The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda
Loading...
Date
2024-01
Journal Title
Journal ISSN
Volume Title
Publisher
Advances in Social Sciences and Management
Abstract
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.
Description
Keywords
Physical learning environment, accessibility, suitability, appropriateness, academic achievement