Learning Environment and Inclusion of learners in Secondary Education in Uganda
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Date
2023-10-15
Journal Title
Journal ISSN
Volume Title
Publisher
East African Journal of Education Studies
Abstract
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.
Description
We acknowledge the head masters, teachers and learners of the inclusive secondary schools in Uganda who participated in this study.
Keywords
Learning Environment, Disability Status, Self-Efficacy, Inclusion.
Citation
Opio, G., Ofoyuru, D. T. & Hoppers, C. A. O. (2023)