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Impact Factor : 8.14

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Paper Title: School Social Environment and Learners’ Academic Achievement in Selected Government-Aided Secondary Schools in Nangabo Sub County, Wakiso District
Authors Name: Ssemakula Hassan , Nabukeera Madinah , Matovu Musa , Ssali Muhammadi Bisaso
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IJRTI_205331
Published Paper Id: IJRTI2507084
Published In: Volume 10 Issue 7, July-2025
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Abstract: This study examined the relationship between school social environment and learners’ academic achievement in selected government aided secondary schools in Nangabo Sub County, Wakiso District. The study looked forward to addressing the following study specific objectives; i) To examine the relationship between student-teacher relationships and learners’ academic achievement, ii) To examine the relationship between inclusivity & diversity and learners’ academic achievement, and iii) To explore the level of learners’ academic achievement in selected government aided secondary schools in Nangabo Sub County, Wakiso District. The study was steered by a correlational research design integrated with a quantitative method. The study was grounded on a sample size of 52 individuals constituting of head teachers and teachers picked from the two selected government aided secondary schools in Nangabo sub county, Wakiso district. Both descriptive and correlation analysis methodologies were employed to examine the quantitative primary data gathered in order to generate an understanding to the study phenomena. The study found that there is a statistically very strong positive and significant relationship between student-teacher relationships and learners’ academic achievement in selected government aided secondary schools in Nangabo sub county, Wakiso district. Additionally, the study found that there is a statistically strong positive and significant relationship between inclusivity & diversity and learners’ academic achievement in selected government aided secondary schools in Nangabo sub county, Wakiso district. Further, the study found that there is an improvement in the level of learners’ academic achievement in government aided secondary schools in Nangabo sub county, Wakiso district despite some shortfalls. The study concludes that school social environment in terms of student-teacher relationships and inclusivity & diversity has a positive and significant association with learners’ academic achievement in that an improvement in the various school social environment resultantly leads to an improvement in learners’ academic achievement in selected government aided secondary schools in Nangabo sub county, Wakiso district. The study recommends that school authorities should foster positive teacher-student relationships to build trust and respect, teacher availability, and caring classroom climate that promotes empathy, encouragement, and fairness from teachers which might have a significant influence on enhancing learners’ academic achievement in government aided secondary schools in Nangabo sub county, Wakiso district.
Keywords: School Social Environment, Student-Teacher Relationships, Inclusivity & Diversity, and Learners’ Academic Achievement.
Cite Article: "School Social Environment and Learners’ Academic Achievement in Selected Government-Aided Secondary Schools in Nangabo Sub County, Wakiso District", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2455-2631, Vol.10, Issue 7, page no.a755-a771, July-2025, Available :http://www.ijrti.org/papers/IJRTI2507084.pdf
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ISSN: 2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publication Details: Published Paper ID: IJRTI2507084
Registration ID:205331
Published In: Volume 10 Issue 7, July-2025
DOI (Digital Object Identifier):
Page No: a755-a771
Country: KAMPALA, Busega , Uganda
Research Area: Management
Publisher : IJ Publication
Published Paper URL : https://www.ijrti.org/viewpaperforall?paper=IJRTI2507084
Published Paper PDF: https://www.ijrti.org/papers/IJRTI2507084
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ISSN: 2456-3315
Impact Factor: 8.14 and ISSN APPROVED, Journal Starting Year (ESTD) : 2016

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