Students with Intellectual Impairment: Learning Activities in Biology Lessons as Mediators of Self-Efficacy and Generic Skills in Uganda’s New Lower Secondary Curriculum

Students with Intellectual Impairment: Learning Activities in Biology Lessons as Mediators of Self-Efficacy and Generic Skills in Uganda’s New Lower Secondary Curriculum

Kibedi Henry, Jesca Harriet Audo^*

Kyambogo University, School of Education, Department of Foundations of Education and Educational Psychology

Kyambogo University, School of Education, Department of Psychology

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000282

Received: 04 June 2025; Accepted: 09 June 2025; Published: 11 July 2025

ABSTRACT

This study explores how biology learning activities influence the development of self-efficacy and generic skills among students with intellectual impairment (SWII) in Uganda’s lower secondary schools. Intellectual impairment affects learners’ ability to understand abstract concepts, which poses significant challenges in subjects like biology. Through a qualitative case study involving classroom observations and semi-structured interviews with biology teachers, the research identifies the types of learning activities commonly used, how pedagogical approaches shape these activities, and the degree to which they align with the new competency-based curriculum. Findings reveal that hands-on, collaborative, and inquiry-based activities are more effective for SWII, enhancing both confidence in learning and acquisition of transferable life skills. However, textbook-reliant methods remain dominant. The study recommends adapting instructional strategies to include multimodal and differentiated learning experiences that accommodate the cognitive needs of SWII. These findings have implications for inclusive pedagogy, curriculum alignment, and teacher professional development in Uganda’s evolving education landscape.

Keywords: Intellectual impairment, biology education, self-efficacy, generic skills, inclusive learning, Uganda, competency-based curriculum

INTRODUCTION

Background and Context of the Study

Biology education plays a central role in Uganda’s lower secondary school curriculum, fostering scientific understanding and life skills development. However, for students with intellectual impairment (SWII), this subject presents distinct challenges due to its conceptual abstraction and rapid cognitive demands. SWII are characterized by significant limitations in intellectual functioning and adaptive behavior, often requiring personalized, multisensory, and concrete instructional strategies (APA, 2021; MoES, 2023).

The introduction of Uganda’s competency-based curriculum in 2020 has shifted the emphasis from rote memorization to the acquisition of practical, problem-solving, and lifelong learning skills—referred to as generic skills. While this reform presents opportunities for more inclusive teaching, its success largely depends on how teachers design and implement learning activities that cater to diverse learner profiles, including those with intellectual disabilities.

Globally, inclusive education models recognize the importance of self-efficacy—students’ beliefs in their capabilities to learn and succeed—as a foundation for engagement and achievement (Zimmerman, 2017). For SWII, building self-efficacy requires structured support through activities that scaffold learning, minimize abstraction, and provide consistent feedback (Muwanguzi & Nambi, 2021). In Uganda, however, there remains limited empirical evidence on how learning activities in biology lessons mediate self-efficacy and generic skills acquisition specifically for this group.

This study, therefore, investigates the types of biology learning activities used with SWII, how pedagogical approaches influence their design, and whether they align with the learning goals of Uganda’s competency-based curriculum.

Conceptual Clarifications

Students with Intellectual Impairment (SWII): Learners with significant cognitive limitations affecting reasoning, problem-solving, and adaptive behavior (APA, 2021).

Self-Efficacy: A student’s belief in their ability to succeed in specific learning tasks, especially in challenging subjects like biology (Bandura, 1997).

Generic Skills: Transferable life skills including communication, collaboration, creativity, and problem-solving, emphasized in Uganda’s new curriculum (MoES, 2019).

Biology Learning Activities: Classroom-based strategies, experiments, discussions, and projects aimed at helping students acquire scientific knowledge and practical skills.

Competency-Based Curriculum: An educational approach focused on learner-centered instruction and mastery of skills rather than content memorization.

Research Questions

1. What types of biology learning activities are most frequently used to teach students with intellectual impairment in Uganda’s lower secondary schools?
2. How do teachers’ pedagogical approaches affect the design and delivery of these learning activities?
3. To what extent do the learning activities used align with the curriculum’s goals of developing self-efficacy and generic skills among SWII?

