INFLUENCE OF TEACHER FACTORS ON ACADEMIC ACHIEVEMENT OF LEARNERS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER (ADHD) IN INTERNATIONAL PRIMARY SCHOOLS OF MOMBASA (KENYA) AND KAMPALA (UGANDA): A COMPARATIVE STUDY

The purpose of this study was to investigate the influence of teacher factors (gender, qualification, and teaching experience) on academic achievement of learners with ADHD in inclusive learning environments in international primary schools of Mombasa (Kenya) and Kampala (Uganda). This was a comparative study that included 377 Learners (9-11 years) and their class teachers. The study adapted Attention Deficit Hyperactivity Disorder Scale Questionnaire (ADHD-SQ) which assessed the three ADHD subtypes, a self-formulated questionnaire that required class teachers to provide their demographic characteristic, and End of Term Assessment Results (ETAR) of learners in core subjects of math, science and English for their academic achievement. The results revealed that female class teachers in Kampala significantly influenced overall academic achievement (U = 19.50, p = .018) while male class teachers in Mombasa significantly influenced math achievement (U = 241.00, p = .036) of learners with ADHD condition. Teacher’s qualifications did not significantly influence academic achievement of learners with ADHD in Mombasa (rs = -.058, p = .675) and Kampala (rs = .334, p= .139). Teaching experience significantly influenced science achievement of learners with ADHD in Kampala (rs = -.486, p = .025). The study recommended exploration of these teacher factors in public primary schools across the two cities

Influence of Attention-Deficit Hyperactivity Disorder (ADHD) on Academic Achievement of Learners in International Primary Schools in Mombasa (Kenya) and Kampala (Uganda): A Comparative Study

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent disorders among school-going children. The aim of this study was to compare academic achievement of learners with and without ADHD in international primary schools of Mombasa (Kenya) and Kampala (Uganda). A comparative study was conducted among 377 respondents using Attention Deficit Hyperactivity Disorder Scale Questionnaire (SNAP-IV) which assessed the three ADHD subtypes in form of a closed-ended questionnaire. Results revealed that learners with ADHD had low overall academic achievement compared to those without ADHD in Mombasa (p <.001) and Kampala, (p <.001). Boys with ADHD in Mombasa had better grades than girls (M = 168.51, SD = 32.50 vs. M = 160.00, SD = 39.07) while girls with ADHD in Kampala had better grades than boys (M = 103.50, SD = 24.77 vs. M = 93.45, SD = 24.71). Learners with ADHD Inattentive subtype were greatly impaired compared to those with ADHD Hyperactive-Impulsive and Combined subtypes in both cities. ADHD significantly predicted academic achievement with higher variability in Kampala (55%) than Mombasa (10%). Attention-deficit hyperactivity disorder has a negative impact on academic achievement of learners with the condition. The study recommended integration of ADHD screening in school health services to enable early detection and management of the condition