Students Adaptive Help-Seeking Skills and Contribution to their mastery of Key Competencies in Competence- Based Learning Environment in Ugandan Secondary Schools: Evidence from Mukono and Kayunga Districts

Nakacwa Florence Patricia, Kiyingi Frank Pio & Kasunja Johnpaul
Nkumba University, Uganda
Email: nakacwapatricia6@gmail.com

Abstract: The shift to competency-based learning (CBL) in Uganda’s secondary education system has placed new demands on learners, requiring them to develop not only academic proficiency but also self-regulatory and adaptive skills to succeed in a learner-centered environment. Among these, adaptive help-seeking, defined as the proactive solicitation of academic support when needed, has been recognized as a vital behavioral strategy for fostering academic resilience and engagement. This study examined the relationship between students’ adaptive help-seeking skills and their ability to acquire competencies under the CBL framework in selected secondary schools in Mukono and Kayunga districts. Employing a mixed methods approach, the study collected data from 384 students through structured questionnaires and conducted interviews and focus group discussions with 48 key informants, including teachers, school heads, and education officers. Quantitative analysis using Pearson’s correlation and linear regression revealed a strong, positive relationship between help-seeking and CBL engagement (r = 0.5736, p < 0.01), with help-seeking accounting for 32.9% of the variance in students’ competency acquisition. Thematic analysis of qualitative data confirmed that help-seeking is facilitated by supportive teacher-student relationships and hindered by infrastructural constraints and limited teacher capacity. The findings underscore the importance of embedding help-seeking in pedagogical practices, investing in teacher development, and enhancing institutional support mechanisms. The study concludes that adaptive help-seeking is a significant determinant of learner success in CBL environments and recommends its integration into instructional design, teacher training, mentorship structures, and school-community engagement initiatives.