Classroom factors and learners’ academic performance in primary schools in Palorinya refugee settlement in Obongi district, Uganda

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dc.contributor.authorLonga, Abubakar Sam
dc.date.accessioned2026-01-21T13:41:15Z
dc.date.available2026-01-21T13:41:15Z
dc.date.issued2025-11-22
dc.descriptionA dissertation submitted to the faculty of education in partial fulfillment of the requirement for the award of degree of master of education in educational planning and management of Muni University
dc.description.abstractThis study investigated classroom factors and learners’ academic performance in primary schools within Palorinya Refugee Settlement, Obongi District, Uganda. The research specifically examined the effects of classroom management, teacher–learner interactions, teacher workload load and individual learner attention on learners' academic outcomes. Employing a cross-sectional design, the study utilized both qualitative and quantitative approaches with a sample size of 168 respondents. Teachers were selected using simple random sampling, while purposive sampling was employed for head teachers and District Education Office staff. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (Spearman correlation), aided by the statistical package for social sciences (SPSS), version 21, while qualitative data were analyzed thematically. The findings revealed a statistically significant, moderate to strong positive correlation between classroom management and academic performance (r = .594, p < .001). Additionally, a significant positive correlation was found between teacher–learner interactions and learners’ academic performance (r = .680, p = .001), and between teacher workload and individual learner attention and academic performance (r = .682, p < .001). These results suggest that improved classroom management, enhanced teacher–learner interactions, and effective instructional practices positively influence learners’ academic achievement. The study recommends the adoption of learner-centered pedagogies and the provision of continuous professional development for teachers to enhance the management of overcrowded classrooms and foster inclusive learning environments.
dc.identifier.citationLonga, A. S. (2025). Classroom factors and learners’ academic performance in primary schools in Palorinya refugee settlement in Obongi district, Uganda (unpublished graduate dissertation). Muni University, Arua, Uganda.
dc.identifier.urihttps://dir.muni.ac.ug/handle/20.500.12260/864
dc.language.isoen
dc.publisherMuni University
dc.subjectAcademic Performance
dc.subjectPrimary Schools
dc.subjectPalorinya Refugee Settlement
dc.subjectObongi District
dc.subjectUganda.
dc.titleClassroom factors and learners’ academic performance in primary schools in Palorinya refugee settlement in Obongi district, Uganda

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