Academic Performance and Self-efficacy of Science High School Students
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Academic performance and Self-efficacy of Filipino Science High School Students on Mathematics and English subjects Angelo R. Dullas Central Luzon State University
Electronic copy available at: http://ssrn.com/abstract=2152791
Academic Performance and Self-efficacy of Science High School Students Abstract
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Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found out that Filipino science high school students possess a high level of self-efficacy. Moreover the researcher found that there are no significant gender differences. On High School students Mean grade in English, result showed that there are no significant difference on male and female performances. On the other hand, outcome of the analysis illustrated that there is significant difference in terms of the student performance on Math subject.Result on self-efficacy in both domain showed that there is no significant difference on msale and female perceived efficacy. In general, result of the study implied that self-efficacy belief increases the likelihood of better performance of science high students on both English and Math subjects.
Electronic copy available at: http://ssrn.com/abstract=2152791
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Furtheremore as an implication, teachers and parents must also help students enhance their self-efficacy belief and not only the knowledge genereated on the theoretical and practical applications of Math and English subjects. Result also implied Self-efficacy as a good predictor of Academic performance on English and Math subjects. Keywords: Math efficacy, English efficacy, Self-efficacy, Academic performance
Academic Performance and Self-efficacy of Science High School Students Academic performance and Self-efficacy of Filipino Science High School Students on Math and English subjects
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Academic performance is one of the facets of student‟s effectiveness. It is the basis of teacher‟s evaluation and grading and a sort of information on student‟s weaknesses and strengths- the basis of student‟s learning skills in his/her study. High school students are evaluated using N.S.A.T. (National Secondary Achievement Test) in the national level by the Department of Education. In report given by the SEAMEO INNOTECH the overall achievement rate in the 2000/01 NSAT, was 53.4%. This result is only on passing mark. In consequence, there are many factors why such performance is manifested. According to Zimmerman and Clearly (2006) although student motivation is an important issue, the bottom line often entails improving student‟s academic skills and maximizing their over-all performance in school. It is widely accepted that student‟s academic success is influenced primarily by their cognitive abilities. That is, students with great intellectual potential will often succeed at a higher level of than will students with lower ability. However, given that correlation between I.Q. and achievement is typically only in the moderate range. Students may experience pressure and stressful situation in their study. In their level of cognition, they may sometimes think they cannot function well or can not do well on a certain assignment, task or requisite in their study. And when they experienced failure, they may turn out and lose their capability and troubled to regain in a certain task or job which is considered flaw in their academic performance. Yet, these situations of high school students in regards to their academic performance may turn to positive outcomes, when people in their environment give them support, encourage and persuade them that they can function and do well in a specific task in their performance. In turn they can get enough courage to continue and strive and feel competent and effective in
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certain assignment they perform. This is called “Self-efficacy,” a kind of belief of self-thinking that concern in an individual‟s ability to execute behavior and expect achievement to a specific task or job (Bandura, 1998). It is significant for high school students to know their self-efficacy to perform better in their in school. This may determine the levels of their academic performance. Having high selfefficacy may lead them for better outcomes on their performances. On the other hand, low efficacy may bring poor outcomes. But do really high school students know or aware about what is self-efficacy? Do the students know the importance of self-efficacy in relation to their academic performance? This paper reports a study between self-efficacy of high school students and their academic performances in two distinct areas: English and Math subjects.
Academic Performance and Self-efficacy of Science High School Students Review of Related Literature Self Efficacy Self-efficacy is a sense that one is competent and effective (Myers, 2008 p.54).
