| The research sought to enumerate and analyze the major factors limiting the attainment of primary school education by Mobility challenged students（MCSs）in the Goromonzi district of Mashonaland east province of Zimbabwe in the 2022 academic year.The questionnaire design was guided by the Competence Learning Invention Assessment（CLIA）model developed by Verschaffel and Masui in the year 2004.The epistemological approach adopted for the thesis is positivism.The questionnaire developed to gather data from the respondents featured both open-ended and closed questions.A random sample of 100 schools was selected,and a corresponding number of questionnaires were sent to these schools via Whatsapp.The headmasters of these schools were chosen to fill the questionnaires with data from school social records.The responses were then coded onto the Statistical Package for Social Scientists(SPSS?)software and thus allowed the data to be further processed into tables and figures.The results obtained indicate low levels of primary education attainment in the Goromonzi District by the MCSs.The reasons for this development can be explained by a raft of factors fashioned around the following themes:（1）inadequate resources,（2）lack of trained teachers,（3）negative attitudes by peers and staff members,（4）poor infrastructure,（5）and a general paucity of appropriate policy initiatives for the education sector in relation to the MCSs.The study recommends that more funds be availed for,（1）the construction and retrofitting of school infrastructure,（2）training of more teachers specializing in teaching MCSs,（3）more equipment to be provided to assist MCSs and that,（4）government reaffirm the position that all learners be taught within the same environment in order to foster inclusiveness.Further research should focus on the possible use of smart devices and online learning techniques in order to circumvent the challenges faced by the MCSs. |
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