The Influence of School Environment on Learning Outcomes of Students with Mobility Impairment in Public Secondary Schools in Sengerema District, Mwanza-Tanzania

Abstract

This study evaluated the influence of school environment on learning outcomes of students with mobility impairment in public secondary schools in Sengerema District, Mwanza-Tanzania. The study used the Classical Liberal Theory of Equal Opportunity which was developed by Sherman and Wood (1982). This study employed a mixed research approach and an exploratory sequential design. Data were gathered through questionnaires and semi-structured interviews to the sample of 165 selected through purposive, stratified, and simple random sampling methods. Reliability of instruments were ensured through expert reviews and the split-half method, achieving a reliability coefficient of 0.9. Data analysis involved SPSS version 26 for quantitative responses and thematic analysis for qualitative data. The study found that many inclusive public secondary schools in Sengerema District face significant challenges in supporting students with mobility impairment due to poor infrastructure, inadequate teaching materials, limited support services, and insufficient teacher training. While some efforts have been made to foster inclusive school environments, gaps in funding, awareness, and administrative prioritization continue to hinder full participation and academic success for these students. The study concluded that school environment significantly influences the learning experiences of students with mobility impairments, and without comprehensive improvements, true inclusivity remains unattainable. The study recommended that the government and education stakeholders should invest in accessible infrastructure, continuous teacher training, and support services to ensure equitable learning opportunities for all students.