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Perceived self-efficacy is concerned with people‟s beliefs in their capabilities to exercise control over their own functioning and over events that affect their lives. Beliefs in personal efficacy affect life choices, level of motivation, quality of functioning, resilience to adversity and vulnerability to stress and depression. People‟s beliefs in their self-efficacy are developed by their four main sources of influence. They include mastery experiences, seeing people similar to oneself manage task successfully, social persuasion that one has capabilities. Ordinary realities are strewn with impediments, adversities, setbacks, frustration and inequities. People must therefore, have a robust sense of efficacy to sustain the perseverant effort needed to succeed. Succeeding periods of life present new type of competency demands requiring further development of personal efficacy undergo changes throughout the courses of the life span (Bandura, 1998). According to Pajares (Eds.) as cited in Bandura (1997) and Schunk (1991), research findings over the past 20 years that efficacy beliefs mediate the effect of skills or other Selfbeliefs on subsequent performance attainments. Self Efficacy beliefs have been found related to social skills, assertiveness, to pain control and to athletic performance. Also self-efficacy relates to judgments people make concerning their ability to execute behavior relevant to a specific task or situation (Hjelle, Ziegler, 1992 p.14). Self-percepts of efficacy can enhance or impair the peoples choices of which activities to engage in, how much effort they will expand in the face of obstacle and frustration, how long they will persist in the face of difficult circumstances and their emotional reactions while anticipating a task or while
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involve in it. In short, self-judge efficacy influence behavior patterns motivation, performances and emotional arousal (Hjelle, Ziegler, 1992, p.352). According to Zimmerman and Clearly (2006) although student motivation is an important issue, the bottom line often entails improving student‟s academic skills and maximizing their over-all performance in school. It is widely accepted that student‟s academic success is influenced primarily by their cognitive abilities. That is, students with great intellectual potential will often succeed at a higher level of than will students with lower ability. However, given that correlation between I.Q. and achievement is typically only in the moderate range. Student‟s often encounter obstacle during learning. These include noisy environment, disruptive thoughts, negative emotional reactions and poor organizational skills. Those are more self-efficacious about being able to effectively manage and cope with these circumstances are expressed to have a higher probability of succeeding. Schraw and Brook (1993) reveals two important patterns regarding self-efficacy. One is that, as self efficacy increases, so does the students willingness to engage and persist in challenging task. Self-efficacy increases the likelihood that student‟s tough-out a difficult task that they might otherwise abandon. High self-efficacy appears to sustain student until they acquire the knowledge and strategies they need to succeed to task. Second, increased selfefficacy directly increases academic performance by increasing the quality of information processing as well as the quantity. Studies on academic performance especially on science domain have given a great focus. Although math has also given importance by the self-efficacy researcher, English domain has little study.
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Math self-efficacy more recently been assessed as individual judgments of their capabilities to solve specific math problems, perform math related tasks or succeed in math related courses (Betz and Hacketl, 1985), cited in Miller and Pajares (1994). Collins (1982) found that, when performance was controlled, children with high self-efficacy in the completion of novel math problems showed greater effort and persisted longer in reworking incorrect problems (Miller,Pajares, 1994). As was with the case with math confidence, correlations were generally moderate. As expected student‟s perceived usefulness of mathematics is also related to the confidence they express in their ability (Hackett and Betz, 1989; Lent, Lopez, and Bieschke, 1991). Percept of ability is formed as individuals attempt and complete tasks. However Miller, Pajares (1994) argued that people are more influenced by how they interpret their experiences than does past experience. Prior experience influences subsequent behavior largely through its effect on self-efficacy beliefs and these can influence performance. Study of English self-efficacy as compared to specific domain area such as math and science has little literature review. However, research in this area is interesting because it is one the major subjects in the academe. In one study of English self-efficacy of Iranian Senior High School Students in relation to their academic performance in English, research showed self-efficacy as one of the major contributors to second or foreign language success. Consequently, both teachers and students should be made aware of the notion of self-efficacy, its origins and consequences, as well as the strategies for developing high and positive self-beliefs (Rehemi, 2007). This however, showed only the study of the usage of English language not as part of their academic domain.
