Self-Efficacy, Study Habits and Teaching Strategies and It’s Influence on Student Science Performance: A Cross-Sectional Study

  • Neil Brianne Digal Xavier University - Ateneo de Cagayan
  • Angelo Mark Walag University of Science and Technology of Southern Philippines
Keywords: cross sectional, science education, science performance, self-efficacy, study habits, teaching strategies


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.


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