Self-efficacy influence on generic skill acquisition, mediated by participation in learning activities in central Uganda

Abstract

This dissertation analyzed the influence of Self-Efficacy (SE) (academic and self-regulatory dimensions) on Generic Skills Acquisition (GSA) (critical thinking, communication, and teamwork), investigating the mediating role of Participation in Learning Activities (PLA) within lower secondary Biology instruction in Central Uganda. The study addressed the persistent deficiency in Uganda between transferable competencies mandated by the Competency-Based Curriculum (CBC) and the skills acquired by learners, noting continued deficits in critical thinking and scientific reasoning. A convergent parallel mixed-methods design (QUAN-QUAL) was employed, utilizing surveys from 301 Senior Three students and qualitative data from 6 Biology teacher interviews and classroom observations in Universal Secondary Education (USE) schools in Mukono District. Findings confirmed a moderate, positive correlation between overall SE and overall GSA (r=.500, p<.01). The relationship between PLA and GSA was moderately strong and significant (r=.655, p<.01). Crucially, quantitative analysis revealed that PLA significantly and partially mediated the SE–GSA relationship. The indirect effect of SE on GSA via Overall participation in learning activities (OPLA) was statistically significant (β=0.39). Qualitative findings, however, underscored implementation inconsistency, noting persistent gaps in teachers’ capacity to facilitate high-quality inquiry-based and collaborative tasks in resource-constrained contexts. The study concludes that high-quality PLA is a crucial mechanism for translating self-efficacy into demonstrable generic skills, necessitating intentional pedagogical review to integrate active, learner-centered instruction. To build upon the current findings, longitudinal studies are recommended to examine the sustained effects of self-efficacy (SE) and active learning strategies (PLA) on generic skill development over time. Future investigations should also explore the influence of contextual factors such as socioeconomic status, school environment, and teacher characteristics on student learning outcomes.