The influence of social learning environment on performance of students with physical disabilities in secondary schools, Tanzania

Abstract

Literature acknowledges on the importance of social learning environment on the performance of learners at all levels. The study sought to determine the influence of social learning environment on performance of students with physical disabilities in secondary schools. The focus was on the influence of teacher-student and student-student interactions on the learning and performance of students with physical disabilities. The study area was Dodoma, the recent capital city of Tanzania. The research approach was quantitative, employing a multi-stage sample of 294 teachers and 33 students. A cross-sectional survey was used to collect data; and analysis was done through structural equation model. The findings indicate that teacher-student and student-student interactions have a significant positive impact on performance of students with physical disabilities. It is therefore recommended based on the findings for Tanzania's educational institutions to make adequate efforts to foster interactive teaching and learning.