Academic Performance and Self-efficacy of Science High School Students Level of Self-efficacy
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Self-efficacy may determine as high or low. According to Duffield (2000) people with high self-efficacy believe they can meet particular challenge posed and that people like this they ooze confidence and are ready to take change as if it were an adventure and that may come from skills training, but it is a basic belief in their ability to make things happen. It is not concerned with the specific skills one has, but with the judgment about what one can do with those skills and those who doubt their capabilities shy away from difficult task. They have low aspirations and weak commitment to the goals they choose to pursue. Another study states that people with high self-efficacy approach difficult task as challenges rather than threats, they set challenging goals for themselves and maintain failure and quickly recover after setbacks, they develop intrinsic interest in activities and they attribute failure in factors which are adaptable (Williams, 2006).
Academic Performance and Self-efficacy of Science High School Students Summary of Related Literature
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According to Zimmerman and Clearly (2006) although student motivation is an important issue, the bottom line often entails improving student‟s academic skills and maximizing their over-all performance in school. It is widely accepted that student‟s academic success is influenced primarily by their cognitive abilities. That is, students with great intellectual potential will often succeed at a higher level than students with lower cognitive ability. However, given that correlation between I.Q. and achievement is typically only in the moderate range. Students may experience pressure and stressful situation in their study. In their level of cognition, they may sometimes think they cannot function well or do certain assignment, task or requisite in their study. And when they experienced failure, they may turn out and lose their capability and troubled to regain in a certain task or job which is considered flaw in their academic performance. Yet, these situations of high school students in regards to their academic performance may turn to positive outcomes and that is when they perceive themselves as high in self-efficacy. In various related literature about self-efficacy, it was defined in many ways but constructed and give only one thought, that is a sense that one is competent and effective (Myers, 2008 p.54), a competent behavior, a one‟s belief in his/her capabilities to do and successfully done a certain task, it is also a form of confidence in according to Rushell, can also execute a behavior to a specific tasks (Hjelle, Ziegler, 1992, p.14) and have a big role that would determine what would be the outcome when he/she do certain task. There are two level of self-efficacy, high and low self-efficacy. As discussed, self-efficacy would have a great factor that may affect the academic performances of high school in their specific subjects. Researches in the domain of self-efficacy
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and academic achievement and performances would be helpful on how research would determine high school students in their academic performances. In addition, the current research wants to find out what is the level of self-efficacy of high school students. Also, the research wants to depict the relation of self-efficacy of high school students in their English subject as part of their academic domains which have little research based on this scope. Statement of the Problem This research paper aim to answer the ff. specific questions: 1. What level of self-efficacy do sciecne high school students have in relation to their academic performances? 2. Is there a relationship between self-efficacy of high school students and their academic performance in English and Math subjects? 3. Are there differences between males and females in their self-efficacy and academic performance in Math and English subject? Significance of the study This study may give information about self-efficacy of high school students in regards to their academic performances specifically in English and Math subjects. Also, the administration of high school may also know and supervise the self-efficacy of their students in relation to their academic performances. And for the students, they will be aware of their self-efficacy and may help them to develop this construct in relation to their academic performances. Research Hypothesis 1. There is significant relationship between gender difference characteristic and selfefficacy in of high school students in regards to their academic performance in English and Math subject.
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2. There is significant relationship between self-efficacy of high school students in their academic performance. Scope and Limitation This study is focused in the relationship of self-efficacy and the academic performance of students of University Science High School in Central Luzon State University, Science City of Munoz, Nueva Ecija. The researcher also intended to study two distinct areas: English and Math subjects. This study assessed data from second to fourth year of Academic year 2008-2009. Conceptual Framework Variables included in this study are assumed to have a significant relation on the academic performances of students of U.S.H.S. in specific subject in English and Math.
ACADEMIC PERFORMANCE SELF-EFFICACY Grade in Math Grade in English
Fig. 1.0 Variables in the study of Self-efficacy and Academic Performance of high school students in specific subjects: English and Math
Fig. 1.0 shows the variables self-efficacy and academic performance. Self-efficacy measure will determine whether the respondent has a high or low self-efficacy and will find out if there is significant relationship to their academic performance in math and science subject.
