Self-Efficacy Relationship on Science Achievement amongst National Secondary School Students

Abstract

This study has aimed to identify the relationship of self-efficacy in science with academic achievement amongst national secondary school students in the Rompin district. This study is a quantitative research using the survey method through a questionnaire. A total of 191 students from 4 schools in the Rompin were involved in this study. The data were analysed using descriptive and inferential statistics methods. This study found that practical work was the highest contributing factor to student self-efficacy (M = 3.77, SD = 0.572) whilst cognitive skills were the lowest contributor (M = 3.13, SD = 0.437). An independent sample t-test analysis showed that there were significant differences in the self-efficacy of science between male and female students. The study found that female students' self-efficacy (M = 3.49, SD = 0.363) was higher than for males (M = 3.28, SD = 0.384). The Pearson correlation test showed that there was no significant relationship between self-efficacy and academic achievement, where r = 0.124 and p = 0.09. The implication of the findings from this study can assist the Ministry of Education Malaysia (MOE), schools, and teachers, especially science education teachers, in developing strategies to enhance student science self-efficacy and thus, increase students' participation in Science streams.

The Effects of Student’s Attitudes and Self-Efficacy on Science Achievement

“…Meanwhile, students with low self-efficacy tend to not interested to involve in the learning process and consequently, they will have shallow knowledge and low academic achievement. Different results obtained from the study by Jamil & Mahmud (2019), where they found selfefficacy has a small correlation with science achievement (r = 0.124, p > 0.05). Furthermore, female students have higher self-efficacy (M = 3.49, SD = 0.363) compared to male students (M = 3.28, SD -0.384).…”

The Mediation Mechanism Effect of Self-Efficacy and Achievement Motivation on Job Satisfaction: The Personality Perspective

“…The indicators of self-efficacy, included generality, magnitude, and strength (Bandura, 1994) if, in good or adequate condition, it can increase achievement motivation reflected in the desire to be the best, responsibility, consider the risks, feedback, creative-innovative, and task completion time (McClelland, 1976). The studies carried out by Alhadabi and Karpinski (2019), Jamil and Mahmud (2019), Benawa (2018), and Liu and Cheng (2018) also reveal that self-efficacy affects achievement motivation. Based on argues and studies above, the fifth hypothesis in this study is: H5: Self-efficacy had a direct effect on achievement motivation.…”

“…The indicators of personality, such as extraversion, agreeableness, conscientiousness, openness to experience, and neuroticism (Costa & McCrae, 1992) if in an adequate condition potentially supporting self-efficacy manifested generality, magnitude, and strength (Bandura, 1994) and then impacted achievement motivation reflected in the desire to be the best, responsibility, consider the risks, feedback, creative-innovative, and task completion time (McClelland, 1976). The studies carried out by Abood et al (2020), and Murugesan and Jayavelu (2017) concluded that personality affects self-efficacy, while the studies conducted by Alhadabi and Karpinski (2019), Jamil and Mahmud (2019), Benawa (2018), and Liu and Cheng (2018) reveal that self-efficacy influences achievement motivation. Based on argues and studies above, the ninth hypothesis in this study is: H9: Personality had an indirect effect on achievement motivation mediating by self-efficacy.…”

“…The indicators of self-efficacy manifested generality, magnitude, and strength (Bandura, 1994) if at a high level potentially increasing achievement motivation and then implicate to the job satisfaction manifested work itself, promotion, supervision, and partners/co-workers (Luthan, 2011). The studies carried out by Alhadabi andKarpinski (2019), Jamil andMahmud (2019), Benawa (2018), and Liu and Cheng (2018) indicated that self-efficacy affects achievement motivation, while the studies conducted by Adam andKamase (2019), Lubis, Dalimunthe, andSiahaan (2019), and Fatmasari and Wulida (2018) show that achievement motivation influences job satisfaction. Based on argues and studies above, the tenth hypothesis in this study is: H10: Self-efficacy had an indirect effect on job satisfaction mediating by achievement motivation.…”

Validity and Reliability of Adapted Self-Efficacy Scales in Malaysian Context Using PLS-SEM Approach

“…A few Asian researchers have shown great interest in using science learning selfefficacy (SLSE) [24][25][26] in self-efficacy studies. This scale measures science self-efficacy with the presence of five dimensions, comprising conceptual understanding, higher order thinking skills, practical work, daily life applications, and science communication.…”