Students' Academic Resilience and Competence-Based Learning Outcomes: A Survey on Students' Adaptive Help-Seeking Behaviours
DOI:
https://doi.org/10.47604/ajep.3837Keywords:
Adaptive Help-Seeking, Competence-Based Learning, Academic Resilience, Secondary Education, UgandaAbstract
Purpose: The purpose of the study was to examine how students' adaptive help-seeking behaviours contribute to competence-based learning (CBL) in selected secondary schools in Mukono and Kayunga districts, Uganda.
Methodology: The study was guided by Constructivist Theory, Connectivist Theory, Resilience Theory, Emotional Intelligence Theory, and Self-Directed Learning Theory. It adopted a mixed-methods approach using a convergent research design. Data were collected from students, teachers, head teachers, District Education Officers, and school inspectors through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics, correlation, and regression analysis, while qualitative data were analyzed using thematic analysis.
Findings: The findings revealed that adaptive help-seeking behaviours significantly enhanced students' mastery of competences within competence-based learning environments (β = 0.595, p < 0.01). Specifically, adaptive help-seeking positively influenced the development of communication, collaboration, critical thinking, and problem-solving skills. The results further indicated that students who actively sought appropriate academic support demonstrated higher levels of academic engagement and competence acquisition.
Unique Contribution to Theory, Practice and Policy: The study recommends the establishment of peer-support systems and mentorship programs in secondary schools to encourage adaptive help-seeking behaviours among learners. It also recommends the adoption of learner-centered instructional strategies that promote collaboration, interaction, and timely academic support to strengthen competence acquisition and enhance the implementation of competence-based learning.
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Copyright (c) 2026 Nakacwa Florence Patricia
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