Collaborative Learning and Social Skills Development for Learners with Special Educational Needs in Secondary Schools in Gulu city

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dc.contributor.authorAnena, Sharon Flavia
dc.date.accessioned2026-10-30T10:53:40Z
dc.date.available2026-10-30T10:53:40Z
dc.date.issued2026-07
dc.description.abstractThis study investigated the influence of collaborative learning practices on social skills development among students with special educational needs in secondary schools in Gulu City, Uganda, and examined the moderating effect of teacher training on this relationship. Specifically, the study aimed to (i) explore the status of collaborative learning practices, (ii) assess the level of social skills development, (iii) establish the relationship between collaborative learning and social skills development, and (iv) analyze the moderating effect of teacher training. A total of 250 respondents, comprising 242 teachers and 8 key informants, participated in the study. Quantitative data were collected using structured questionnaires and analyzed using descriptive statistics and Pearson correlation, while qualitative insights were obtained through semi-structured interviews and thematic analysis. Findings indicated that collaborative learning practices were moderately implemented, with peer mentoring showing the strongest effect on social skills development (r = 0.71, p < 0.01). Social skills development was moderate overall, with cooperation and assertiveness being stronger, while communication and self-regulation were slightly weaker. Teacher training in inclusive education and frequent professional development significantly moderated the relationship between collaborative learning and social skills, enabling teachers to apply adaptive strategies effectively. Qualitative findings supported these results, highlighting the role of structured group activities, peer support, and teacher facilitation, while challenges such as limited resources and large class sizes were noted. The study recommends institutionalizing collaborative learning strategies, strengthening interventions for communication and selfregulation, and providing continuous professional development for teachers. Further research is suggested on the long-term effects of collaborative learning, the role of technology, family involvement, and contextual factors in social skills development among students with special needs.
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1086
dc.language.isoen
dc.publisherGulu University
dc.subjectcollaborative learning
dc.subjectsocial skills development
dc.subjectspecial educational needs
dc.subjectteacher training
dc.subjectinclusive education
dc.subjectsecondary schools
dc.subjectGulu City
dc.titleCollaborative Learning and Social Skills Development for Learners with Special Educational Needs in Secondary Schools in Gulu city
dc.typeThesis

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