The Influence of Instructional Support on Learner Retention in Government Aided Primary Schools in Uganda: A Case of Bushenyi- Ishaka Municipality

Elvans Kyokunda and Abbas Mugisha
Ankole Western University
Email: kyokundaelvans06@gmail.com/ mugieabbas@gmail.com

Abstract: This study examined the influence of instructional support, specifically the provision of teaching materials and instructional supervision, on learner retention in primary schools. Using a mixed-methods design, data were collected from 120 respondents through questionnaires and focus group discussions with teachers, headteachers, and education officers. Quantitative analysis revealed high mean scores for teaching materials (M = 4.12, SD = 0.73), instructional supervision (M = 3.98, SD = 0.81), and learner retention (M = 4.05, SD = 0.76). Correlation results indicated strong positive relationships between provision of teaching materials and learner retention (r = 0.621, p < 0.01), as well as between instructional supervision and learner retention (r = 0.588, p < 0.01). Qualitative findings corroborated these results, with participants highlighting how teaching resources and consistent supervision fostered learner engagement, reduced absenteeism, and improved teacher accountability. The study concludes that robust instructional support systems are crucial for sustaining learner retention, and recommends increased investment in educational resources and regular instructional oversight.