Contribution of School Environment to Academic Achievement in Inclusive Primary Schools in Tanzania

Environment

The study aimed to evaluate how the school environment impacts academic achievement in inclusive primary schools. To meet these objectives, both quantitative and qualitative research methods were used. The quantitative phase involved 136 respondents, while 20 participants were involved in the qualitative phase. Data analysis was done by regression analysis. The study found that accessibility (β = 0.83, p = 0.194) has a positive but statistically insignificant effect on academic achievement. In contrast, the adequacy of resources (β = 0.219, p = 0.010) and the quality of working resources (β = 0.315, p = 0.000) both show significant positive impacts on academic performance, with their p-values indicating strong statistical significance. The study concludes that the adequacy and quality of training materials significantly influence academic success. The study recommends ongoing professional development for teachers, focusing on inclusive teaching strategies, differentiated instruction and the use of assistive technologies.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.