School based factors and learner retention in rwamwanja refugee settlement primary schools in kamwenge district, Uganda

Abstract

This study examined school-based factors that influenced learners' retention in Rwamwanja refugee settlement primary schools in Kamwenge district. The study objectives were to; examine the relationship between teacher behaviour and learner retention, analyse the relationship between learning environment and learner retention, assess the relationship between the physical environment of the school and retention of learners and establish the views of pupils on school factors that affect learner retention in primary schools in Rwamwanja Refugee settlement. Using across-sectional survey, data was collected from 105 teachers and 48 school pupil prefects using a structured questionnaire and focus group discussion guide. Data was analysed using descriptive statistics, Pearson correlation, regression and content analysis. With regard to teacher behavior and learner retention, the relationship was not significant (r = 18, P>0.0J), so teachers didn't teach and relate with learner in a way that motivated them to stay in school. It was revealed that though a positive, moderate and significant relationship (r =19, P<0.01) existed between learning environment and learner retention, it did not positively predict learner retention. The learning resources and physical classrooms in the schools were not good enough to attract learners to complete their education. It was further found out that a positive and significant relationship existed between the physical environment of the school (=287, P<O.0J) and learner retention. The three school-based factors that were explored contributed (β=, p<.05) about 9% to learner retention. Generally, primary schools in Rwamwanja refugee settlement had old, unattractive, inadequate resources and a physical environment that did not allow children to have sufficient time to play. The study recommends that the Ministry of Education and Spo1is, her development partners and key stakeholders should come up with strategies to improve teacher characteristics and learning environments in this area. Particularly, schools should equip their physical infrastructure with materials and resources that meet the needs of learners. Further research is recommended to examine mechanisms and structures that can help parents and communities around refugee settlements to participate in enhancing the physical environments of schools so that they contribute to better learner retention.