Significance of the Study

This study contributes to the discourse on inclusive education in Uganda by foregrounding the instructional needs of SWII in biology classrooms. Its findings are relevant to:

1. Educators, who can better understand how to adapt activities that enhance both engagement and skill acquisition;
2. Curriculum developers, who must ensure alignment between competency-based objectives and inclusive pedagogical strategies;
3. Policymakers, who require evidence to inform teacher training and resource allocation for learners with disabilities.
4. Ultimately, this research advances the implementation of Article 24 of the UNCRPD (2006), which guarantees the right to inclusive education for all learners, including those SWII.

LITERATURE REVIEW

This section explores the theoretical and empirical foundations for understanding how learning activities in biology can influence self-efficacy and generic skill development among students with intellectual impairment (SWII). It is structured around three themes aligned with the study objectives: (1) relevant learning theories, (2) types of learning activities suitable for SWII, and (3) their alignment with Uganda’s competency-based curriculum.

Theoretical Framework

Social Cognitive Theory (SCT)

Bandura’s (1997) Social Cognitive Theory emphasizes the central role of self-efficacy in influencing learners’ motivation, persistence, and achievement. For SWII, this belief in one’s own ability is often fragile due to prior failures and limited social reinforcement (Ndibazza & Mugisha, 2021). SCT posits that self-efficacy can be enhanced through mastery experiences, social modeling, and verbal encouragement—all of which can be embedded within biology activities.

Recent studies affirm that SWII gain confidence when learning environments are structured, feedback is immediate, and expectations are realistic (Mutesi & Kabanda, 2022). In biology, this could involve step-by-step scaffolded tasks like assembling a flower model or using visual timelines to learn about human development.

Constructivist Learning Theory

Constructivism views learners as active participants in knowledge construction (Vygotsky, 1978; Dewey, 1916). For SWII, constructivist strategies—especially those rooted in visual, tactile, and experiential learning—promote deeper understanding and retention (Gonzaga & Tumwine, 2021). Activities such as role-playing photosynthesis or sorting organisms by traits can make abstract concepts more concrete.

This framework supports differentiated instruction, allowing teachers to adjust the depth, pace, and format of content delivery based on students’ readiness levels—a crucial principle for inclusion in biology education.

Empirical Review

Learning Activities and SWII: What Works in Biology?

Research from sub-Saharan Africa suggests that students with intellectual disabilities benefit most from interactive, multisensory tasks and cooperative learning (Kayongo & Nambalirwa, 2020). In Uganda, Nalule and Wamala (2023) observed that when SWII engaged in real-life science tasks like compost making or observing local insects, their participation and retention improved significantly.

Globally, adapted inquiry-based learning (IBL) models are shown to support SWII by allowing exploration within a structured environment. For example, Sefotho and Dube (2020) noted that hands-on biology experiments enhanced both comprehension and classroom behavior in South African special schools. Similarly, integrating pictorial science journals and structured worksheets reduced anxiety and improved outcomes for Kenyan SWII (Omollo & Aloka, 2019).

Pedagogical Approaches: Shaping Inclusive Biology Learning

Pedagogical approaches significantly affect the learning experiences of SWII. Traditional lecture-based instruction tends to marginalize these learners, while inclusive practices—such as cooperative group work, use of ICT, and activity-based instruction—have been linked to higher engagement and achievement (Mukisa, 2022; Abonyo, 2020).

Biology teachers who integrate Universal Design for Learning (UDL) principles, including flexible materials and multiple ways of engagement, are more likely to support the development of self-efficacy in SWII. For instance, using low-cost science kits, story-based simulations of digestion, or digital voice threads can make biology relatable and accessible.

Alignment with Curriculum Standards and Inclusive Outcomes

Uganda’s lower secondary competency-based curriculum emphasizes both academic mastery and generic skill development. However, implementation gaps remain, especially for SWII (NCDC, 2022). The curriculum encourages learner-centered tasks, problem-solving, and real-life application—all of which align well with inclusive strategies.

Studies show that teachers often rely on textbooks and rote activities, with little adaptation for learners with disabilities (Mugisha et al., 2020). Consequently, SWII may be physically present but cognitively excluded. Yet, when curriculum-aligned activities are modified—e.g., simplifying lab instructions or allowing oral assessments—they better support generic skills like collaboration and critical thinking.

