Participation of learners with attention deficit hyperactivity disorder (ADHD) in academic and extracurricular activities in schools at Makindye Ssabagabo, municipality, Wakiso District, Uganda. A cross-sectional study.
DOI:
https://doi.org/10.51168/a4vagm74Keywords:
Attention Deficit Hyperactivity Disorder (ADHD), Learners with ADHD, Academic participation, Extracurricular activities, Wakiso district, UgandaAbstract
Background.
There is a high prevalence of behavioral problems in the south-western region in Masaka district, which is attributed to the prevalence of ADHD. This region is heavily impacted by poverty and HIV/AIDS. This study explores the Participation of Learners with Attention Deficit Hyperactivity Disorder (ADHD) in Academic and Extracurricular Activities in Schools at Makindye Ssabagabo, Municipality, Wakiso district, Uganda.
Methodology.
The target population comprised two categories of participants, i.e., teachers and learners with attention deficit and hyperactivity disorders. A qualitative research approach, guided by a case study design, was employed in the study. Non-participant observations and Mini Focus Group Discussions were used in collecting data. The study was carried out from June 2022 to March 2023.
Results.
The majority of the teachers were aged between 30 and 35 years, 4 of the LADHD were aged between 12 and 16 years, and 19% of the LADHD were in the classes of Primary six to Primary seven. Findings show that these learners participate by responding to questions when asked, without internalizing the meaning. They are also assessed using examinations, but take time to complete as compared to their ordinary peers in the class, and when it comes to motivation, LADHD are not self-motivated to participate in activities. Participants do not participate and sometimes even dodge the exams completely.
Conclusions.
LADHD participants respond to questions in class, collecting books, leading discussions, sharing materials with others, but are also seen disrupting other friends in lessons, and show less attention.
Recommendations.
Teachers should adjust the time from 30minutes and 40 minutes to 1 hour and 1 hour and 30minutes in lower and upper primary, respectively, and also provide various instructional materials to cater to the varied levels of abilities of LADHD.
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Copyright (c) 2025 PAUL MUNIALO , Professor John Baptist Okech, Dr. Nakalule Juliet Wamala (Author)
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