A comparative study of interpersonal communication skills, decision-making skills, and identity development skills between male and female freshmen students at Makerere University Kampala

Abstract

This study examined and compared the levels of interpersonal communication skills, decision- making skills, and identity development skills between male and female freshmen students at Makerere University, Uganda. A quantitative, comparative study design was employed, utilizing a stratified random sampling method to select a sample of 473 first-year students from ten colleges. Data were collected using a self-administered questionnaire that included a demographic section and the Life-Skills Development Inventory-College Form (LSDI-CF) to measure the three key skill domains. Independent samples t-tests were conducted to analyze the data. The results revealed a statistically significant gender difference in interpersonal communication skills, with male students reporting significantly higher interpersonal communication skills (t = 1.295, p = .033) and identity development skills (t = 2.112, p = .035) compared to female students. However, no significant gender differences were found in decision-making skills (t = 1.295, p = .184). The findings challenge common assumptions about gender strengths, suggesting that within the socio-cultural context of Ugandan higher education, male freshmen may initially exhibit greater confidence in social communication and identity consolidation. The lack of difference in decision-making skills indicates a shared developmental challenge for all students transitioning to university. The study concludes by recommending the implementation of gender-sensitive orientation programs, the integration of life-skills education into the curriculum, and the establishment of targeted support systems to foster the holistic development of all freshmen students.