Research Gaps

• Most studies on biology education in Uganda focus on the general student population, with minimal focus on learners with intellectual impairment.
• There is a lack of empirical research examining how specific learning activities foster self-efficacy and generic skills in SWII under the new curriculum.
• Limited exploration exists around the alignment of inclusive teaching practices with curriculum mandates in mainstream biology classrooms.

Summary of Literature Review

The literature underscores the need for differentiated, student-centered learning activities to support biology education for SWII. Both theory and empirical findings suggest that such approaches enhance not only understanding of content but also boost learners’ belief in themselves and develop essential life skills. However, implementation challenges persist due to limited teacher training, inadequate resources, and curriculum misalignment.

This study aims to bridge these gaps by providing context-specific evidence on effective biology learning practices for SWII in Uganda’s lower secondary schools.

METHODOLOGY

This section describes the design, approach, sampling, tools, and ethical considerations used to explore how learning activities in biology lessons influence the development of self-efficacy and generic skills among students with intellectual impairment (SWII) in Uganda’s new lower secondary school curriculum.

Research Approach

A qualitative research approach was adopted to allow an in-depth exploration of teacher practices, classroom dynamics, and student responses in inclusive biology lessons. Qualitative methods were chosen because they provide rich, descriptive insights into how instructional strategies affect learners with intellectual impairment, whose experiences are often underrepresented in large-scale studies (Creswell & Poth, 2018).

This approach aligns with inclusive research ethics, emphasizing voice, context, and relational meaning, particularly when working with marginalized student populations such as SWII (Mertens, 2021).

Research Design

This study used an exploratory case study design to examine teaching practices and learning activity implementation across four inclusive lower secondary schools in Uganda. The case study design is ideal for examining real-life instructional environments where SWII learn biology, allowing multiple data sources—interviews, observations, and document reviews—to build contextual understanding (Yin, 2018).

The design also supports investigation into the alignment between curriculum intent and classroom realities, especially in relation to inclusive pedagogy.

Study Setting and Participants

The study was conducted in four lower secondary schools implementing the new competency-based curriculum (CBC) in Uganda’s central region. These schools were selected purposively based on their inclusion of learners with intellectual impairments and their willingness to engage in research collaboration.

Participants included:

• 8 biology teachers (2 per school), all teaching SWII in inclusive classrooms.
• Classroom observation data from lessons involving SWII.
• SWII profiles were gathered from school records to ensure activities observed involved students formally identified with intellectual impairment.

Sampling Procedure

A purposive sampling strategy was used to select participants knowledgeable and experienced in inclusive biology teaching. Teachers were chosen based on their involvement in designing and delivering lessons that directly involved SWII learners.

The number of participants (N = 8) was determined based on theoretical saturation, ensuring a sufficient variety of pedagogical approaches and school contexts (Guest et al., 2020).

Data Collection Methods

Three primary methods were employed:

a) Semi-Structured Interviews

• Conducted with each biology teacher.
• Explored the design, adaptation, and goals of biology learning activities for SWII.
• Questions focused on how learning tasks build self-efficacy and foster generic skills.

b) Non-Participant Classroom Observations

• Biology lessons were observed using a structured observation guide.
• Specific attention was paid to how SWII interacted with learning materials, peers, and the teacher.
• Notes were taken on activity structure, accessibility, student participation, and task outcomes.

c) Document Analysis

Reviewed lesson plans, schemes of work, and selected worksheets to assess curriculum alignment and differentiation for SWII.

Data Analysis

Data were analyzed using thematic analysis as outlined by Braun and Clarke (2019). Transcripts and observation notes were coded inductively and deductively to identify patterns across cases. Codes were grouped into themes corresponding to:

Types of learning activities

• Pedagogical adaptations for SWII
• Indicators of self-efficacy and generic skills development
• Curriculum alignment practices

NVivo software supported data organization and traceability of themes.