Academic Performance and Self-efficacy of Science High School Students METHODOLOGY Research Design This study “Self-efficacy and Academic Performance of science high school students on Math and English subjects” used descriptive-correlational method of research. It applied quantitative using survey method. Research Participant
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The students of University Science High School (USHS) Central Luzon State University, Science City of Munoz, Nueva Ecija are the sample of this study. The purposive sampling method is used to draw sample from the population to ensure that every student has a chance to include in the sample size. Also, the stratified sampling method is used to get the total sample of respondents. Total number 36 students (18 male and 18 female) were gathered from the total population from second to fourth year.
STUDENTS of USHS 2nd Year 3rd Year 4th Year TOTAL
POPULATION 63 64 55 182
SAMPLE (n) 12 12 12 36
The table of population size and sample participant (USHS) based from the currently enrolled in the Academic Year 2008-09.
Academic Performance and Self-efficacy of Science High School Students Research Instrumentation
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The researcher intended to use survey type questionnaire. The questionnaire is composed of close-ended likert type questionnaire in order to gather information and data needed in the study. The survey is made up of two parts: the first part contains the personal information about the respondents- namely the year level, age, sex and the previous grade in math and English. The second part contains close-ended question in designed likert-scale (which is composed of 10 items divided into two domains, Math domain and English domain efficacy). The questionnaire was also tested using the initial step of pre-test to ensure that the instrument undergone the process of test validity and reliability. The instrument was tested with the total number of 16 high school students as sample respondents. The result was analyzed using the SPSS‟s reliability analysis. The result showed that Items 1-5 (Domain of English Efficacy) had a reliability coefficient of .8079. Moreover, items 6-10 of the Domain of Math efficacy result .9048 reliability coefficient. As indicated, the instrument used in the research is reliable. Data gathering technique The researcher began through the initial step of getting the total number of enrolled student for the school year 2008-09 from the registrar office of U.S.H.S. After getting the desired data and the permission of the school principal to conduct the research through request letter, they scheduled the date of data gathering and the distribution of researcher‟s questionnaire. It was done before the class hour and the advisers of each year level gave the researcher enough time to conduct the study. Instructions were explained by the researcher before answering the questionnaire. The respondents were given the sufficient time to answer the questionnaires and when they were completed, the answers of all respondents to each question were tallied and were analyzed afterwards.
Academic Performance and Self-efficacy of Science High School Students Data Analysis
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The study is analyzed with the used of statistical tool SPSS (Statistical Package for Social Sciences) since it is a correlational study. Also the descriptive analysis, specifically, mean will be used in the data analysis as well as in the first part of the questionnaire which is the Sociodemographic part and t-test for difference as additional analysis.
Academic Performance and Self-efficacy of Science High School Students RESULTS
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Researcher constructed self-efficacy scale is used to find if there is significant relationship between self-efficacy and academic performance of high school students. The scale is composed of two domains: English and Math efficacy domains. English efficacy domain efficacy is composed of five items as well as the Math efficacy domain. These items were scored using a 4-point Likert scale ranging from strongly disagree (1) to strongly agree (4). The description of this scale is presented below:
LEGEND: 3.26-4 (Strongly Agree) 2.51-3.25 (Agree) 1.76-2.50 (Disagree) 1-1.75 (Strongly Disagree)
High in Self-Efficacy Low in Self-Efficacy
The results of the aforementioned measure will answer the three major questions of this research. These are mainly, the level of efficacy which high school students have; the relationship of self-efficacy and academic performance in English and Math subject of high school students; and the difference between male and female with regards to their self-efficacy and academic performance. Table 1 shows the mean of self-efficacy in math and English and their descriptions. As illustrated in the results presented, it will lead us to the discussion in the first research question; what level of self-efficacy do High school students have?
