EFFECTS OF LEARNING ENVIRONMENT ON PUPILS’ LEARNING

ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN

KALAGALA SUB-COUNTY, LUWEERO
DISTRICT –UGANDA

BADDOKWAYA JEAN

BACHELOR OF SCIENCE WITH EDUCATION

MARCH, 2019

1
 EFFECTS OF LEARNING ENVIRONMENT ON PUPILS’ LEARNING
ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN
KALAGALA SUB-COUNTY, LUWEERO
DISTRICT –UGANDA

BADDOKWAYA JEAN

A Research Project Submitted to the School of Education in Partial Fulfillment of the

Requirements for the Award of Bachelor of Science with Education of
Bugema University

MARCH, 2019

2
 ACCEPTANCE SHEET
This research project entitled “EFFECTS OF LEARNING ENVIRONMENT ON
PUPILS’ LEARNING ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN
KALAGALA SUB-COUNTY, LUWEERO DISTRICT –UGANDA” prepared and submitted
by BADDOKWAYA JEAN, in partial fulfillment for the award of a Bachelor of Science with
Education is hereby accepted.

Sign: ……………………..
Mrs. Tadelech Masebo, MA (Edn), MPH.
Research Supervisor

….…………………….
Date signed

Accepted in partial fulfillment for the award of a Bachelor of Science with Education Degree
Primary option of Bugema University

Sign: ……………………..
Mr. Magoola Abel, MSc
Head, Department of Science Education

….…………………….
Date signed

Sign: ……………………..
Kakule I. Kisunzu, Ph.D.
Dean, School of Education

….………………….
Date signed

i
 DECLARATION

I, BADDOKWAYA JEAN, declare that this research project is my original work and

that it has never been submitted to Bugema University or any other institution of higher learning

for any award.

Signature …………………………..
Baddokwaya Jean

………………………………

Date signed

ii
 DEDICATION

This research project is dedicated to my beloved husband and my children for their love,

encouragement, financial support, giving ample time and their prayers. God bless them

abundantly.

iii
 ACKNOWLEDGEMENT

The researcher would like to take this opportunity to acknowledge and thank the

Almighty God for the gift of life He has given her to come this far in the academic world.

The researcher is greatly indebted to her research supervisor, Mrs. Tadelech Masebo who

has been all the time giving advice and correcting her work up to the end of this project.

The researcher also thanks the respondents for their time and giving her the information

that was vital for the study. In addition, she appreciates her statistician for helping her in the

analysis of the work.

She also appreciates her colleagues in the discussion group throughout the course who

have helped and guided her.

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 TABLE OF CONTENTS
Page
ACCEPTANCE SHEET..................................................................................................................2
DECLARATION.............................................................................................................................3
DEDICATION.................................................................................................................................4
ACKNOWLEDGEMENT...............................................................................................................5
TABLE OF CONTENTS................................................................................................................6
LIST OF TABLES...........................................................................................................................7
LIST OF FIGURES.........................................................................................................................8
ABSTRACT....................................................................................................................................9
CHAPTER ONE: INTRODUCTION............................................................................................10
Background to the Study...................................................................................................10
Statement of the Problem...................................................................................................11
Research Questions............................................................................................................12
Objectives of the Study......................................................................................................12
Scope of the Study.............................................................................................................13
Significance of the Study...................................................................................................13
Conceptual Framework......................................................................................................14
Operational Definition of Terms.......................................................................................14
CHAPTER TWO: LITERATURE REVIEW................................................................................16
Classroom Organization on Learning Achievement..........................................................16
Environmental Noise and Learning Achievement.............................................................19
Instructional Materials and Learning Achievement..........................................................22
Gaps from Literature..........................................................................................................24
CHAPTER THREE: METHODOLOGY......................................................................................25
Locale of the Study............................................................................................................25
Research Design................................................................................................................25
Study Population................................................................................................................26
Target Population...............................................................................................................26
Sample Size.......................................................................................................................26
Sampling Procedure...........................................................................................................27
Research Instruments.........................................................................................................27

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 Validity and Reliability of the Instruments.......................................................................28
Data Collection Procedure.................................................................................................29
Data Analysis.....................................................................................................................29
CHAPTER FOUR: RESULTS AND DISCUSSION....................................................................30
Respondents Profile...........................................................................................................30
Effects of Classroom Organization towards Pupils’ Learning Achievement....................31
Effect of Environmental Noise towards Pupils’ Learning Achievement..........................32
Instructional Materials and Pupils Learning Achievement...............................................34
Problems that Affect Pupils Learning Achievement.........................................................36
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS.....................37
Summary............................................................................................................................37
Conclusion.........................................................................................................................38
Recommendations..............................................................................................................39
REFERENCES..............................................................................................................................40
APPENDICES...............................................................................................................................42
Appendix 1 : Self- Administered Questionnaire...............................................................42
Appendix 2 : Interview Guide...........................................................................................44

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 LIST OF TABLES
Page
Table 1: Sample size......................................................................................................................27
Table 2: Likert Scale......................................................................................................................28
Table 3 : Pupils’ Profile.................................................................................................................30
Table 4 : Classroom Organization and Pupils’ Learning Achievement........................................31
Table 5 : Environmental Noise and Pupils’ Learning Achievement.............................................33
Table 6 : Instructional Materials and Pupils Learning Achievement............................................34
Table 7 : Effects of Learning Environment on Pupils Learning Achievement.............................35
Table 8 : Suggestions.....................................................................................................................36

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 LIST OF FIGURES
Page
Figure 1 : Conceptual Framework.................................................................................................14

viii
 ABSTRACT

BADDOKWAYA JEAN, School of Education Bugema University, Kampala, Uganda.

May, 2019. EFFECTS OF LEARNING ENVIRONMENT ON PUPILS’ LEARNING
ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN KALAGALA SUB-
COUNTY, LUWEERO DISTRICT –UGANDA
Supervisor: MRS. TADELECH MASEBO, MA (Edn), MPH.

