Learning Environment and Academic Achievement of Learners in National Teachers’ Colleges in Uganda

The study examined the effect of the learning environment on the academic achievement of learners in National Teachers’ Colleges (NTCs) in Uganda. The objectives of the study were to: i) examine the effects of infrastructure on the academic achievement of learners in NTCs in Uganda. ii) Analyse the effect of talking compound on the academic achievement of learners in NTCs in Uganda. The study adopted a cross-sectional design with the help of a mixed methods approach. Data collection employed key informant interviews with selected categories like MoES, institutional heads, and Enabel staff. Document review and questionnaires were also used to collect data from a total of 681respondents. Quantitative data were analysed using SPSS version 29, while qualitative data were analysed in themes to conclude the study. Findings indicated that there was a strong positive relationship of 0.87 at a P-value of 0.22 between talking compound and communication skills in colleges. Learning environment had a strong positive correlation of 0.81 with skills learners attained at NTC, with p<0.01. It was concluded that there was a need to update the messages in the NTC compound to pass relevant information to all learners. The study recommended that NTCs should budget and carry out regular maintenance of their infrastructure