Academic Performance and Self-efficacy of Science High School Students Table 1. Mean of Self-efficacy in English and Math Subject Among Science High School Students. ENGLISH EFFICACY 1. I believe that I write English well. 2. I believe that I can speak English well. 3. I am sure that I can solve any problems I face in learning English 4. I believe that I understand our topic in English subject very well. 5. I perceive myself as a good student in English subject. TOTAL MEAN MATH EFFICACY 6. I believe that I perform well in my Math subject. 7. I am sure that I can solve any problem I face in learning Mathematics. 8. I believe that I understand our topic in Math subject very well. 9. I believe that I can solve math problems correctly. 10. I perceive myself as a good student in Math subject 2.6389 2.6111 Agree Agree 2.6389 Agree 2.5833 2.4444 Agree Disagree 2.8056 2.7112 Agree Agree 2.9722 Agree MEAN 2.667 2.4722 2.6389 DESCRIPTION Agree Disagree Agree
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TOTAL MEAN
2.5833
Agree
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On the results, students responded a high level of self-efficacy which showed in English and Math domain efficacies. On the domain of English efficacy, students As a whole, perceive themselves as have high sense of Self-efficacy as indicated in the total mean of their answer, 2.7112 with corresponding measure as „high in self-efficacy.‟ However, they have a belief that they cannot „speak English well‟ (2.4722). This implied a significant complementary point on the research discussed by Rahemi (2007) on his study of Iranian Senior high school. Students who stated a very weak English self-efficacy held certain negative beliefs about their academic ability as foreign language speakers. One point is that as a second language learner, they perceive themselves as not good in „speaking‟ English. On the other hand, the students responded that ‘they can write English well‟ (2.667), ‘they solve any problems they face in learning English.’ (2.6389), „they understand their topic in English subject very well (2.9722) and „perceive themselves as a good student in English subject (2.8056). On the domain of Math Self-efficacy, students responded a high level of beliefs. In general, efficacy belief on Mathematics, students perceived themselves as high in this domain which they scored a total mean of 2.58332 (high). As a complementary point with the result of their efficacy in Mathematics subject, they responded that they „perform well in their Math subject‟ (2.5833). Also the students respondents that they “Agree” that ‘they understand their topic in Math subject very well (2.6389), they „can solve math problems correctly‟ (2.6389) and „perceive themselves as a good student in Math subject’ (2.6111) As indicated by WebbWilliams which he cited on the research of Schunk (1981), children with a stronger sense of Self-efficacy persisted longer and were more successful on Arithmetic tasks than children with low self-efficacy (2006).
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Although they „disagreed‟ that „they can solve any problems they face in learning Mathematics (2.4444)‟ as a whole, they perceive themselves as high in this domain. Table 2. Mean Grade of Science High School Students in Math and English Subject. SUBJECT ENGLISH MATH MALE 86.4 85.7 FEMALE 88.2 82.167 MEAN OF GRADE 87.333 83.9167
Table 2 showed the result of High School students mean grade in English and Math subject. In English subject, high school students registered a total mean of 87.33. In addition Male students registered a mean of 86.4 on this subject while Female students attained a total mean of 88.2. On the other hand, on the academic domain of Math subject, students scored a total mean of 83.9167. This result is further supported by the grade of Male and Female high school students respectively. Male students recorded a total mean of 85.7 while Female students gained a total mean of 82.167. Table 3. Gender Difference on the Mean Grade of Science High School Students on English and Math Subjects (T-TEST FOR EQUALITY OF MEANS IN ENGLISH AND MATH GRADE). t 1.734 Df 34 Sig. (2-tailed) .092 Mean Difference 1.7778 Std. Error Difference 1.0251
GRADE IN ENGLISH
Academic Performance and Self-efficacy of Science High School Students t 3.497 Df 34 Sig. (2-tailed) .001 Mean Difference 3.5000 Std. Error Difference 1.0008
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GRADE IN MATH
Table 3 presented the test for significance in terms of gender difference. The result showed that in English subject, there is no significant difference (.92) in terms of the grades attained by Male and Female students. On the other hand, student‟s Grade on Math subject possessed a significant difference in terms of gender difference. Furthermore, the result of t-test for equality of means confirmed the hypothesis that there is difference between male and female. Although the result only confirmed only the significant difference on their performance on Math subject and not on the difference of their performance on English subject. Table 4. Math and English Efficacies of Male and Female Science High School Students. ENGLISH EFFICACY 1. I believe that I write English well. 2. I believe that I can speak English well. 3. I am sure that I can solve any problems I face in learning English 4. I believe that I understand our topic in English subject very well.