The study assessed the effects of learning environment on pupils learning achievement in

selected primary schools in Kalagala Sub-County. The study objectives were: to establish

whether classroom organization affect pupils’ learning achievement in selected primary schools

in Kalagala Sub-County; to investigate whether noise in the learning environment affects pupils’

learning achievement in selected primary schools in Kalagala Sub-County; and to determine

whether instructional materials affect pupils learning achievement in selected primary schools in

Kalagala Sub-County. The study is based on 246 pupils’ respondents and 87 teachers who acted

as Key Informants to the study. The study gathered the information using two instruments hat is

self-administered questionnaire and interview guide.

The effects of learning environment on pupils learning achievement in selected primary

schools in Kalagala Sub-County, the study found out that classroom organization had r. value of

0.485 and p. value of 0.000, while environmental noise had r. value 0.504 and p. value of 0.000

and instructional materials had r. value of 0.129 and p. value of 0.043. This means that the three

aspects learning environment that is classroom organization, environmental noise and

instructional materials have a significant effects on pupils learning achievement in selected

primary schools in Kalagala Sub-County.

The study recommends that school administrators should work on classroom organization

as well as environmental noise in order to improve pupils’ learning achievement in selected

primary schools in Kalagala Sub-County.

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 CHAPTER ONE

INTRODUCTION

Background to the Study

Learning environment is fundamental in the teaching-learning process. The learning

environment influences the student self-esteem and participation in lessons. For instance,

students and teachers alike have a basic need to feel safe and secure, further they need to feel

valued as members of social group and to be challenged by new and varied experience

(Bernstein, 2006).

In United States, the environment of the school serves as a powerful setting event for

providing students effective instruction and facilitates positive teaching-learning process.

Organized school physical environment is one way to improve the learning environment and to

prevent problem behaviors before they occur. Furthermore, learning environment such as the

physical arrangement affects the behavior of both students and teachers (Catherine, 2003).

According to Arends (2007) in China, the learning environment is meant to promote

learning through minimizing distracting factors in and around the school such as noise, strong

light, abnormal temperature and some un-desirable scene that may distract the attention of

learners. The structure of the school should be well ventilated and tastefully decorated. There

must be flowery plants in the school compound and cleanliness should be stressed adequately

(Agosiobo, 2007); the structure, organization/arrangement of the class shows relationship,

responses and behaviors of the students during the teaching-learning process. Arends (2007)

states that the most vital factor on individual’s side of learning is motivation because it’s out of

sustained interest of learning evolve and produce desired academic learning.

In Ghana and Nigeria, learning environment has been the greatest contributor in

increasing students learning (Satheesh, 2003) while trying to find out ways on how Eritrea can
1
improve the learning environment concluded that; a learning environment should be attractive,

well lighted, comfortable and colorful. Clean and tidy schools, hall-ways and toilet can create a

better atmosphere across the school. Other physical aspects such as temperature, noise and the

time of the day that affect our ability to concentrate and maintain attention also influence school

climate (Satheesh, 2003).

The current education policy in Uganda is to improve the quality of education;

government intends to promote increased teacher training. There is also a regular review of

curriculum at different levels, provision of adequate instructional materials and constructing

schools. However, of recent the Ministry of Education and Sport opted closing schools that failed

to meet the minimum requirements, since it affected learning process. The learning environment

in terms of building design, size; location and other related aspects create the environment that

influence learning (Sserujogi, 2013).

In Kalagala Sub-County most schools have many pupils, poor facilities, and located in

area that are un-conducive which may affect learners in the learning process. In a workshop at

the sub-county headquarters in 2017 the DEO of the district notes that most of the school in poor

environment will be closed as they hinder pupils’ learning achievement. Therefore the study

aimed at investigating effects of learning environment on pupils learning achievement in selected

primary schools of Kalagala Sub-County.

Statement of the Problem

Learning environment such as classrooms, environmental noise among the school

facilities are some of the challenges faced by primary schools of Kalagala Sub-County. Many

primary schools in Kalagala Sub-County has large enrollment of pupils over the years, which

result in the need to create more streams. However, most schools lack enough facilities, and the

entire learning environment is poor with not playgrounds, limited space, poor sanitation and
2
other related aspects due to financial constraints (Luweero District Education Office report,

2017). For instance, in the school where the researcher teaches, the school has a high population

with only seven classes from P1 to P7. There is lack of space, poor sanitation, congested rooms

and lacks lighting. Currently, the school administration has suggested that they should increase

the number of streams to make pupils’ learning achievement effective but with the un-conducive

environment in terms of physical facilities and noise pollution. It is unclear whether the pupils’

learning achievement is poor due to un-conducive learning environment or other factors, thus,

the current study was meant to investigate effects of learning environment on pupils learning

achievement in selected primary schools in Kalagala Sub-County.

Research Questions

1. Does classroom organization affect pupils’ learning achievement in selected primary

schools in Kalagala Sub-County?

2. Does noise in the learning environment affect learning achievement in selected primary

schools in Kalagala Sub-County?

3. Do instructional materials affect pupils’ learning achievement in selected primary schools

in Kalagala Sub-County?

Objectives of the Study

The study aimed at assessing the effects of learning environment on pupils learning

achievement in selected primary schools in Kalagala Sub-County.

Specifically the study addressed the following objectives:

1. To establish whether classroom organization affect pupils’ learning achievement in

selected primary schools in Kalagala Sub-County.

2. To investigate whether noise in the learning environment affects pupils’ learning

achievement in selected primary schools in Kalagala Sub-County.

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 3. To determine whether instructional materials affect pupils learning achievement in

selected primary schools in Kalagala Sub-County.

Scope of the Study

The study was conducted in Kalagala Sub-County, Bamunanika County, and Luweero

District. The Sub-County is located 30Kms from Kampala on Gayaza-Zirobwe road.

The study specifically looked at learning environment in terms of classroom organization,

instructional materials and noise in the learning environment as the independent variables which

affect pupils learning achievement that forms the dependent variable.

Data was collected February to March 2019.

Significance of the Study

The administrators may benefit out of this study, through understanding the factors that

hinder pupils’ learning achievement in School, there after work out the solutions to ensure that

students improve learning.

The findings of the study may help teachers to know how learning environment affects

pupils’ learning achievement in School, there after work out the solutions to ensure that students

improve learning.

