The nexus between school environment and pupils’ learning outcomes within the framework of the unlock literacy program in Handeni district, Tanzania
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Date
2025
Authors
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Journal ISSN
Volume Title
Publisher
Journal of Research Innovation and Implications in Education
Abstract
This study employs a quasi-experimental design to examine the influence of the school environment on pupils'
learning outcomes within the Unlock Literacy Program in Handeni District. Data from 200 pupil respondents were collected
through surveys and key informant interviews with teachers. The analysis utilized STATA 17 software for descriptive statistics
to assess educational infrastructure and resources and ordinal regression to evaluate the school environment's impact on pupil
learning outcomes. The findings indicate significant disparities in access to infrastructure and resources between treatment
and control groups. Treatment schools had superior access to toilet facilities, classroom conditions, books, and libraries, with
37.5% having good classroom environments and similar percentages reflecting adequate book and library access. In contrast,
control schools exhibited deficiencies, with 50% reporting inadequate books and 37.5% lacking library facilities. Ordinal
regression revealed that factors like teacher encouragement, peer interaction, homework management, borrowing books, and
engaging in fun activities significantly improved learning outcomes when integrated into a structured program. Conversely,
the absence of such support led to less effective or negative impacts on pupils’ learning. Based on these findings, the study
recommends adopting structured educational programs integrating supportive activities like teacher encouragement and peer
interactions to enhance learning. Emphasizing positive teacher-pupil relationships through targeted training, improving access
to essential resources, and regularly evaluating educational programs are crucial for fostering effective educational
environments and improving pupil success.
Description
Journal article
Keywords
School Environment, Learning Outcomes, Unlock Literacy Program, Quasi-Experimental Design, Educational Infrastructure, Ordinal Regression, Pupil Engagement, Structured Educational Programs
Citation
Kasilima, J. & Kadigi, M. (2025). The Nexus Between School Environment and Pupils’ Learning Outcomes Within the Framework of the Unlock Literacy Program in Handeni District, Tanzania. Journal of Research Innovation and Implications in Education, 9(1), 176 – 191. https://doi.org/10.59765/vh47bj.