mediated by disability status. This study measured whether different types of learning environments were associated with inclusion differently and if self-efficacy and disability status mediated the relationships between learning environment and inclusion. In a cross-sectional study, 309 learners with and without disabilities were assessed for inclusion in secondary education, Self-efficacy, Disability status and Learning environment. Regression Analyses were used to measure the association between different types of Learning environment and inclusion and the moderating role of learner’s self-efficacy and disability status in the relationship between learning environment and inclusion in secondary education. The findings yielded that physical and social learning environments are the types of learning environments that significantly and independently predicted inclusion in secondary education. The physical learning environment was significantly correlated with social efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<. 001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and Achievement (B=. 10, P<. 001). While Social environment also had appositive and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion; access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<. 001), and achievement (B=. 20, P<. 001). Disability status was found not to relate significantly to self-efficacy and inclusion, but self-efficacy was positively associated with inclusion. The direct relation between learning environment and inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and disability status did not mediate the relationship between learning environment and inclusion. Types of learning environments should be considered when implementing inclusion in secondary education. Psycho-educational intervention should consider the development of social efficacy as a key determinant of the inclusion of all learners in secondary education.
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    The Interface between Self-Determination Attributes and Inclusion: A Cross-Sectional Survey of Secondary School Students in Uganda
    (Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine A Odora
    This study examined the interface between self-determination attributes and inclusion in secondary education in Uganda. We examined the interface between the attributes of self-determination (perceived autonomy, Competence and relatedness) and inclusion of learners with and without special educational needs in secondary education. Data was collected using closed ended self-administered questionnaires from 309 students. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between self-determination attributes and inclusion (r=. 409, P<0.01). The table also shows that all the attributes of self-determination had a moderate positive statistically significant relationship with inclusion; Perceived autonomy satisfaction (r=. 318, P<0.01), Perceived competence satisfaction (r=. 346, P<0.01) and Perceived Relatedness satisfaction (r=. 336, P<0.01). This implies that there is a positive interface between all the attributes of self-determination and inclusion of learners in secondary education in Uganda. Results of multiple regression analysis show that 57% of the variance on inclusion could be attributed to the elements of self-determination namely; perceived autonomy satisfaction (P=. 002 B=. 523 t=2.263), Perceived competence satisfaction (P=. 007 B=. 563 t= 2.263) and Perceived Relatedness satisfaction (P=. 004 B=. 693 t= 2.692). The above results show that perceived autonomy satisfaction and perceived relatedness satisfaction were the only statistically significant predictors of inclusion. Interventions aimed at improving inclusion should therefore emphasize development of autonomy and relatedness as psycho-educational interventions.
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    The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda
    (Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine. A. Odora; Odama,Steven; Ogwang, Tom. Henry; Monk,Davide
    This study examined the student’s perception of their school physical learning environment (Specifically, how accessible, Appropriate and Suitable) and how it relates to academic achievement of all learners in an inclusive secondary school setting. Data was collected using self-administered questionnaires from 309 Participants including learners, teachers and head-teachers. We examined the relationship between the elements of physical learning environment (accessibility, suitability and appropriateness) and academic achievement of learners with and without special educational need. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between physical learning environments and academic achievement of learners in inclusive secondary schools in Uganda (r=, 452, p<0.01). Results also showed that the elements of physical learning environment namely; Accessibility of physical learning environment (r=. 431, p<0.01); Suitability of physical learning environment (r=. 410, p<0.01) and appropriateness (r=. 335.p<0.01) had a positive statistically significant relationship with academic achievement of all learners including those with special educational needs. Results from the multiple regression analysis showed that 27% of academic achievement of learners was determined by the elements of physical learning environment with accessibility and suitability of the physical learning environment were the most significant predictors of academic achievement for all learners. We concluded that physical learning environment is fundamental in determining academic achievement of all learners in inclusive secondary schools in Uganda. Interventions should therefore target accessibility and suitability of the physical learning environment if academic achievement of learners in inclusive secondary schools is to be enhanced.