This paper aimed at providing empirical evidence on the important of self efficacy as a determinant of student's academic success as informed by their performance in school subjects specially, science base subject.
This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.
The Effect of STEM Project Based Learning on Self-Efficacy among High-School ...Nader Ale Ebrahim
Science, Technology, Engineering and Mathematics (STEM) Project-Based Learning (PjBL) is increase effectiveness, create meaningful learning and influence student attitudes in future career pursuit. There are several studies in the literature reporting different aspects of STEM into a PjBL pedagogy. However, the effect of implementing STEM PjBL in terms of improving students’ skills in self-efficacy levels in physics mechanics at high school level has not been demonstrated as expected in the previous literature. This study followed a quasi-experimental research method. Bandura’s social cognitive theory is used to assess and compare the effect of STEM PjBL with conventional teaching method on students’ self-efficacy level in learning physics among over 100 high school students. The result illustrated that STEM PjBL improve students’ self-efficacy to solve physics problem. Also, the study proposes a guideline for future research.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
I N T E R N A T I O N A L E D U C A T I O N A L S C I E N T I F I C R E S E A...S. Raj Kumar
Present scenario, E-learning resources gain access to classrooms around the world at an extremely rapid pace. In the wake of this influx, educators face growing challenges as they teach a much “wired” and more and more “wireless” generation of students using technology that is evolving every day. This paper deals with the electronic resources (E-Resources) and their different types. The information seeking behavior of students, researchers and faculty in the electronic milieu are thrashing out in detail, looks at the E- resources created by some organizations are highlighted for access. The main objective of the present Study is to find out the study on E-learning Resources Access and Academic Performance among Under Graduate Students. Normative Survey method was adopted to collect the relevant data for the present study. The tool E-learning Resources Scale (ELRAS) developed and standardized by S. Raja kumar and P. Pachaiyappan, was used to collect data for the present study. The Researcher randomly selected 330 Under Graduate Students studying in Government, Government Aided and Private Colleges in and around Vellore and Thiruvallur District of Tamilnadu. The result existing study was done in order to find the E-Learning Resources Access and Academic Performance of under Graduate Students on the whole it perceived the data explores several factors which are significant in parenteral annual income of E-learning Resources Access and the study Academic performance is significant in Stream and E-device using hours of undergraduate students. Keywords: E-learning, E-resources, E- Access, Academic performance, Under-graduate Students.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
I N T E R N A T I O N A L E D U C A T I O N A L S C I E N T I F I C R E S E A...S. Raj Kumar
Present scenario, E-learning resources gain access to classrooms around the world at an extremely rapid pace. In the wake of this influx, educators face growing challenges as they teach a much “wired” and more and more “wireless” generation of students using technology that is evolving every day. This paper deals with the electronic resources (E-Resources) and their different types. The information seeking behavior of students, researchers and faculty in the electronic milieu are thrashing out in detail, looks at the E- resources created by some organizations are highlighted for access. The main objective of the present Study is to find out the study on E-learning Resources Access and Academic Performance among Under Graduate Students. Normative Survey method was adopted to collect the relevant data for the present study. The tool E-learning Resources Scale (ELRAS) developed and standardized by S. Raja kumar and P. Pachaiyappan, was used to collect data for the present study. The Researcher randomly selected 330 Under Graduate Students studying in Government, Government Aided and Private Colleges in and around Vellore and Thiruvallur District of Tamilnadu. The result existing study was done in order to find the E-Learning Resources Access and Academic Performance of under Graduate Students on the whole it perceived the data explores several factors which are significant in parenteral annual income of E-learning Resources Access and the study Academic performance is significant in Stream and E-device using hours of undergraduate students. Keywords: E-learning, E-resources, E- Access, Academic performance, Under-graduate Students.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
Searching for the relationship between secondary schools students' motivation...inventionjournals
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Self Efficacy and Motivation as Determinants of Students’ Performance.pdf
1. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0 147
Self-Efficacy and Motivation as Determinants of Students’ Performance in
Basic Science and Technology Examinations in Mkpat Enin Local
Government Area of Akwa Ibom State, Nigeria
John O. Babayemi
Anyanime O. Akpan
Andrew U. Abasi
Department of Science Education, Faculty of Education,
Akwa Ibom State University, Ikot Akpaden, Nigeria.