MALE 2.4
DESCRIPTION Disagree
FEMALE 2.7
DESCRIPTION
Agree
2.3
Disagree
2.6
Agree
2.5
Disagree
2.8
Agree
2.6
Agree
2.7
Agree
Academic Performance and Self-efficacy of Science High School Students 5. I perceive myself as a good student in English subject. Total Mean 2.46 Disagree 2.7 2.5 Disagree 2.7
21 Agree
Agree
MATH EFFICACY MALE DESCRIPTION FEMALE
DESCRIPTION
6. I believe that I perform well in my Math subject. 7. I am sure that I can solve any problem I Mathematics. 8. I believe that I understand our topic in Math subject very well. 9. I believe that I can solve math problems correctly. 10. I perceive myself as a good student in Math subject Total Mean face in earning
2.8
Agree
2.7
Agree
2.7
Agree
2.3
Disagree
2.6
Agree
2.7
Agree
3.1
Agree
2.8
Agree
2.9
Agree
2.7
Agree
2.82
Agree
2.64
Agree
Table 4 illustrates the total mean, and description of male and female high school students on their self-efficacy on English and Math subject.
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The results showed that in the Self-efficacy measure of English domain, FEMALE students established a mean self-efficacy of 2.7 with corresponding level as high. FEMALE students tend to “Agree” that „they write English well (2.7),‟ „they speak English well (2.6),‟ „they can solve any requirements in their English subject (2.8),‟ „they understand their topic in English subject very well (2.7),‟ and „perceive themselves as good student in English subject (2.7).‟ On the other hand, MALE students recorded a total mean of 2.46 no their English selfefficacy. Only thy “Agree” that „they understand their topic in English subject very well (2.6).‟ On the other hand, MALE high school students responded a total mean of 2.82 on their Math efficacy. Male students tend to “Agree” that „they perform well in their Math subject (2.8),‟ „they can solve any requirements in their Math subject (2.7)‟ „they understand their topic in Math subject very well (2.6),‟ „they can solve Math problems correctly (3.1)‟ and „perceive themselves as good students in Math subject (2.9). While Male students responded a total mean of 2.82 on their Math efficacy, FEMALE students obtained a total mean of 2.64. Female students be inclined to “Agree” that „they perform well on their Math subject (2.7),‟ „they understand their topic in Math subject very well (2.7)‟ „they can solve Math problems correctly (2.8)‟ and „perceive themselves as good students in Math subject (2.7).‟ While they “Agree” in this efficacy percepts, they “Disagree” that „they can solve any requirements in their Math subject (2.3)‟. Table 5. Gender Difference on the Mean of Self-efficacies of Science High School Students on English and Math Subjects (T-TEST FOR EQUALITY OF MEANS IN ENGLISH AND MATH GRADE) t 1.642 Df 34 Sig. (2-tailed) .110 Mean Difference .2444 Std. Error Difference .1488
EFFICACIES IN ENGLISH
Academic Performance and Self-efficacy of Science High School Students t 1.480 Df 34 Sig. (2-tailed) .148 Mean Difference .2556 Std. Error Difference .1727
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EFFICACIES IN MATH
Table 5 presented the result of test for significant equality of means in English and Math efficacies. The result showed that there is no significant difference (t=1.642, a=.110) on Male and Female efficacies on English subject. Also, the same result (no significant difference) obtained on the domain of Math efficacy (t=1.480, a=.148). These aforementioned results reject the hypothesis that there are significant differences in terms of self-efficacies of male and female high school students. TABLE 5. Correlations of Grades and Efficacies in English and Math Subjects GRADE grade in English Pearson Correlation Sig. (2-tailed) grade in Math Pearson Correlation Sig. (2-tailed) ** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed). On the third research question, Table 5 discussed the relationship between self-efficacy and academic performance of high school students in their two distinct subjects, Math and English. The results showed that there is positive relationship between self-efficacy and academic performance of high school students in their Math and English subject. On the measure of selfefficacy on the domain of Math and their grade in this subject, students answered a positive Mean- math efficacy .508** .002 .615** .000 mean- English efficacy .401* .015 .350* .036
