Senior high school students’ self-efficacy and its relation to engagement in online class setting in a private university in the south of Metro Manila

Abstract

This study explored the self-efficacy of senior high school Science, Technology, Engineering, and Mathematics (STEM) students (N = 134) in an online physics class in terms of gender and its relationship to engagement. The study employed a descriptive correlation research design. Adapted instruments namely ‘Sources of Self-Efficacy in Science Course – Physics’ (SSSCP) and ‘Engagement in Physics Scale’ (EPS) were used to collect the data from the students. SSSCP was correlated with the scores of ‘Self-Efficacy for Academic Milestone-Strength’ scale for its validity. Reliability and validity of EPS was examined through Cronbach alpha and confirmatory factor analysis with acceptable results. Mean and standard deviation were used to answer the research questions while independent samples t-test, Cohen’s d, and Pearson r correlation were used to test the hypotheses. It was revealed that both male and female students have a high level of self-efficacy in the following: overall, vicarious experience, verbal persuasion, and performance accomplishment with an average level for the emotional arousal. Furthermore, a significant difference across gender was found only on the emotional arousal sub-level with a small effect size of 0.32. Moreover, positive correlation was found between overall self-efficacy and overall engagement as well as on cognitive engagement. On the other hand, a negative correlation was revealed between overall self-efficacy and emotional engagement. Focusing on increasing the self-efficacy of students in an online physics class should be practiced by teachers in order to increase engagement.

The Relationship of Affective Factors in Mathematics Learning Amid Pandemic Covid-19

“…This high self-belief makes students more confident and persistence in solving mathematics problems and involving themselves in mathematics' class activities. This correlation is parallel with many studies such as (Negara et al, 2021;Wang et al, 2017;Bangga, 2021). High mathematics self-efficacy gives confident in students that they can rely on their own abilities in solving mathematics problems.…”

Perceived Self-Efficacy and Academic Performance of Stem Senior High School Students

“…Also, it has been blamed for the rise in dropout rates and decreased literacy (De Guzman, 2021). On the other hand, it is deemed by local studies that the self-efficacy of students improved from moderate before pandemic to high during pandemic (Flavier, 2018;Tus 2020;Ducay & Alave, 2021;Bangga, 2021). With the aforementioned scenarios, interventions should be carefully planned and constructed to restore the positive belief of students in approaching or dealing with goals, tasks, and challenges.…”

“…This is related to the influence of verbal encouragement from other people in connection to a certain task. And lastly, physiological feedback is the individual emotional state which influences self-efficacy judgments in performing tasks (Bangga, 2021).…”

“…Students who were successful in school were consequently more confident in their academic abilities. According to Bangga (2021), it projected that emotional arousal as a source of selfefficacy of students is in average level wherein other sources like performance accomplishments and vicarious learning are in high level. Also, overall self-efficacy does not vary regardless of gender but it is found significant across gender on emotional arousal as source of self-efficacy.…”

Students Engagement in Science during Covid-19 Pandemic: Role of Self-Efficacy Beliefs and Achievement Goals

“…Student engagement is the individual's active, constructive, and purposeful interaction with the learning process (Martin & Bolliger, 2018;Skinner, Zimmer-Gembeck & Connell, 1998). Self-efficacy is one-factor affecting student engagement (Bangga, 2021;Linnenbrink & Pintrich, 2003). Self-efficacy is related to individuals' beliefs in their abilities to succeed in academic studies (Al-Abyadh & Abdel Azeem, 2022;Bandura, 1986).…”