E-mail: babayemioluwole@gmail.com, yaniokop@yahoo.com, andrewumoeka@gmail.com,
ABSTRACT
This study investigated self-efficacy and motivation as determinants of students’ performance in
basic science and technology examinations in Mkpat Enin Local Government Area of Akwa Ibom
State. The study employed a survey research design. The population comprised 1645 JS3 basic science
and technology students from 16 public secondary schools in Mkpat Enin Local Government Area. A
sample of 217 JSS3 basic science and technology students was drawn from 4 randomly selected
secondary schools. The instruments used were validated for face and content validity by peer review.
The reliability was determined using Cronbach Alpha for the Students’ Self-Efficacy Questionnaire
and Students’ Motivation Questionnaire. Data were analysed using means, standard deviation, and
one-way ANOVA to test the hypotheses at a 0.05 level of competence. The results revealed a
significant influence of self-efficacy on students’ performance in basic science and technology
examinations. The result also showed that students’ motivation significantly influenced their
academic performance. It concluded that self-efficacy and motivation are elements of learning.
Based on the findings, school guidance counsellors should encourage students to develop a high self-
efficacy towards basic science and technology examinations.
Key Words: Self-efficacy, Motivation, Performance, Basic Science and Technology
INTRODUCTION
The success and failure in various classroom activities, particularly the learning processes
depend on multi-various factors. Some studies attributed students’ academic gains to
teachers’ variables such as teaching methods (Olagunju & Babayemi, 2014), years of
teaching experience of the Science teachers (Cochran, Smith & Vilegas, 2016), teachers’
competency and skills (Rahman, 2014). Other studies worked on school variables such as
class size (Dieterle, 2015; Duflo, Dupas & Kremer, 2011), school location and environment
(Owoeye & Yara, 2011), availability of infrastructural facilities such as good laboratory
(Itighise & Babayemi, 2018). Many studies considered students’ home backgrounds as
another factor in their classroom success. Factors such as parental socio-economic
background, family status, and educational level determine students’ academic gains in
science subjects (Alordiah, Akpadaka & Oviogbodu, 2015). This study investigated
2. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0 148
psychological factors (self-efficacy and motivation) and students’ performance in Basic
Science and Technology examinations. An examination body reported students’ performance
in Basic Science and Technology in Nigeria. Table 1 reveals the performance of candidates in
the Junior Secondary School Certificates Examination in Basic Science.
Table 1: Analysis of JSSCE Basic Science Result, Nigeria
Year Number of candidates
Registered
Numbers with
credit A-C
% Numbers without
credit (P-F)
%
2010 15803 6639 42.01 9164 57.99
2011 16429 7693 46.83 8736 53.17
2012 20187 10249 50.77 9938 49.23
2013 26765 12903 48.21 13862 51.79
2014 17613 7604 43.17 10009 56.83
2015 18731 8135 43.43 10596 56.57
2016 18681 8953 47.92 10728 52.08
2017 19783 6831 34.52 12952 65.48
(Federal Ministry of Education, Research Statistics and Planning Section, 2018)
A critical look at the analysis regarding credit passes (that is, A-C) showed that it was only in
2012 that slightly higher than 50% of the students that registered for the Junior Secondary
School Certificates Examination had credit passes. The failure rates (number without credit
passes) recorded in 2010, 2011, 2013, 2014, 2015, 2016, and 2017 in Basic Science and
Technology examinations bother a nation like Nigeria with scientific and technological goals
to achieve in this millennium.
Research efforts to improve students' performance in Basic Science and Technology
examinations showed attempts to improve teaching in secondary schools. Scholars lamented
and recommended that further research to proffer a solution to this disheartening and
persistent low academic performance in Basic Science and Technology should be conducted
(Okpala, 2010). This study attempts to examine psychological factors that could be
responsible for students' low performance in Basic Science and Technology examinations.