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correlation between their efficacy and performance. Pearson (r) computed a highly significant correlation (.6154**) with statistical interpretation positive substantial relationship between Math efficacy domain and Academic performance (grade) in Math subject. This result is further confirmed by the correlation of each Item. Item no.6 depicts those high school students as ‘I perform well in my Math subject’ as distinctively presented a significant correlation with their grade (.209*). Also, efficacy belief that ‘I can solve any requirements in Math subject (Item no.7-.365**),’ ‘I understand our topic in Math subject very well (Item no.8-270**),’ ‘I can solve Math problems correctly (Item no.9-329**),’ and ‘I perceive myself as a good student in Math subject (Item no.10-479**)’ illustrated a “highly significant correlation” on their grade on this specific subject. This implied that performances on Mathematics subject are highly correlated by these beliefs. On the other hand, in the domain of English efficacy in relation to their academic performance on English subject, students scored significant correlation (.40052*) with
statistical interpretation positive substantial relationship. Although, Correlations between Item signified a not highly significant relationship between their efficacies and performances one Item (Item no.1, I believe that I write English well.) possessed a significant relationship (.335*) with their grade in English subject. In general, the implication of the results showed that students self-efficacy in Math domain is highly correlated to their performances (grade) in this subject. On the other hand, self-efficacy of high school students in English subject posed a significant relationship with their performances (grade). The result of the correlations between self-efficacy and academic performance confirmed the hypothesis that there is significant relationship between the two. Furthermore, relationship
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between student‟s math efficacy and their academic performance is more highly significant than the relationship between self-efficacy in English and their performance on this specific subject. DISCUSSIONS Filipino science high school students posses high level of self-efficacy on Math (M=2.5833) and English (M=2.7112) subjects. As defined, Self-efficacy is a sense that one is competent and effective (Myers, 2008 p.54). According to Duffield (2000) people with high selfefficacy believe they can meet particular challenge posed and that people like this they ooze confidence and are ready to take change and basic belief in their ability to make things happen. Self-efficacy increases the likelihood that student‟s tough-out a difficult task that they might otherwise abandon. High self-efficacy appears to sustain student until they acquire the knowledge and strategies they need to succeed to task. Second, increased self-efficacy directly increases academic performance by increasing the quality of information processing as well as the quantity (Williams, 2006). The results also showed significant relationship between Self-efficacy and academic performance on Math (p=.615**, a=.000) and English (p=.401*; a=.015) subjects among students of University Science High School, Science City of Munoz, Nueva Ecija Philippines. This result is consistent with the findings of Miller and Pajares (1994) on Math self-efficacy which provide implications that when children with high self-efficacy in the completion of novel math problems showed greater effort and persisted longer in reworking incorrect problems thus resulting to high academic performance. In terms of English efficacy, the findings of this research is verified the study of Rehemi, (2007) that in relation to academic performance in English, research showed self-efficacy as one of the major contributors to second or foreign language success. Consequently, both teachers and students should be made aware of the notion
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of self-efficacy, its origins and consequences, as well as the strategies for developing high and positive self-beliefs. In general, self-efficacy has high significant relationship with academic performance. The study also verified the fidings of Schraw and Brook (1993). As an implication, Self-efficacy increases the likelihood that student‟s tough-out a difficult task that they might otherwise abandon. High self-efficacy appears to sustain student until they acquire the knowledge and strategies they need to succeed to task. Second, increased self-efficacy directly increases academic performance by increasing the quality of information processing as well as the quantity.
