Inclusive education strategies and learners’ academic achievement in national teachers’ colleges in Uganda

Abstract

This study examined the impact of inclusive education strategies on students’ academic achievement in NTCs in Uganda with a mind of identifying and recommending the best strategy for maximum implementation. The study was guided by three objectives, 1. To analyse the effects of active teaching and learning strategy on the academic achievement of learners in National Teachers’ colleges in Uganda, 2.To assess the effect of supportive learning environment strategy on learners’ academic achievement in NTCs in Uganda, 3. To examine the relationship between instructional technology strategy and academic achievement of learners in NTCs in Uganda. Data was collected through a five-Likert scale questionnaire with some open-ended questions, interviews and documentary review. The study adopted a cross-sectional design and was underpinned by pragmatism philosophy with explanatory sequential type of mixed methods. Data was collected from 681 population. Quantitative data was analyzed using SPSS version 29 for statistical data and qualitative data was analyzed in themes to draw conclusions for the study. Findings revealed that at p<.001 value with 2 level of significance, instructional technology had a strong positive correlation with academic achievement. Conducive learning environment had an average positive correlation. The study revealed that the highest relationship for inclusive education strategies was on skills with the average correlation. Among the ATL strategy, learning stations, problem-based learning, project-based learning and learning contracts, all the methods promoted critical thinking, pedagogical skills, problem solving among learners, however this depended on the extent to which they were efficiently applied in terms of preparation, implementation and follow up of activities. All NTCs had conducive learning environment in terms of space, light, and accessibility by all learners. However, the utilization of different technologies across all NTCs had improved to boost learning outcomes. The study recommended that MoES should allocate enough resources for the purchase of instructional technologies and ensure that IT capacity for teacher trainers was built, and the equipment is well maintained. Since this study revealed that ATL promoted quality content, better pedagogical skills, problem solving, and communication skills, teachers in NTCs should be aware that learners are having some content for their own learning.