Active learning, student self-efficacy and academic performance among adolescents in secondary schools in Kampala District
Namubiru, Bridget Joan
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This research was conducted to examine the relationship between active learning, self-efficacy and academic performance. The study was carried out among adolescents in secondary schools in the central region specifically Kampala district in Uganda as it is populated in this context. This research was carried out during the second term (June to august) when secondary students reported back to their respective schools for termly studies. Many teachers today are seen to concentrate on notes giving ignoring the facts that for learning to take place, one has to understand the concept taught and be able to apply it. In the study the relation among active learning, self-efficacy and academic performance was examined, teacher’s use of active learning approaches like discussions, research and many others were examined to establish the relationship among the study variables. The data was collected using likert scale questionnaires to extract information. The findings revealed that active learning and self-efficacy are significantly related, self-efficacy and academic performance was seen to have a negative relationship and active learning and academic performance are also significantly related. It was therefore concluded that the best approach to better secondary student’s performance is to improve their active learning levels through discussions, research, group work which indicated that it was engaging and of benefit to them. The findings further revealed that when students understand what they are taught in class they perform well which is healthy for their academic life.