The finding may be beneficial to pupils, since they are able to identify factors that

influence their learning in class and consequently adjust accordingly. In this case the

administration should be able to improve the Learning environment.

The findings can be for reference by scholars, other researchers and educationists as they

strive to understand the causes of poor learning of students in class which will come with

solutions to poor Learning environment to students learning.

4
 Conceptual Framework

Below is the conceptual framework of the study that shows the link between the variables

it shows the learning environment in terms of classroom organization, instructional materials and

noise in the learning environment (independent variable) and pupils’ learning achievement

(dependent variable) in selected primary schools in Kalagala Sub-County.

Independent Variables Dependent Variable

Factors Affecting Pupils’
Organization of classroom facilities Learning
School environmental noise Achievement
Instructional materials

Figure 1 : Conceptual Framework

Operational Definition of Terms

Learning Achievement; is the process of acquiring information, knowledge or skills concerning

something that is by instruction, study, observation and experience.

Classroom organization: Is the plant facility provided in the School. It includes proper lighting

and ventilation, seating and furniture, equipment and material in order to improve

teaching learning process.

Learning environment: is the mood or atmosphere created by the teacher in his /her School

during the teaching learning process such as classroom organization, instructional

materials and noise.

Instructional materials: In this study it refers to the audio-visual materials such as maps, charts,

real objects, projector, artificial materials and the like that are used in the class during the

teaching-learning process.

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 CHAPTER TWO

LITERATURE REVIEW

The literature review focused on the effect of school physical environment on teaching-

learning process. The literature is reviewed from journals, newspapers, magazines, books, theses,

e-books and internet. It also provides literature gaps at the end.

Classroom Organization on Learning Achievement

According to the Organization for Economic Co-operation and Development (2000),

research had demonstrated that there was a relationship between classroom organization and

students learning. Therefore, the condition of the built environment affects learning in different

ways. School personnel as well as school board members can improve the educational

opportunities of their students by insuring that classrooms are in good condition and to provide

the best possible learning environment that influences the educational opportunities of all

students under their charge.

School classroom facilities are those aspects within the pupils’ surrounding at class that

influence the process of teaching and learning. The school classroom is an important aspect of

educational planning. The quality of education not only depends on the teacher as reflected on

performance of their duties, but also in the effective coordination of the school classrooms. It is

believed that a well-planned school will gear up expected outcomes of education that will

facilitate good social, political and economic emancipation, effective teaching and learning

process and academic performance of pupils. Everything within the school classroom has an

influence on the teaching-learning process (Chuma, 2012).

Classroom facilities in terms of adequacy and quality have been noted to have great

impact on performance of students in examination. Ayoo (2002) agree that learning environment

such as; classrooms, desks and books have a direct impact on teaching –learning process among
6
the students in developing countries. Classrooms are a place that pupils spend the greatest part of

their day. Wabuoba (2011) quoted in Chuma (2012) observed that overcrowding in classrooms

make it difficult for pupils to write the teacher is also unable to move around the class to assist

needy pupils and this affects the teaching-learning process.

Lackney and Picus (2008), classroom organization such desks facilities should be

responsive to the changing programs of educational delivery. The class setting facilities should

provide an environment that is safe, secure, comfortable, accessible, well-ventilated, well-

illuminated, aesthetically pleasing, and should be an integral component of the conditions of

learning. As public education in the United States entered the twenty-first century, educational

leaders and policy-makers were faced with increasing costs for the maintenance and

modernization of classroom facilities. Driven by two factors–a considerable backlog of deferred

maintenance expenditures and needs, and the need to ensure that classrooms have adequate

facilities to accommodate the growing use of technology– estimates of the costs for maintenance

and modernization of school facilities have soared (Lackney & Picus, 2008).

Crowded classroom conditions not only make it difficult for learners to concentrate but

inevitably limit the amount of time teachers can spend on innovative teaching methods such as

cooperative learning and group work. Congestion within classrooms affects teaching-learning

process. This is because the teacher may not be able move around to give individual attention to

all the pupils in need due to the high number of pupils in class. Bernstein (2006) noted that in the

United States of America, pupils who attend well maintained schools with good classrooms have

a higher achievement than those who attend poorly maintained schools with poor classrooms.

Schools with adequate facilities stand a better chance of providing education effectively.

Good spacing in the classrooms allow the use of instructional materials. Availability of

instructional materials is a core determinant in the successful implementation of any curriculum.

7
The head teacher should ensure there is proper selection and procurement of teaching-learning

resources. According to Agosiobo (2007) the use of teaching resources is important because they

motivate learners to learn as they offer stimulus variation and assist in sustaining learners’

attention throughout the lesson.

United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2008)

reported that towards the end of the 1950s, industrialized countries took an interest in education

classrooms. UNESCO (2008) also proposed that space should be planned to take in account of

the leading educational innovations today: team teaching, community based learning and use of

television. In the 1960s, UNESCO (2008) established educational facilities in Africa, Asia, Latin

American countries, and the Caribbean. In the 1970s, UNESCO established the Program in

Educational Building (PEB). This program involved Australia and New Zealand. During the

period of 1984-1993, UNESCO (2008) disbursed $34 million dollars for school facilities

buildings.

Wabuoba (2011) observed that overcrowding in class rooms make it difficult for the

pupils to write and the teacher is also unable to move around to help the needy pupils. Crowded

classroom conditions not only make it difficult for learners to concentrate but inevitably limit the

amount of time teachers can spend on innovative teaching methods such as cooperative learning

and group work.

Although the majority of classrooms were in adequate condition, functionally young, and

not overcrowded, there were still a substantial number of schools that were in poor condition,

and some of them were suffering from age and overcrowding. Past experience suggested that it

was costly to correct these problems (NCES, 2008). According to the ASCE (2008), 45 million

students attended approximately 86,000 public schools in the United States. The ASCE (2008)

found that the average age of the nation’s schools was 42 years. Overcrowding had become a
8
major problem for many school districts across America. Influx of workers and economic growth

had created a surge in the number of school-aged children which affected learning in different

ways (ASCE, 2008).

