The perception of classroom learning environment and its contribution to the performance of learners with attention deficit hyperactivity disorder (adhd) at ESSA Nyarugunga, Rwanda.

Abstract

Attention Deficit Hyperactivity Disorder is a problem which is found in many school-aged children and adolescents (Willis et al., 2023). Psychiatric health experts have revealed that when this disorder is not treated early; it continues to worsen the mental health of the one who suffers from it. It was also found that children who live with ADHD need more attention in learning because their attention is limited (Dodson, 2019). However, this problem has not been given much attention and it leads to children with ADHD to be studying in normal classes where the needed attention to them isn’t given much consideration. Consequently, these students are poorly performing in the taught subject contents. Therefore, this study examined the influence of classroom learning environment on the performance of learners with ADHD. The specific objectives of the study were (i) to assess how classroom learning environment materials influence the academic performance of learners with ADHD at ESSA Nyarugunga and (ii) to analyze the influence of classroom leaning environment setting at ESSA Nyarugunga on the academic performance of students with ADHD at ESSA Nyarugunga. This study used a descriptive research design and will be conducted in ESSA Nyarugunga, a registered Technical and Vocational Education and Training school (TVET) located in Indatwa Village, Kamashashi Cell, Nyarugunga Sector in Kicukiro District, the City of Kigali. The study was conducted on the population of 25 teachers teaching at ESSA Nyarugunga located in Kicukiro District of the City of Kigali. Questionnaires were used to collect data from teachers and semi structured interview guide to collect information from the key informants. Validity and reliability tests for these instruments were conducted. Research ethical principles were adhered to in data collection and reporting. Teachers use teaching aids to capture the attention of all students, but they do not follow up on the academic progress of ADHD learners due to their large class sizes. The researcher recommended that parents who send their children to school with ADHD should inform teachers and school administration and make regular follow-ups on the learning progress of their children. Teachers should prepare an individual report for every student in class and present it to the administration, which will plan for appropriate interventions for these students. School Administration should develop appropriate admission policies which help to provide inclusive learning materials help ADHD learners to learn with others.