Assessment of learning environment and its impact on teaching and learning process of students in secondary schools in Mpigi District, Uganda

Abstract

The purpose of the study was to examine the assessment of the learning environment and its impact on the teaching and learning process of students in secondary schools in the Mpigi district of central Uganda. Based on systems theory, the study adopted a cross-sectional survey research design. The study involved 15 secondary schools in the Mpigi district, whereby5 secondary schools were purposively sampled to participate in the study because the schools had a better learning environment; however, stakeholders complain about their teaching and learning process. The study used a purposive sampling technique to choose 5 headteachers, 5directors of studies, 44 teachers, and 64 students to participate in the study. Interviews, focused group discussions, and observation guides were used for data collection. Qualitative data was analyzed thematically. The study concluded that learning environment resources are inadequate in Mpigi secondary schools; however, the few available resources are effectively used by teachers and students. The teaching and learning process of students in secondary schools of the Mpigi district is below the expectations of the stakeholders. Learning environments positively impact the teaching and learning process of students in Mpigi district secondary schools. The study recommended that the government of Uganda should aid secondary schools with adequate learning environment resources to improve on the teaching and learning process of students. School administrators should organize training sessions and workshops for the teachers to equip them with skills and knowledge required to use the available learning environment resources in order to elevate the teaching and learning process of students in schools.