Environmental Noise and Learning Achievement

The ideal classroom is a safe haven for the education and healthy development for young

people. Unfortunately, many factors complicate the educational process for pupils’ at all grades

levels. Noise can act as a distraction from classroom instruction, leading to undesirable outcomes

for administrators, teachers and pupils’; the harmful effects of classroom noise pollution can be a

major issue in evaluating success of institutional education. Noisy classrooms aren’t just

irritating, they are also down right detrimental to learning; reducing classroom noise is not just

vital to enhancing the learning of hearing-impaired pupils’, it also protects teacher-vocal cords

and improves learning for all pupils’. The Acoustical Society of America estimates that a pupils’

with typical hearing often misses one out of every four words, so reducing the noise is worth the

effort (Mignano, 2003).

According to Fraser (2002) notes that with overly populated schools and the increase of

average classroom sizes, many school parents are concerned about how these things affect their

children’s learning environments. Larger classrooms inherently breed noisier atmospheres, and

the issue of noise pollution can negatively impact a child’s academic experience. However,

classroom size is not the only factor that contributes to noise pollution in the learning

environment. Schools that are close to highways, airports, hospitals or military bases experience

a lot of external noise that can’t be controlled. Noise in the classroom is not just about disruptive

pupils’ noise that affects learning also includes sound bouncing off tile floors and walls, lessons

or experiments from adjacent classrooms, busy roads or being situated near noisy areas such as

9
the play grounds or cafeterias. While some of these are out of the teacher’s control (Ashton,

2001).

           Noise pollution has the ability to cause reading delays; the distracting sounds of internal

and external noise makes it difficult for young pupils’ to effectively learn how to follow stories,

sound out new words and comprehend what they read. In 1975, Arlene, a psychologist,

conducted a study to track the reading skills of a group of pupils’ who were exposed to constant

noise pollution versus a group of pupils’ who had a quieter academic environment. The result of

the study revealed that those pupils’ who experienced noise pollution from being close to train

tracks had a noticeable reading delay, whereas the pupils’ with the quiet environment did not

(Sserunjogi, 2013).

Teachers drowned out by noise outside the class members themselves often find they must

stop in their tracks to address the problem. As a result, lessons previously proceeding as planned

must be interrupted for several moments with each interruption, which can quickly add up to a

significant amount of lost time. Moreover, the teacher’s energy has been redirected toward

eradicating the noisy interruptions (Fraser, 2002). Noise pollution creates a constant distraction

in the learning environment with sounds all around, pupils’ are inclined to become easily

confused, hear only half of an assignment and therefore not complete the entire thing, and get

poor scores due to low levels of concentration. This jeopardizes the academic experience and

does not allow pupils’ to be adequately prepared for the next grade level. A quite atmosphere

gives pupils’ the chances to learn and focus on new material, but noise pollution interrupts the

learning experience.

Noise pollution inside and outside the classroom diminishes hearing ability in children

and pupils’. Loud video games, movies, music, noisy classmates, overcrowding and

environmental commotion contributes to minor hearing loss that can carry into adulthood. In
10
addition to a possible loss of hearing and a noticeable lag in reading as well as comprehension,

pupils’ who suffer excessive noise in their learning environment can start to lose their ability to

persevere through the difficult lessons and tasks. The constant intrusion of high levels of noise

does nothing to encourage peace or patience while learning new subjects. School children require

stable, quite atmospheres for healthy absorption of academic material. In the absence of this

condition, frustrated kids develop shorter attention spans to cope with possible and likely

interjections of noise (Alupo, 2013).

In addition Alupo (2013) further notes that pupils’ who are exposed to high volume of

internal or external noise pollution from an early age learn how to adapt the sounds by shutting

out certain noises. Unfortunately, this also includes turning out teachers as they attempt to give a

classroom lesson, when pupils’ are used to shutting out noises it becomes more likely for them to

miss information during class because they did not listen to what the teacher told them. Noise

pollution can get to young pupils’ on an emotional level; the frustration of not being able to

concentrate, hear or think in a quite environment overwhelms some pupils’ causing them to have

anger out bursts or act out in other ways (Milwaukee, 2000). This behavioral impact may be

remedied by giving pupils’ a quite place to read or study away from the noise. Establish rules

with your pupils’ regarding the appropriate noise level of the classroom; pupils’ cannot rightly be

expected to meet your guide line if no noise standard has been established, monitor the different

noises you hear in the classroom with or without pupils’ present; dealing with noise and

disruptions is one of the most difficult tasks a teacher can face. When handled correctly, the

problem can be addressed and even prevented than when handled poorly, it continues to grow

worse. Show pupils’ that noise issues have consequences (Milwaukee, 2000).

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 Instructional Materials and Learning Achievement

The process of teaching and learning can only be effective if assessment is done to

determine how much teaching and learning has taken place. SACMEQ II study (2000) in Kenya

revealed that the provision of quality basic education should be supported with efficient systems

of delivery, and that teaching learning process and pupils’ achievement can be influenced by

inputs such as availability of physical facilities, instructional materials and a conducive learning

environment.

However, classroom instructional materials that have to be positioned in the class setting

play a role in learning. Such facility had problems varied by location (suburban versus urban),

and community characteristics (wealthy versus poor). The ASCE (2008) found that more

deficient conditions were found in cities serving 50% minority students and 70% poor students.

Rural schools are inadequate. The facilities we teach our children in played a very important role

in their future and ours. As educators, if we were unable to construct the type of facilities that

were not conducive to the successful educational environment of our children, then we as a

group of professionals were letting our future generations down.

