The Nexus Between School Environment and Pupils’ Learning Outcomes Within the Framework of the Unlock Literacy Program in Handeni District, Tanzania
Joan Kasilima & Michael Kadigi
Department of Policy Planning and Management
Sokoine University of Agriculture, Tanzania
Email: joankasilima@yahoo.com/ michaelkadigi@yahoo.com
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.
