TABLE OF CONTENTS
DECLARATION ................................................................................................... i
APPROVAL ......................................................................................................... ii
DEDICATION ..................................................................................................... iii
ACKNOWLEDGEMENT .................................................................................... iv
ABSTRACT ........................................................................................................ vii
LIST OF TABLES ............................................................................................. viii
CHAPTER ONE ................................................................................................... 1
1.0 Introduction ................................................................................................. I
1.1 Background of the study .............................................................................. I
1.1. l Historical Perspective ........................................................................... l
1.1.2 Conceptual Perspective ........................................................................ .4
1.1.3 Theoretical perspective ......................................................................... 4
1.1.4 Contextual Perspective .......................................................................... 5
1.2 Proble1n Statement ....................................................................................... 5
1.3 General Objective ........................................................................................ 6
1.4 Specific Objectives ...................................................................................... 6
1.5 Research Questions ...................................................................................... 6
1.6 Significance ................................................................................................. 7
I. 7 Scope of the Study ....................................................................................... 7
CHAPTER TWO: REVIEW OF RELATED LITERATURE ................................ 8
2.0 Introduction ................................................................................................. 8
2.1 Conceptual fra1nework ................................................................................. 8
2.2 Theoretical review ....................................................................................... 9
2.3 Review of related literature ........................................................................ l 0
2.3.1 Literature on the influence of teacher-learner collaboration on active
participation of learners with mental retardation, ......................................... l 0
2.3.2 Literature on the influence of learner-learner interactions in class on
active participation of learners with mental retardation ................................ 12
2.3.3 Literature on the influence of instructional resource availability on
active participation of learners with mental retardation ................................ 14
CHAPTER THREE: METHODOLOGY ............................................................. 18
3.1 Introduction ............................................................................................... 18
3 .2 Research design ......................................................................................... 1 8
V
3.3 Research Paradig1n .................................................................................... 18
3.4 Study population ........................................................................................ 19
3.5 Sampling techniques .................................................................................. 19
3.5.1 Cluster sampling ................................................................................. 19
3.5.2 Stratified sampling .............................................................................. 20
3.5.3 Purposive sampling ............................................................................. 20
3.5.4 Simple Random sampling (SRS) ......................................................... 21
3.6 Data collection instruments ........................................................................ 21
3.7 Data Quality Control ............................................................................. 21
3.7.1 Validity ............................................................................................... 21
3.7.2 Reliability ........................................................................................... 21
3.9 Ethical considerations ................................................................................ 22
CHAPTER FOUR: PRESENTATION, ANALYSIS, INTERPRETATION AND
DISCUSSION OF THE FINDINGS .................................................................... 23
4.0 Introduction ............................................................................................... 23
4.1.1 Gender of respondents ........................................................................ 23
4.1.2 Age-brackets of respondents ............................................................... 24
4.2 Objective 1: Influence of teacher-learner collaboration on active
patticipation of learners with mental retardation .............................................. 24
4.3 Objective 2: Influence of learner-learner interaction on active participation
oflearners with mental retardation in inclusive classes .................................... 28
4.4 The influence of instructional resource availability on active participation of'
learners with mental retardation in inclusive classes ........................................ 35
CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS AND GAPS FOR
FURTHER RESEARCH ..................................................................................... 40
5.0 Introduction ............................................................................................... 40
5.1 Conclusion ................................................................................................. 40
5.2 Recon1n1endations ..................................................................................... 41
5 .3 Gaps for further research ............................................................................ 4 2
REFERENCES .................................................................................................... 43
APPENDIX A ..................................................................................................... 45
QUESTIONNAIRE FOR RESPONDENTS ........................................................ 45
ABSTRACT The study was intended to establish the influence of classroom environment on active participation of learners with mental retardation in Northern Division. Mbalc Municipality. It was guided by three specific objectives, namely; to examine the influence of teacher-learner collaboration on active participation of learners with mental retardation in Northern Division, Mbale Municipality. to determine the influence of learner-learner interactions in class on active participation of learners with mental retardation in Northern Division, Mbale Municipality, and to find out the influence of instructional resource availability on active pa1ticipation of' learners with mental retardation in Northern Division, Mbale Municipality. Oat was obtained using questionnaires and interviews from a sample size of 393 respondents whose results were presented descriptively following objectives. The study found out that teacher-learner collaboration was only in terms of: giving exercises so that pupils could attempt them during free times and to engage them whenever they wanted to involve their parents in issues pertaining to the education of the learners with mental retardation. The influence of learner-learner interaction was identified to be influential on active participation of learners with mental retardation in inclusive classes through; income levels which prompt learners to share materials which are expensive to buy, general positive relationships among learners, parents' involvement for learners to collaborate, and the status of pupils' health whereby those who are handicapped rarely share with colleagues. Further, the study established that use of instructional materials is useful in terms or promoting creativity, innovativeness, guiding discovered facts, and above all easing understanding or interpretation of concepts. This explains why availability of instructional materials is said to have an influence on active patticipation of' learners with mental retardation in inclusive classes. Major recommendation was that the school administrators in environments where inclusive education is practiced try to lobby and obtain resources required for learners with mental retardation to actively participate in classroom work. In addition, it is impo1tant that the bale-bodied learners try to find a way of uniting with their counterpa1ts, those with disabilities so that these learners do not appear to be isolated.
MARGARET, T (2022). Classroom Environment and Active Participation of Learners with Mental Retardation in Inclusive Classes in Northern Division, Mbale Municipality. Afribary. Retrieved from https://afribary.com/works/classroom-environment-and-active-participation-of-learners-with-mental-retardation-in-inclusive-classes-in-northern-division-mbale-municipality
MARGARET, TSEMOI "Classroom Environment and Active Participation of Learners with Mental Retardation in Inclusive Classes in Northern Division, Mbale Municipality" Afribary. Afribary, 02 Aug. 2022, https://afribary.com/works/classroom-environment-and-active-participation-of-learners-with-mental-retardation-in-inclusive-classes-in-northern-division-mbale-municipality. Accessed 27 Nov. 2024.
MARGARET, TSEMOI . "Classroom Environment and Active Participation of Learners with Mental Retardation in Inclusive Classes in Northern Division, Mbale Municipality". Afribary, Afribary, 02 Aug. 2022. Web. 27 Nov. 2024. < https://afribary.com/works/classroom-environment-and-active-participation-of-learners-with-mental-retardation-in-inclusive-classes-in-northern-division-mbale-municipality >.
MARGARET, TSEMOI . "Classroom Environment and Active Participation of Learners with Mental Retardation in Inclusive Classes in Northern Division, Mbale Municipality" Afribary (2022). Accessed November 27, 2024. https://afribary.com/works/classroom-environment-and-active-participation-of-learners-with-mental-retardation-in-inclusive-classes-in-northern-division-mbale-municipality