Effect of Sports Participation on Learner Retention of Primary School Children in Karamoja Region, Uganda

Learner retention in Karamoja Primary Schools remains very low with only 24.2 % retention and 74.2% drop out rate. This threatens basic level skill acquisition. The study investigated the effect of sports participation on learner retention among primary school children in Karamoja region of Uganda. The specific objective of the study was to examine the effect of sports participation on learner among primary school children in Karamoja region of Uganda. The null hypothesis was stated as; sports participation has no significant effect on learner retention among primary school children in Karamoja region, Uganda. The study was anchored on James Coleman’s Multiple Role Theory of extracurricular activities. The study provides empirical evidence on the power of sports to enhance learner retention in nomadic pastoralist marginalized high attrition areas contributing to the sporting role in achieving SDG3 (Good Health and Wellbeing), SDG4 (Quality Education) and the Primary objective of The UNESCO International Charter of Physical Education, Physical Activity and Sports. A descriptive cross sectional study design was adopted with a mixed methods approach of quantitative and qualitative. District Sports Officers (11), District Inspectors of Schools (11), head teachers (44), and sports teachers (88) were purposively sampled as these perform specific roles in facilitating, supervising, and implementing sports programs in schools. Class teachers (88) and pupils (352) were randomly sampled to give every respondent an equal chance of participation. Four primary schools per district were selected for the study. The breakdown of the effect of sports participation on learner retention focused on: willingness to stay in school, reduced dropout, reduced absenteeism, school belonging and continued enrollment across classes. The findings revealed that sports participation is associated with enhancing learner retention through increased willingness to stay in school (Mean=4.50, SD=0.832), reduced prolonged absenteeism (Mean=4.46, SD=0.841), and strengthened sense of school belonging (Mean=4.33, SD=0.820). A strong, positive, and statistically significant correlation was found between sports participation and learner retention (ρ = 0.725, p < .001). Critically, regression analysis established that sports participation explains 50.5% of the variance in learner retention (R² = 0.505). Relationships among variables were established using Pearson correlation coefficients while null hypothesis was tested using simultaneous linear regression coefficients at a confidence interval of 99%. The study recommendations that; (1) Ministry of Education and Sports should establish mandated structured sports as a formal learner retention strategy in all Karamoja primary schools. (2) District Education Officers should establish school-based leagues like intramurals and extramural leagues operating throughout the year (3) Schools should train coaches and prioritize female participation and prioritize recruiting female coaches to address gender-specific learner retention barriers. (4) Ministry of Education and Sports should link sports participation to scholarships, certificates, and progression incentives, as these emerged as powerful motivational tools.

Sports Participation, learner retention, Primary Education, Karamoja

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