Trustworthiness of the Study

To ensure credibility, dependability, and confirmability:

• Member checking was used by returning summaries to participants.
• Peer debriefing involved consultation with inclusive education specialists.
• Audit trails documented coding decisions.
• Thick description was employed to represent classroom contexts and activity delivery in detail.

Ethical Considerations

Ethical approval was obtained from the relevant institutional research ethics committee. Additional permissions were granted by the university and participating schools.

To respect the rights of SWII:

• No direct interviews with SWII were conducted to minimize stress and protect dignity.
• Teachers and school leaders acted as proxy informants.
• Classroom observations-maintained student anonymity.
• All participants gave informed consent and could withdraw at any time.
• All data were stored securely, and pseudonyms were used to protect identities.

SUMMARY

This methodology allowed for a rich, respectful exploration of how teachers support SWII through biology learning activities. By focusing on practice, process, and context, the study reveals how inclusive teaching can support both confidence and competency in science education for learners with intellectual impairment.

RESULTS

This section presents the findings from interviews, classroom observations, and document reviews, focusing on three core areas:

1. Types of learning activities commonly used with SWII in biology lessons
2. Influence of teachers’ pedagogical approaches on these activities
3. Alignment of these activities with the national competency-based curriculum (CBC)

Each theme integrates direct observations of SWII engagement, self-efficacy expression, and development of generic skills such as communication, cooperation, and basic problem-solving.

Types of Biology Learning Activities Used with SWII

Analysis revealed seven key types of activities that teachers used to facilitate biology learning for students with intellectual impairment. These activities varied in their accessibility and impact on self-efficacy and generic skills development:

a) Visual and Tactile Learning Materials

Teachers used diagrams, charts, and tangible models (e.g., 3D body parts, plant specimens) to concretize abstract biology concepts like respiration or digestion.

“I give them the actual leaves to observe… they get excited, touch, and talk about it.” (Teacher C)

Such activities helped SWII visualize content, improving recall and confidence to contribute to class discussions.

b) Guided Group Work

Teachers frequently placed SWII in mixed-ability groups to promote collaboration, shared learning, and peer support.

“In groups, they feel less shy… they copy how others explain and start trying too.” (Teacher F)

Group settings enhanced communication and interpersonal skills—key components of generic skill development.

c) Storytelling and Role Play

Biological processes were taught using storytelling (e.g., “journey of a food particle”) and dramatization (e.g., acting as enzymes), making the lessons memorable and emotionally engaging.

“They remember more when they ‘become’ the heart or stomach in class.” (Teacher B)

These methods also built verbal expression and self-confidence among SWII.

d) Simplified Practical Work

Hands-on experiments—simplified in steps and materials—were adapted to the abilities of SWII.

“They don’t do all the mixing, but they help set up and observe what happens.” (Teacher A)

These activities nurtured scientific curiosity and a sense of achievement when outcomes matched predictions.

e) Use of Technology

Where available, projectors and video animations were used to demonstrate processes like mitosis or plant growth. Some teachers used mobile devices for educational apps with visuals and audio narration.

“Showing them a video of how blood flows helped them stay focused and ask questions.” (Teacher E)

This approach provided multisensory input crucial for learners with processing difficulties.

f) Routine-Based Worksheets

Structured fill-in-the-gap worksheets and labeling tasks were used consistently to reinforce vocabulary and concepts in manageable formats.

“They know every week there is a labeling task—they feel they can get it right.” (Teacher D)

These promoted academic independence and repeated exposure for memory building.

g) Everyday-Life Application Activities

Teachers created biology tasks that connected classroom content with home or community experiences (e.g., food spoilage, hygiene routines, observing animals).

“I ask them to check at home if milk goes bad—then they come and tell us what they saw.” (Teacher G)

This made learning relevant and encouraged practice of observation, reflection, and communication.

Teachers’ Pedagogical Approaches and Adaptations

Findings indicate that teachers’ attitudes and instructional philosophies heavily influenced the learning experiences of SWII. Three broad approaches were noted:

i. Inclusive Facilitators

Teachers who positioned themselves as guides rather than lecturers adopted differentiated instruction—modifying tasks and using praise to build self-efficacy.