Academic Performance and Self-efficacy of Science High School Students SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
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This chapter presents the summary, conclusions and recommendations of the study, “Self-efficacy and Academic Performance of High School Students.” SUMMARY This study was conducted to determine the relationship between self-efficacy and academic performance of high school students in their performances on Math and English subject. It aimed to find out what level of self-efficacy do High school students have. Also, it aimed to search if there is gender difference among high school students in terms of their selfefficacy and academic performance. Through the used of the measure, likert type questionnaires the researcher were able to find that there is significant relationship between academic performance and their self-efficacy. Performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship. On the other hand, students registered a significant relationship and a moderate relationship on their self-efficacy and academic performance on English subject. The researcher also found out that high school students possess a high level of selfefficacy. Moreover the researcher found that there are no significant gender differences. On High School students Mean grade in English, result showed that there are no significant differences on Male and Female performances. On the other hand, outcome of the analysis illustrated that there is significant difference in terms of the student performance on Math subject. Result on self-efficacy in both domain showed that there is no significant difference on Male and Female perceived efficacy.
Academic Performance and Self-efficacy of Science High School Students CONCLUSIONS Based on the findings revealed in the study, the following conclusions were made:
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1. Science high school students possess high level of self-efficacy. Their English Efficacy is higher than their Math Efficacy in terms of its mean. 2. There is significant relationship between self-efficacy academic performances of Science high school students especially on the domain of math. (Students self-efficacy in Math domain is highly correlated to their performances (grade) in this subject. On the other hand, self-efficacy of high school students in English subject posed a significant relationship with their performances (grade).). The result also confirmed the hypothesis that there is significant relationship between self-efficacy and academic performance. 3. There is no significant gender difference on High School student‟s perceived efficacy. The results also reject the hypothesis that there are significant differences on the self-efficacies of male and female high school students. Performance on English subject also showed that there is no significant difference on Male and Female high school students on their grade. On the other hand, results showed that there is significant difference on Male and Female on their performance on Math subject. This result on gender difference on Math performance confirmed the second hypothesis of the research.
RECOMMENDATIONS This research, which aims to know the relationship of self-efficacy and academic performance of high school students with participants came from University Science High School (U.S.H.S.) suggested to be studied further for its social relevance. The materials need more detailed method of instrumentation. Furthermore, it is suggested to conduct this research
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not just only science high students as the research subject but also the students of public high schools. Moeover, as the result implied, teachers and parents must also help students to enhance their self-efficacy belief and not only knowledge on the theoretical and practical applications of Math and English subjects. Although the research is correlational in nature, as entailed by the result, Self-efficacy is a good predictor of Academic performance on English and Math subjects. Lastly, this research paper is recommended for future researchers to serve as their reference.
Academic Performance and Self-efficacy of Science High School Students References:
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Bandura, Albert. (1998) Self-efficacy In V. S Ramachaundran Ed), Vol. 14 p. 71-81, Academic Press: New York . Retrived:June24,2008fromhttp://www.des.emory.edu/mfp/Ba Ency.htm
HJelle, Larry A. and Zeigler, Daniel J. (1992) (3rd Ed) “Personality Theories” Mcgraw Hill Inc., New York .
Pajares, Frank and Miller, David M. (1994) „Role of Self- efficacy and Self-efficacy in Mathematical Solving‟ Journal of Educational Psychology. Vol. No. June 25, 2008 2, 193-203. Retrieved:
Rahemi, Jamileh (2007). Efficacy in English and Iranian Senior High School Students Majoring in Humanities. Novitas-ROYAL Vol.: 1 (2), 98-111 Retrieved: June 19, 2008 ,
from http://www.novitasroyal.org/Rahemi.html
Zimmerman, Barry J., Cleary, Timothy J. (2006).adolescents‟ Development of Personal gency. The Role of Self-Efficacy Belief and Self-Regulatory Skill. (pp.45)Information Age Publishing. Retrieved June 24, 2008http://www.des.emory.edu/mfp/ZimmermanClearyAdoEd5.pdf
SEAMEO (Southeast Asian Ministers of Education) INNOTECH: The Educational Process (2003). Retrieved July 11, 2008 from http://www.seameoinnotech.org/resources/seameo_country/educ_data/philippines/philippines08. htm#03 