Browsing by Author "Caroline, Bako Alima"

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    Classroom design and learner achievement in public primary schools in central division Arua city, Uganda
    (Muni University, 2025-10-24) Caroline, Bako Alima
    This study examined the relationship between classroom design and learner achievement in public primary schools in the Central Division of Arua City, Uganda. It specifically examined the relationship between classroom layout, instructional materials, and learning zones with academic performance. A convergent parallel mixed-methods design was adopted, combining both quantitative and qualitative approaches to provide a comprehensive understanding. The study sampled 73 teachers and headteachers, selected through a . Quantitative data were collected using structured questionnaires and through descriptive statistics and Pearson correlation to determine the strength and significance of relationships between variables. Qualitative data were obtained through semi-structured interviews and observations, and analysed thematically. Findings revealed a moderate and statistically significant relationship between instructional materials (r = 0.372, p < 0.001) and learning zones (r = 0.380, p < 0.001) and learner achievement. However, classroom layout had a weak and non-significant relationship (r = 0.070, p = 0.554). Qualitative insights supported these results, highlighting that accessible instructional resources, well-organised learning spaces, and flexible teaching zones foster engagement, collaboration, and deeper understanding. Limited digital resources and inconsistent training were noted as key challenges. The study concludes that improved access to quality instructional materials and purposeful learning zones significantly enhance learner achievement. It contributes to educational practice by informing school leaders and policymakers of the importance of investing in classroom resources, inclusive learning spaces, and ongoing teacher development to create more effective and equitable learning environments.