Classroom settings School should be an integral part or component of the conditions for

learning (Lackney & Picus, 2008). The design and management of school facility should provide

a sense of ownership, security, and safety, personalization, privacy, control, and sociality

spaciousness or crowdedness (Lackney & Picus, 2008). According to Lackney and Picus (2008),

the management of school facilities lasted a lifetime, while planning, designing new construction

for schools took only two or three years. Administrators needed to establish and monitor facility

maintenance programs for their school districts. This maintenance program included preventive,

deferred, repair or upkeep, and emergency maintenance. Responsibility for this facility

management lies with the district office and the school site (Lackney & Picus, 2008).
12
 Physical environment such as school buildings are critical to the teaching and learning

process. The factors responsible for student achievement are ecological – they act together as a

whole in shaping the context within which learning took place. The physical setting – the school

building was an undeniably integral part of the ecological context for learning. The physical

factors that had a profound impact on the teaching and learning process were (a) full-spectrum

and natural lighting, (b) the reduction and control of noise, (c) the location and sighting of

schools, (d) optimal thermal conditions, (e) school size and class size, and (f) the building

condition. Research had shown that there was an explicit relationship between the physical

characteristics of school buildings and educational outcomes (Lyons, 2001).

Ashton (2001) observes that instructional materials are crucial in planning and

implementing a successful life skill program. The availability of learning resources is the most

influential factor which may explain differing performance levels. It is generally assumed that

the use of instructional materials leads to better performance. Sufficient quality and quantity

resources and facilities determine how effectively the process of teaching and learning takes

place.

Asikhia (2010) pointed that adequately well prepared instructional materials determine

the amount of learning that can take place in a learning institution. Good quality instructional

materials can motivate interest, maintain concentration and make learning more meaningful. The

studies above reveal that there is a relationship between availability of instructional materials and

the teaching-learning process. The influence of class size has a great impact on the teaching-

learning process. The smaller the class size, the easier it is for the teacher-learner interaction thus

improving the teaching-learning process since the teacher will be able to give the learner

individual attention. Large class size impacts negatively to the teaching-learning process since

the teacher is not even able to move freely to assess the pupils work as they do their exercises.
13
 The school administrator is also charged with the duty of performing the basic

supervisory skills to assess his teachers to ascertain that there is effective teaching and learning

and that the correct methodologies are used. Supervision by the head teacher can be carried out

on the teachers as they teach in class or even by check their professional records (Okumbe,

2001). Pupils’ books can also be used to check if there is teaching and learning taking place.

Gaps from Literature

The reviewed literature found that class organization such as arrangement of desks affects

learning. Moving around the classroom during instruction makes it hard to monitor all pupils’

more closely and to interact with them more equitably in congested classes. They recommended

that distractions and congestion can be minimized in classes in order to have a positive learning

environment. However, most of the studies were done in different areas than the study area.

Also, although the facts remain, it was not clear whether they were applicable to the study area,

hence the need for the current study.

14
 CHAPTER THREE

METHODOLOGY

This chapter addresses the approach to the study, details regarding the methodology of

the study that was used to solicit for information and analyze the data. It comprises the

following; research design, locale of the study, study population, target population, sample size,

sampling procedures, research methods and instruments, validity and reliability, data collection

procedure and data analysis.

Locale of the Study

The study was conducted in Kalagala Sub-County, Bamunanika County, Luweero

District. The Sub-County is located 30Kms from Kampala on Gayaza-Zirobwe road. Kalagala is

found in Central region, on Gayaza-Zirobwe road, north of the capital city Kampala. The Sub-

County is surrounded by Bamunanika Sub-County to the North, Kyadondo to the South, and

Zirobwe to the East. The coordniates of the area are: are 0°43'12.0"N, 32°31'48.0"E (Latitude:

0.7200; Longitude: 32.5300). The area was chosen due to the fact that un conducive environment

in terms of facilities and environment noise and instructional materials might be affecting pupils’

learning achievement.

Research Design

The study employed a descriptive survey and Pearson correlational research designs, with

both qualitative and quantitative approaches. Descriptive research design enabled the researcher

to describe the learning situations without manipulation of the data. The descriptive survey

research design was used because it provided information as it was without much alteration.

Creswell (2002) observes that a descriptive survey method is used when data is collected to

describe persons, organizations, settings, or phenomena. The approach was appropriate for this

study because it assisted the researcher to produce statistical information, which was of interest
15
to policy makers and educationists. Qualitative research approach in this study tried to answer

the information that is difficult to obtain through more quantitatively-oriented of human

behavior, opinion, and experience-methods of data collection.

Study Population

The study was carried in Kalagala Sub-County, Bamunanika County, Luweero District.

There were a total of 26 primary schools in the area and the study selected those that participated

in the study from the 26, with a total of 21,962 pupils and 299 teachers.

Target Population

The researcher targeted teachers and pupils because they were aware of the situation and

could describe the effects of school physical facilities on learning of pupils. According Mugenda

& Mugenda (2003) a sample of 25% and above for small population is representative enough,

therefore the study used 8 schools with a total of 96 teachers. In the eight schools there are a total

of 638 P 7 pupils from which a sample was calculated. The P 7 pupils were selected here since

they were in position to provide information that addressed the objectives of the study.

Sample Size

The population of the study was 87 teachers among the 8 selected primary schools and

638 P7 pupils. The 8 schools were selected randomly whereby the research folded papers for all

the schools and 8 were picked randomly. Therefore the study calculated the sample size based

Taro (1970) on the formula:

N= n
1+n(e)2

Where n= total population

N= total sample size

e= desired margin error (0.05)

16
 638 = 246 pupils respondents
1+638(0.0025)

Table 1: Sample size

Schools Teacher Population pupils Sample
Target Population
Populati
on
Chado Junior School 12 83 32
Kibanga C/U Primary School 08 85 33
Luteete Umea Primary School 09 88 34
Kyetume SDA Primary School 12 77 30
Lunyolya C/U Primary School 10 52 20
Kokko C/U Primary School 11 67 26
Bright Future Primary School 15 89 34
New generation Primary School 10 97 37
Total 87 638 246

Sampling Procedure

This study used strategic sampling in order to get teachers and pupils to provide

information for the study. Therefore, all the teachers were interviewed whereas 246 pupils were

given the questionnaire to respond to.

Research Instruments
The study used a self-administered questionnaire and interview guide.

Self-administered questionnaire

The researcher developed a semi-structured questionnaire with closed and open ended

questions. A self-administered questionnaire was employed. According to Korthari (2004), a face

to face questionnaire was appropriate since it was flexible not expensive and not biased.

