Classroom design and learner achievement in public primary schools in central division Arua city, Uganda
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Date
2025-10-24
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Muni University
Abstract
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.
Description
A dissertation submitted to the faculty of education in partial fulfillment of the requirements for the award of master of education in educational planning and management of Muni University
Keywords
Classroom design, Learner achievement, Public primary schools, Arua city, Uganda
Citation
Caroline, B. A. (2025). Classroom design and learner achievement in public primary schools in central division Arua city, Uganda (unpublished graduate dissertation). Muni University, Arua, Uganda.