Self-Efficacy, Study Habits and Teaching Strategies and It’s Influence on Student Science Performance: A Cross-Sectional Study
Keywords:
cross sectional, science education, science performance, self-efficacy, study habits, teaching strategies
Abstract
Various studies have found that several factors affect student academic performance. The focus of this study was to determine influence of self-efficacy, study habits and teaching strategies to student performance in science of the Junior High School students. The study utilized descriptive research design examining the relationship of self-efficacy, study habits and teaching strategies to Science performance across grade levels. The results revealed that the overall Science performance of the 323 sample respondents from Grades 7 to 10 is satisfactory. Varied teaching strategies in teaching Science were experienced about half of the lessons by the students. Significant differences in student’s performance in science and teaching strategies experienced among grade levels while no significant difference was found in the students study habits and self-efficacy. The overall rating on the study habits of the students is moderately good, and among the three variables, only self-efficacy can significantly influence the academic performance in Science of the Junior High School students. It is recommended that in-depth study to qualitatively determine the relationship of variables studied in this research.References
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Cole, D., & Espinoza, A. (2008). Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors. Journal of College Student Development, 49(4), 285–300. https://doi.org/10.1353/csd.0.0018
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Crede, M., & Kuncel, N. R. (2008). Study Habits , Skills , and Attitudes. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
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Dewey, J. (1938). Experience and Education. Education, 50(3), 96. https://doi.org/10.1017/CBO9781107415324.004
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Dunn, D. A. (2005). The relationship of students’ self-efficacy, attitudes toward science, perceptions of the laboratory environment, and achievement with respect to the secondary science laboratory. University of Southern California.
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Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors Affecting Students’ Quality of Academic Performance: A Case of Secondary School Level. Journal of Quality and Technology Management. https://doi.org/10.3969/j.issn.2095-4344.2012.48.016
Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance? Journal of Educational Psychology, 102(3), 729–740. https://doi.org/10.1037/a0018863
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2019-12-27
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