This instrument of research was divided into three sections: A, B and C. Section A deals

with bio-data on issues such as sex, age, and the section employed a nominal and interval scale.

Section B covered variables of the study. This was based on Likert scale. Section C contained the

17
respondents’ own opinions and suggestions’ and it was open-ended. The main research

instrument employed in this study was a questionnaire.

Table 2: Likert Scale

Scale Coding Mean Interpretation
Strongly agree 4 3.26-4.00 Very high
Agree 3 2.56 – 3.25 High
Disagree 2 1.76 – 2.50 Low
Strongly disagree 1 1.00 – 1.75 Very low

Interview Guide
The study used teachers as key informant who was interviewed in order to supplement
pupils’ responses. The interview guide engaged the teachers face to face to get their views on the
same factors.

Validity and Reliability of the Instruments

Validity is the degree to which the results that are obtained from the analysis represent

the phenomenon. Accuracy of information was ensured by the use of relevant instruments. The

questionnaire was subjected to scrutiny of the Supervisor and recommendations were used to

finally formulate instruments that had the ability to obtain the expected relevant data. The

questionnaire was subjected to rating and Content Validity Index (CVI) which used the

following formula:

TotalNumber of relevant items

CVI=
Totalnumberof items ofquestionaires
The instrument was considered valid for data collection when the value of the CVI was

higher than 0.60 as recommended by Amin (2005). The results was 14/16= 0.875.

Reliability refers to the degree of consistency and precision of data collection instrument.

The researcher used the statistical package for social scientists (SPSS) to certain this. The

researcher carried out a pretest on the research instruments to determine its reliability. The

purpose of administering the pre-test was to determine the reliability of the instrument and by
18
finding out whether the questionnaire was interpretive by the respondents and checked its

consistency from one respondent to another on the variables being studied. A pre-test was done

in Mpigi Primary School which had similar characteristics and did not participate in the real

study. Cronbach’s Alpha of 0.7 or higher was taken as reliable. The pre-test result was Cronbach

Alpha of 0.834 which was taken as reliable.

Data Collection Procedure

The researcher got an introductory letter from the Dean, School of Education Bugema

University which introduced the researcher to the different schools to seek permission to collect

data relevant to the study. The researcher distributed the questionnaire to the pupils in the

selected schools. The teachers were interviewed from the selected schools. The researcher

carried out editing while still in the field ensured that the questionnaires were well answered.

Data Analysis

After successful data collection exercise, the data was sorted, and coded. For quantitative

data, the computer package SPSS (version 20) was used to analyze the data using frequency and

percentages, mean and standard deviation. Data processing in this study started with editing,

coding, transcription, data entry and data cleaning, tabulation and report formatting to ensure that

the data collected was accurate and completed before data was analyzed. Data processing was

done during and after fieldwork.

Objective 1, 2 and 3 were analyzed using descriptive statistics such as mean and standard

deviation and furthermore Pearson correlation was used to ascertain the effect. The qualitative

data was analyzed using thematic analysis.

19
 CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter presents, interprets and analyses the findings on the effects of learning

environment on pupils learning achievement in selected primary schools in Kalagala Sub-

County. The study objectives are: to establish whether classroom organization affect pupils’

learning achievement in selected primary schools in Kalagala Sub-County; to investigate

whether noise in the learning environment affects pupils’ learning achievement in selected

primary schools in Kalagala Sub-County; and to determine whether instructional materials affect

pupils learning achievement in selected primary schools in Kalagala Sub-County. The study is

based on 246 pupils’ respondents and 87 teachers who acted as Key Informants to the study. The

study gathered the information using two instruments hat is self-administered questionnaire and

interview guide. The chapter begins with socio-demographic characteristics of the respondents,

before presenting the objectives in their order.

Respondents Profile
The study looked at the pupils profile in terms of gender and age bracket in order to
ascertain the variations.
Table 3 : Pupils’ Profile
Gender Frequency Percent

Male 101 41.1

Female 145 58.9
Age
11-13 years 115 46.7
14-16 years 127 51.6
17 and above years 4 1.6
n=246
In assessing the gender of the respondents, it was found out that 145(58.9%) of the

respondents were females as compared to 101(41.1%) who were males. This means that female

respondents dominate the views of the study as compared to males.

20
 In the age bracket of the respondents it was found out that 127(51.6%) of the respondents

were aged between 14-16 years, followed by 115(46.7%) were aged 11-13 years and only

4(1.6%) were 17 and above years. this means that those in the age bracket of 14-16 years

dominates the study findings views.

Effects of Classroom Organization towards Pupils’ Learning Achievement

Objective 1 was to establish whether classroom organization affect pupils’ learning
achievement in selected primary schools in Kalagala Sub-County. In order to address the
objective pupils were asked on their views as well as teachers.
Table 4 : Classroom Organization and Pupils’ Learning Achievement
Mean Std. Deviation
Sitting arrangement enables me to move freely in the 2.199 .8789
class during learning.
Desk arrangement makes one to move freely at any 2.045 .8678
time in learning in the classroom.
The teacher is free to move and give any equipment 2.081 .8339
and materials during the learning process.
The class has windows that bring fresh air during the 2.411 .8749
learning process.
The classroom has good ventilation that support 2.004 .8256
movement of air to promote effective learning.
There are enough desks and chairs in the classroom 2.191 .8619
that promote learning.
There is adequate space for the teacher to move in 2.297 .9199
between to oversee what we are doing during the
learning process.
Aggregate Mean and SD 2.18 0.8661
n=246
Table 4 presents the findings of classroom organization affect pupils’ learning

achievement in selected primary schools in Kalagala Sub-County. The findings reveals an

aggregate mean of 2.18 and standard deviation of 0.8661 which show a disagreement meaning

that classroom organization affect pupils’ learning achievement in selected primary schools in

Kalagala Sub-County. This is attributed by the fact that sitting arrangement do not enable free

movement in class, desk arrangement hinder movement, equipment and materials lack,

21
classroom lack enough windows and ventilation to bring fresh air, lack enough desks and chairs

in the classroom and no adequate space for the teacher which affects the teaching learning

process in class.

