Browsing by Author "Twaha, Musa Bahati"

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    Institutional Support, Parental Involvement and Retention of Special Needs Learners in Mainstream Primary Schools in Jinja City, Uganda
    (Busitema University, 2024) Twaha, Musa Bahati
    This study examined the moderation effect of parental involvement on the relationship between institutional support and retention of Special Needs Learners in mainstream primary schools in Jinja City, Uganda. The study adopted cross-sectional survey research design using a mixed methods approach. The study objectives included the following: (a) To examine the extent of provision of institutional support to Special Needs Learners, (b) to establish the level of retention of Special Needs Learners, and (c) to examine the moderation effect of parental involvement on the relationship between institutional support and the retention. Different sampling techniques were used for various groups: Stratified for schools, Purposive for Special Needs Learners, Simple random for P.7 Learners, and Convenience for school administrators The study participants included 22 Special Needs Learners and 17 school administrators as respondents in the qualitative focus group discussions and interviews respectively, and 400 Primary 7 pupils selected randomly to fill in questionnaires in the quantitative approach. The instruments were valid, C.V.I = 0.813, and reliable, 0.722 < a < 0.864. SPSS was used to analyze quantitative data. Qualitative data were analyzed in themes. Pearson product-moment correlation coefficients were determined for the relationships between institutional support, parental involvement, and learners’ retention. Process plugin in SPSS was used for determining the moderation effect of parental involvement. The results showed a moderate extent of provision of institutional support (M = 17.95, SD = 4.19, Min = 11, Max = 32) and a moderate level of retention of Special Needs Learners (M = 14.64, SD = 11.48, Min = 3, Max = 41) in mainstream primary schools in Jinja City. The results also revealed a significant positive correlation (r = .571, p < .001) between institutional support and retention in mainstream primary schools in Jinja City. Finally, there was a significant influence (R = .679, R 2 = .461, p < .01) of parental involvement on the institutional support-retention link. It is concluded that parental involvement is critical for retention of SNE. The study recommended that adequate and appropriate provision of institutional support should be stepped up to improve retention of Special Needs Learners, which provision should be monitored closely by government agencies in charge of inspection.