“I don’t mark them harshly; I encourage effort first.” (Teacher F)

ii. Curriculum Translators

Some teachers took time to ‘translate’ curriculum objectives into achievable steps for SWII, creating individualized learning tasks within whole-class settings.

“The outcome might be the same, but how we get there differs for each learner.” (Teacher A)

iii. Traditional Instructors

A minority still relied heavily on direct teaching and expected SWII to follow the same pace and format as others.

“I give them the same notes… they can learn like others.” (Teacher H)

In such classrooms, SWII appeared less engaged, displayed avoidance behavior, and showed limited interaction.

Curriculum Alignment

Document analysis and classroom data revealed partial alignment between learning activities and CBC expectations for biology:

While many activities reflected CBC principles, SWII were rarely given adapted assessments or learning targets tailored to their IEPs (Individualized Education Plans).

Summary of Key Results

• Multisensory, simplified, and relatable learning activities are most effective for SWII in biology.
• Teacher adaptability and belief in inclusion greatly influence classroom dynamics and student self-efficacy.
• Alignment with curriculum goals is stronger in practice than in assessment, where SWII are often evaluated by standards designed for neurotypical learners.

DISCUSSION

This section interprets the findings of the study in relation to the research objectives and existing literature. It also explores the practical, policy, and theoretical implications for inclusive biology education in Uganda’s competency-based curriculum.

Interpretation of Findings

a) Effective Learning Activities for SWII

The study revealed that multisensory, concrete, and socially engaging learning activities are most effective for students with intellectual impairment (SWII). These included storytelling, role play, simplified experiments, guided group work, and real-life observations. Such activities promoted participation, memory retention, and gradual mastery of content—supporting findings by Nalule and Wamala (2023) and Sefotho and Dube (2020), who emphasize experiential learning for SWII.

These approaches align with Social Cognitive Theory (Bandura, 1997), particularly in building self-efficacy through successful task completion and peer modeling. They also align with constructivist principles that stress learner engagement and contextually meaningful instruction.

b) Pedagogical Approaches Influence Engagement

Teachers who demonstrated inclusive pedagogical mindsets—treating SWII as capable, active learners—were more likely to adjust content, use feedback constructively, and design achievable learning goals. This significantly enhanced SWII’s confidence and willingness to participate.

Conversely, classrooms where teachers used unmodified textbooks and uniform assessments saw lower engagement and limited development of generic skills. These observations are consistent with Mukisa (2022), who found that rigid teaching discourages inclusion in Uganda’s secondary schools.

c) Curriculum Alignment: Opportunities and Gaps

While many teachers attempted to align learning activities with the CBC goals—particularly around collaboration, practical application, and critical thinking—formal assessments and learning targets often excluded SWII needs. This indicates a gap between policy and practice in implementing inclusive assessment tools.

As suggested by the NCDC (2022), full realization of CBC’s inclusive intent requires equipping teachers with strategies for differentiated assessment, especially for students with disabilities.

Implications of the Findings

Implications for Practice

• Adopt Universal Design for Learning (UDL): Teachers should be trained in flexible instructional
• strategies that provide multiple means of engagement, representation, and expression for SWII.
• Use Peer Support and Cooperative Structures: SWII benefit from structured collaboration, which boosts their verbal expression, social skills, and academic self-efficacy.
• Simplify, Scaffold, and Contextualize Content: Biology should be delivered using local examples, visual aids, and bite-sized steps to accommodate cognitive limitations.

Implications for Policy

• Inclusive Curriculum Guides: The MoES and NCDC should develop biology teacher guides specifically designed to support instruction for SWII under the CBC.
• Assessment Reform: National examinations and school-level assessments must incorporate flexible modes (e.g., oral, pictorial, portfolio) to allow SWII to demonstrate learning.
• Teacher Training and Supervision: Pre-service and in-service teacher education programs must integrate inclusive strategies grounded in local realities and learner diversity.

Implications for Research

• Evidence-based Interventions: Future studies should explore which activity types most consistently improve self-efficacy and skill acquisition among SWII in different school settings.
• SWII Voices in Research: Research must include the perspectives of students with intellectual impairment to deepen understanding of their learning experiences and preferences.
• Technology and Inclusion: Investigate the use of assistive and mobile technologies to support biology learning for SWII in under-resourced schools.