In interview with teachers, it was noted that most classrooms have problems which

affects learning. For instance, sitting arrangement hinder teachers’ to move in class since the

desks are congested, similarly, lack of space to use instructional materials many students in each

classroom which affects teaching-learning of pupils. Overcrowded classrooms hamper class

management which affects pupils learning achievement in primary schools of Kalagala Sub-

County. In addition, the teachers further observed that classroom organization play a

fundamental role in learning; however, many pupils per class make it hard to promote pupils

learning since many things are left out.

The findings show that classroom facilities in terms of adequacy and quality have been

noted to have great impact on performance of students in examination. The findings support

Ayoo (2002) agree that learning environment such as; classrooms, desks and books have a direct

impact on teaching –learning process among the students in developing countries. Classrooms

are a place that pupils spend the greatest part of their day. Wabuoba (2011) quoted in Chuma

(2012) observed that overcrowding in classrooms make it difficult for pupils to write the teacher

is also unable to move around the class to assist needy pupils and this affects the teaching-

learning process.

Effect of Environmental Noise towards Pupils’ Learning Achievement

Objective was to investigate whether noise in the learning environment affects pupils’

learning achievement in selected primary schools in Kalagala Sub-County. In order to address

the objective the respondents were given item to rate and other were interviewed. Their findings

are presented in the table below.

22
Table 5 : Environmental Noise and Pupils’ Learning Achievement
Mean Std. Deviation
There is lesson interruption and constant distraction from 3.0 .831
outside which affect concentration during learning
There is always noise from other classes which interrupts 2.84 .845
learning in the classroom.
During the time of rain, it is hard to hear the teacher 3.06 .777
since it brings a lot of noise that affects learning process.
There is noise from the village that affects our learning in 2.71 .815
class.
Aggregate Mean and SD 2.9 0.817
n=246
Table 5 presents the findings relating to noise in the learning environment affects pupils’

learning achievement in selected primary schools in Kalagala Sub-County. The study found out

an aggregate mean of 2.9 and standard deviation of 0.817, which implies that respondents agreed

that environmental noise, affects pupils’ learning achievement in selected primary schools in

Kalagala Sub-County. This is due to lesson interruption and constant distraction from outside,

noise from other classes, rain, and noise from the village affects learning in class which hinders

concentration during learning hence general learning achievement.

In interview with teachers they noted that the environmental noise such as rain, within the

compound, noise pollution has the ability to cause reading delays; the distracting sounds of

internal and external noise makes it difficult for young pupils’ to effectively learn which affects

their general achievement. The teachers further noted that noise pollution creates a constant

distraction in the learning environment with hinders their achievement. The constant intrusion of

high levels of noise hinders pupils’ concentration.

           The findings are in line with Sserunjogi (2013) who notes that environmental noise

pollution has the ability to cause distract learners with internal and external noise makes it

difficult for young pupils’ to effectively learn. The result of the study revealed that those pupils’

23
who experienced noise pollution from being close to train tracks had a noticeable reading delay,

whereas the pupils’ with the quiet environment did not.

Instructional Materials and Pupils Learning Achievement

The third objective was to determine whether instructional materials affect pupils

learning achievement in selected primary schools in Kalagala Sub-County. The respondents’

views are presented in table below

Table 6 : Instructional Materials and Pupils Learning Achievement

Mean Std. Deviation
The teacher brings textbooks to use during the time of 2.13 .759
learning in the class.
There are maps and photographs in the classroom. 1.9 .768
The classroom has space where to put the maps or photos 1.93 .641
and other teaching resources during the teaching –learning
process.
Aggregate mean and SD 1.98 0.723
n=246

Table 6 presents findings pertaining to whether instructional materials affect pupils

learning achievement in selected primary schools in Kalagala Sub-County. The findings show an

aggregate mean of 1.98 and standard deviation of 0.723 which imply that instructional materials

affect pupils learning achievement negatively. This is attributed to lack of textbooks, maps and

photographs as well as space to put maps and photos in the classroom setting, which in turn

affects pupils learning achievement negatively.

Teachers respondents who were interviewed argued that schools lack instructional

materials and teachers are left to improvise. Learning resources are not enough and sometimes

there is lack of such materials which hinders effectively learning among the pupils. Once

teachers properly prepare instructional materials they determine the amount of learning that take

place during teaching-learning process. Use of instructional materials motivate interest, maintain

24
concentration and make learning more meaningful, which enhance effectively learning

achievement among the pupils and the reverse is true.

The findings are in line with Ashton (2001) who observes that instructional materials are

crucial in planning and implementing a successful life skill program. The availability of learning

resources is the most influential factor which may explain differing performance levels. It is

generally assumed that the use of instructional materials leads to better performance. Sufficient

quality and quantity resources and facilities determine how effectively the process of teaching

and learning takes place.

Table 7 : Effects of Learning Environment on Pupils Learning Achievement

Pupils’ Learning
Achievement
Classroom Organization Pearson Correlation .485**
Sig. (2-tailed) .000
N 246
Environment Noise Pearson Correlation .504**
Sig. (2-tailed) .000
N 246
Instructional Materials Pearson Correlation .129*
Sig. (2-tailed) .043
N 246
**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

In assessing the effects of learning environment on pupils learning achievement in

selected primary schools in Kalagala Sub-County, the study found out that classroom

organization had r. value of 0.485 and p. value of 0.000, while environmental noise had r. value

0.504 and p. value of 0.000 and instructional materials had r. value of 0.129 and p. value of

0.043. This means that the three aspects learning environment that is classroom organization,

environmental noise and instructional materials have a significant effects on pupils learning

achievement in selected primary schools in Kalagala Sub-County. Poor classroom organization,

25
environmental noise and lack of instructional affect pupils learning achievement, which implies

that the effect of learning environment on pupils learning achievement in selected primary

schools in Kalagala Sub-County.

The findings support Arends (2007) in China, the learning environment is meant to

promote learning through minimizing distracting factors in and around the school such as noise,

strong light, abnormal temperature and some un-desirable scene that may distract the attention of

learners. The structure of the school should be well ventilated and tastefully decorated.

Problems that Affect Pupils Learning Achievement

Teachers respondents were asked to point some of the problems that affect learning, in

which a number of problems were noted.

