Self-efficacy plays a key role in determining teaching practices. Still, concerns regarding the low science self-efficacy beliefs held by elementary teachers have raised questions about the effectiveness of teacher preparation programs. Previous research has been restricted to labeling preservice elementary teachers as having high, medium, or low science teaching self-efficacy. Few extended efforts have been made to clearly distinguish preservice elementary teachers' subjectspecific lack of confidence in teaching science. The present study aimed to investigate preservice elementary teachers' subject-specific self-efficacy in teaching science using a mixed-method research design. The participants included 55 preservice elementary teachers at a university in the United States. Quantitative data were collected using the Beliefs About Teaching instrument, and interviews were used to collect qualitative data. The results showed that the participants had the highest self-efficacy level in biology, followed by earth science, chemistry, and physics. Four themes emerged from the participants' reasons for feeling more confident in teaching biology concepts than physics: education experience, teacher experience, subject comprehension, and subject relevance. This study highlights the essential role played by teacher preparation programs in providing ample opportunities for preservice elementary teachers to develop a strong understanding of the content and teaching methods of all science subjects.

Formative assessment is used to link teaching and learning in the classroom. It provides feedback on ways to improve student performance by matching educational goals with instructional practices. The purpose of this study was to investigate Saudi science teachers’ readiness to implement formative assessment. The participants included 11 male high school science teachers. This study involved a qualitative, phenomenological research design. Science teachers were shown examples of teachers using formative assessment techniques in the form of vignettes and were asked if they have used or will use such techniques in their classrooms. The findings provide information on the readiness of science teachers to adopt formative assessment. Results show that only three had used formative assessment, indicating that teachers need more preparation for using formative assessment. The findings of this study are helpful for Arabic language countries and countries that tend to have rigid curricula.

PurposeThis study examined predictors of cumulative grade point average (GPA) from entrance scores and successive performance during students' academic work in university engineering programs.Design/methodology/approachScores from high school coursework, the General Ability Test and the Achievement Test were examined to determine if these factors and annual successive GPAs were predictors of long-term GPA. The sample consisted of 2,031 students registered in university engineering programs during the 2013–2019 period.FindingsCorrelations were significant between entrance scores and the preparatory year GPA but not with cumulative GPA. Also, correlations were significant between year-1 GPA to year-3 GPA and the graduation GPA. Adjacent year GPA is the better predictor of later GPA. More importantly, GPA at the time of graduation is well predicted by GPAs throughout years of study within engineering programs after controlling for entrance scores. Girls outperform boys in their entrance scores and GPAs. Hence, girls are likely to obtain higher cumulative GPAs.Research limitations/implicationsThe implications of the study findings could help university faculty and administrators to understand the role of current entrance scores in predicting academic achievement of engineering students. In addition, the results could serve as a foundation to review weights of entrance scores for future developments and revisions. The findings of the study are limited to admission data for engineering students during the 2013–2019 period. Other disciplines may show a different pattern of relationships among the studied variables.Practical implicationsThe study findings have useful practical implications for admitting and monitoring student progress at engineering education programs. Results may help program curriculum development specialists and committees in designing admission criteria.Social implicationsAdministrators and faculty members are advised to consider entrance scores when providing counseling and monitoring throughout students' program-year progress. More attention should be devoted to university performance when interest is focused on later or graduation CGPA, with less emphasis on entrance scores.Originality/valueThe existed previous studies explored factors that influence the student performance in engineering programs. This study documents the role of admission criteria and successive GPAs in predicting the student graduation CGPA in engineering programs. Relationships between factors are crucial for engineering program revisions and policymaking.

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