The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda

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dc.contributor.authorOpio,George
dc.contributor.authorOfoyuru,Denis Thaddeus
dc.contributor.authorProf.Hoppers,Catherine. A. Odora
dc.contributor.authorOdama,Steven
dc.contributor.authorOgwang, Tom. Henry
dc.contributor.authorMonk,Davide
dc.date.accessioned2025-08-06T07:27:50Z
dc.date.available2025-08-06T07:27:50Z
dc.date.issued2024-01
dc.description.abstractThis 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.
dc.description.sponsorshipGovernment of Uganda under the Uganda independence scholarship trust fund
dc.identifier.otherhttps://hspublishing.org/ASSM/article/download/347/288
dc.identifier.urihttp://hdl.handle.net/20.500.14270/584
dc.language.isoen
dc.publisherAdvances in Social Sciences and Management
dc.subjectPhysical learning environment
dc.subjectaccessibility
dc.subjectsuitability
dc.subjectappropriateness
dc.subjectacademic achievement
dc.titleThe Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda
dc.typeArticle

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