Synthesis of Students’ Academic Perseverance on Competency-Based Learning in Secondary Schools: Evidence from Mukono and Kayunga Districts in Uganda

This study investigated the influence of academic perseverance on the implementation and effectiveness of Competency-Based Learning (CBL) in secondary schools, with a specific focus on Uganda's Mukono and Kayunga districts.The research is grounded in Resilience Theory, conceptualizing perseverance as a critical dimension of academic resilience that encompasses grit, tenacity, and self-efficacy.With the recent adoption of CBL under Uganda's educational reforms, the study responds to a significant gap in literature and practice-namely, the underexplored role of learners' internal psychological dispositions in determining the success of pedagogical transformations.Employing a cross-sectional mixedmethods design, the study collected data from 389 students, alongside head teachers, class teachers, and district education officials, to evaluate the interplay between perseverance and CBL engagement.Quantitative findings reveal a statistically significant positive correlation (r = 0.4863, p < 0.01) and regression coefficient ( = 0.516), indicating that perseverance accounts for 24% of the variance in CBL outcomes.Qualitative insights further illuminate how traits such as self-regulation, problem-solving, and a survivor mentality enhance learners' capacity to engage with mastery-based curricula.While students expressed favorable attitudes towards CBL, challenges such as inadequate teacher preparation and limited instructional time persist.The findings underscore the importance of cultivating perseverance to foster student autonomy, resilience, and sustained academic engagement in CBL frameworks.Policy recommendations advocate for targeted teacher training and curricular innovations that integrate perseverance-building interventions to support Uganda's evolving education system.