Table 8 : Suggestions

Problem Frequency
Lack of scholastic materials 34
Lack of meals for pupils 38
Long distance to school 27

Among the problems noted were lack of scholastic materials which made many of the

pupils to be out of school or fail to concentrate in class was indicated by 34 respondents. In

addition 38 respondents observed that there is lack of meals for the pupils since the parents do

not afford to pay for meals at school. This makes the pupils to study on empty stomachs.

Furthermore, 27 of the respondents noted that some pupils move long distance to schools which

affects learning and achievement at the end.

26
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents summary, conclusion and recommendations on the effects of

learning environment on pupils learning achievement in selected primary schools in Kalagala

Sub-County.

Summary

The study objectives were: to establish whether classroom organization affect pupils’

learning achievement in selected primary schools in Kalagala Sub-County; to investigate

whether noise in the learning environment affects pupils’ learning achievement in selected

primary schools in Kalagala Sub-County; and to determine whether instructional materials affect

pupils learning achievement in selected primary schools in Kalagala Sub-County. The study is

based on 246 pupils’ respondents and 87 teachers who acted as Key Informants to the study. The

study gathered the information using two instruments hat is self-administered questionnaire and

interview guide.

The findings of classroom organization affect pupils’ learning achievement in selected

primary schools in Kalagala Sub-County reveals an aggregate mean of 2.18 and standard

deviation of 0.8661 which show a disagreement meaning that classroom organization affect

pupils’ learning achievement in selected primary schools in Kalagala Sub-County.

Findings relating to noise in the learning environment affect pupils’ learning achievement

in selected primary schools in Kalagala Sub-County showed an aggregate mean of 2.9 and

standard deviation of 0.817, which implies that respondents agreed that environmental noise,

affects pupils’ learning achievement in selected primary schools in Kalagala Sub-County. This is

due to lesson interruption and constant distraction from outside, noise from other classes, rain,

27
and noise from the village affects learning in class which hinders concentration during learning

hence general learning achievement.

The findings pertaining to whether instructional materials affect pupils learning

achievement in selected primary schools in Kalagala Sub-County indicated an aggregate mean of

1.98 and standard deviation of 0.723 which imply that instructional materials affect pupils

learning achievement negatively. This is attributed to lack of textbooks, maps and photographs

as well as space to put maps and photos in the classroom setting, which in turn affects pupils

learning achievement negatively.

The effects of learning environment on pupils learning achievement in selected primary

schools in Kalagala Sub-County, the study found out that classroom organization had r. value of

0.485 and p. value of 0.000, while environmental noise had r. value 0.504 and p. value of 0.000

and instructional materials had r. value of 0.129 and p. value of 0.043. This means that the three

aspects learning environment that is classroom organization, environmental noise and

instructional materials have a significant effects on pupils learning achievement in selected

primary schools in Kalagala Sub-County.

Conclusion

In relation to the findings of the study, it is concluded that classroom organization affect

pupils’ learning achievement in selected primary schools in Kalagala Sub-County. Also,

environmental noise affect pupils’ learning achievement due to lesson interruption and constant

distraction from outside, noise from other classes, rain, and noise from the village affects

learning in class which hinders concentration during learning hence general learning

achievement. Furthermore, instructional materials affect pupils learning achievement due to lack

of textbooks, maps and photographs as well as space to put maps and photos in the classroom

setting, which in turn affects pupils learning achievement negatively.

28
 Recommendations

In relation to the findings of the study the following recommendations are made:

The school administrators should work on classroom organization in order to improve

pupils’ learning achievement in selected primary schools in Kalagala Sub-County.

Schools should work on environmental noise such distraction from outside, noise from

other classes, rain, and noise from the village in order to improve pupils learning.

Schools and teachers should work on instructional materials to promote pupils learning

achievement in selected primary schools in Kalagala Sub-County.

29
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Mignano, L. (2003). An examination of physics classroom discourse practices and the
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31
 APPENDICES
Appendix 1 : Self- Administered Questionnaire
I am Baddokwaya Jean a student in Bugema University, carrying out research on school
physical environment and pupils learning in selected primary schools in Kalagala Sub-County.
You have been selected to participate in the study by giving your views and suggestions. The
information you will provide will be treated with uttermost confidentiality and will be used only
for academic purposes.
1) Carefully read the instructions on each section before you respond and do not write your name

anywhere on this paper.

Section: A: Respondents Profile

Please tick to indicate your option on the items below

1. Gender: i) Male ( ) ii) female ( )
2. Age: i) 11-13( ) ii) 14-16( ) iii) 17 and above ( )
Section: B

Using this scale tick the appropriate answer of your choice.

1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree

Classroom Organization and Learning Achievement 1 2 3 4

1. Sitting arrangement enables me to move freely in the class

during learning.
2. Desk arrangement makes one to move freely at any time in
learning in the classroom.
3. The teacher is free to move and give any equipment and
materials during the learning process.
4. The class has windows that bring fresh air during the learning
process.
5. The classroom has good ventilation that support movement of air
to promote effective learning.
6. There are enough desks and chairs in the classroom that promote
learning.
7. There is adequate space for the teacher to move in between to
oversee what we are doing during the learning process.
Environment Noise and Learning Achievement
8. There is lesson interruption and constant distraction from outside
which affect concentration during learning
9. There is always noise from other classes which interrupts

32
 learning in the classroom.
10. During the time of rain, it is hard to hear the teacher since it
brings a lot of noise that affects learning process.
11. There is noise from the village that affects our learning in class.
Instrucitonal Materials and Learning Achievement
12. The teacher brings textbooks to use during the time of learning
in the class.
13. There are maps and photographs in the classroom.
14. The classroom has space where to put the maps or photos and
other teaching resources during the teaching –learning process.

33
 Appendix 2 : Interview Guide

1. In your opinion how has classroom organization affected pupils’ learning achievement?

2. What is the effect of environment noise on pupils learning?

3. How instructional materials affect pupils learning in school?

4. What should be done to improve learning in school?

5. What are other problems that affect pupils’ learning achievement?

34