Limitations of the Study

• The study relied on teacher perspectives and observations, not direct input from SWII, due to ethical and communication limitations.
• Conducted in only four schools, the findings may not represent all inclusive biology classrooms in Uganda.
• Assessment tools for measuring self-efficacy and skill development were indirect; future research may benefit from mixed methods or longitudinal tracking.

Future Research Directions

• Longitudinal studies on how biology learning impacts long-term confidence and skills in SWII.
• Comparative studies across inclusive and special schools to assess strategy effectiveness.
• Culturally responsive curriculum adaptation frameworks for science education.

SUMMARY

This study reinforces that well-designed learning activities in biology can mediate both self-efficacy and generic skills for students with intellectual impairment. Success depends largely on teacher mindset, instructional flexibility, and curriculum alignment. To fully implement inclusive goals of Uganda’s CBC, a system-wide approach—spanning policy, pedagogy, and research—is needed.

CONCLUSION

This study set out to examine how learning activities in lower secondary biology classrooms influence self-efficacy and generic skills acquisition among students with intellectual impairment (SWII) under Uganda’s new competency-based curriculum. The research found that SWII benefit most from visual, experiential, and socially collaborative learning activities, which help overcome the cognitive and communication barriers typical in conventional science instruction.

The study established that when teachers use inclusive pedagogical approaches—adapting content, using praise, simplifying tasks, and encouraging peer support—SWII become more confident, engaged, and capable of participating in meaningful learning. Importantly, these activities not only promote academic engagement but also foster essential generic skills such as teamwork, communication, observation, and responsibility.

Despite the curriculum’s inclusive intent, gaps remain in assessment practices, teacher preparedness, and resource availability. While biology lessons sometimes align with CBC goals, most classrooms lack specialized tools or structured accommodations tailored to SWII needs.

This study contributes new insights into inclusive science pedagogy and reinforces the importance of intentional, evidence-based strategies to support learners with disabilities. The findings underscore the need for systemic support to actualize Uganda’s commitment to equity and inclusive education for all.

Summary of Key Findings

• SWII thrive in biology lessons when learning activities are tactile, visual, routine-based, and connected to everyday life.
• Teacher attitude and pedagogy play a central role in promoting or hindering SWII’s classroom participation and self-belief.
• While curriculum objectives support inclusive practices, implementation remains inconsistent—especially in assessment and content delivery.
• Generic skills acquisition (e.g., teamwork, observation, communication) is possible among SWII when tasks are simplified and collaborative.

RECOMMENDATIONS

For Teachers

• Use differentiated instruction to break complex biological content into smaller, accessible tasks.
• Foster positive self-efficacy through verbal reinforcement, low-stakes success, and peer modeling.
• Regularly include visual aids, role-play, guided discovery, and community-based examples.
• Document individual progress for SWII beyond standardized assessments.

For Schools and Administrators

• Provide teaching resources and science kits adapted for inclusive learning.
• Promote co-teaching models or classroom assistants to support SWII in large classrooms.
• Create inclusive science clubs or extracurricular activities tailored to SWII strengths.

For Curriculum Developers and the Ministry of Education

• Design CBC-aligned biology teacher guides with explicit strategies for teaching SWII.
• Ensure teacher training colleges include hands-on modules in inclusive science education.
• Adapt national assessments to include flexible performance tasks for learners with disabilities.

For Researchers

• Explore student-centered inclusive practices across multiple subjects and regions.
• Conduct participatory studies that include SWII voices and reflections.
• Develop localized assessment frameworks that align generic skill benchmarks with disability contexts.

Final Thoughts

Inclusion is not simply about physical presence in the classroom—it is about active engagement, growth in confidence, and equitable access to knowledge. This study shows that students with intellectual impairment can thrive in biology when given the right opportunities, tools, and support. By transforming learning activities into accessible, meaningful experiences, teachers can unlock SWII potential and nurture self-efficacy that extends beyond the classroom.

Uganda’s new lower secondary curriculum provides a strong policy foundation. Now, the challenge—and opportunity—is to ensure that inclusive intentions are fully realized in practice.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Conflict of Interest: The authors declare no conflict of interest.

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