The psychological factors are self-efficacy and motivation. Cherry (2018) remarked that self-
efficacy, or individual belief in his abilities to deal with various situations, has a role in how
he feels about himself, but whether or not he successfully achieves his goals in life. For this
reason, scholars in educational research have shown concern about researching students' self-
efficacy as it affects students’ performance. Doménech-Betoret, Abellán-Roselló and Gómez-
Artiga (2017) examined self-efficacy, satisfaction, and academic achievement as the mediator
role of students' expectancy-value beliefs. Their results revealed that students' expectancy-
value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy)
played a mediator role between academic self-efficacy and the achievement/satisfaction
relationship. The study by Motlagh, Amrai, Yazdani, Abderahim and Souri (2011)
investigated the relationship between self-efficacy and academic achievement in high school
students. The study concluded that self-efficacy is a factor in academic achievement. Yusuf
3. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0 149
(2011) investigated the impact of self-efficacy, achievement motivation, and learning
strategies on students’ academic achievement. Selected undergraduate students participated in
the study. Self-efficacy beliefs significantly enhanced learning attainment. Motivation is a
trigger stimulus; it is a process of arousing, maintaining, controlling, and channeling interest
and attention toward or while performing a particular task. What is relevant to the learner can
be motivated and thus facilitates perception. Motivation positively influences study strategy,
academic performance, adjustment, and well-being of students in the domain of education.
Asun (2001) observed that learning at whatever stage requires motivation and that initial
germinal motivation is crucial and determines whether the students follow from the onset. To
improve students’ cognitive and affective outcomes in Basic Science and Technology and
school learning, Basic Science and Technology Educators have continued to search for
variables (personal and environmental) that could be manipulated to favour academic gains.
Of the entire personal and psychological variables that have attracted researchers in
this area of educational achievement, motivation seems to be gaining more popularity and
leading to other variables (Aire & Tella, 2003). The issue of motivating learners is an aspect
of effective learning. The part of students’ motivation in academic performance is considered
an aspect of effective learning. Hall (2009) asserts that there is a need to motivate students to
arouse and sustain their interest in learning Basic Science and Technology.
This study on self-efficacy, motivation and students’ performance in Basic Science
and Technology examinations is based on David Mcclelland’s Achievement Theory
(Mcclelland, 2002-2010). The theory emphasizes that an individual with a high need for
achievement seeks to excel and avoids low-risk and high situations. Achievers avoid low-risk
because the easily attained success is not a genuine achievement in high-risk projects;
achievers see the outcome as a chance rather than an effort. Considering this from the
classroom situation, learners achieve differently. The need for achievements by individual
learners is a necessary factor. This need, according to the theory, is influenced by an internal
drive for action (intrinsic motivation) and the pressure exerted by the expectation of others
(extrinsic motivation). The need for achievement motivates an individual to succeed in
competition and excel in important activities.
Sources of high need achievers as identified by McClelland (2002-2010) are:
i. Parents who motivated independence in childhood (background training).
ii. Praise and rewards for success (reinforcement).
iii. Association of achievement with positive feelings (favourable attitude).
iv. Association of achievement with one’s competence and effort (including self-efficacy
beliefs) not luck (independence)
v. Desire to be effective or challenged (courage) among others.
The theory is very relevant to this present study in that it emphasizes that motivation and
beliefs (self-efficacy) are connected to the achievements of individual learners. This study,
therefore, investigated self-efficacy and motivation as determinants of students’ performance
in Basic Science and Technology examinations.
The emphasis placed on secondary school subjects in national policy on education
reveals that Basic Science and Technology is an important science subjects needed for
4. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
This Article is Licensed under Creative Common Attribution-NonCommercial 4.0 International
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individual and national development. As important as Basic Science and Technology subject
is to individuals and national development, their teaching and learning are influenced by
some psychological factors such as students, self-efficacy, and motivation. Reports from as
examination body revealed students’ performance in Basic Science and Technology is low;
scholars attributed it to both students and teachers contributions. They recommended further
research to proffer a solution to the problem. This study, therefore, investigated self-efficacy
and motivation as determinants of students’ performance in Basic Science and Technology
examinations. Gender was also examined as a moderating effect.
This study investigated self-efficacy and motivation as determinants of students’
academic performance in Basic Science and Technology examinations in Mkpat Enin Local
Government Area. Specifically, this study was conducted to:
1. Ascertain the level of self-efficacy of Junior Secondary School 3 Basic Science and
Technology students.
2. Determine the level of motivation of Junior Secondary School 3 Basic Science and
Technology students.
3. Determine the difference in basic science and technology performance of students
with different levels of self-efficacy.
4. Determine the influence of students’ motivation on their academic performance in
Basic Science and Technology examinations.
The following hypotheses were formulated to guide the study.
1. There is no significant difference in Basic Science and Technology performance of
students with different levels of self-efficacy.
2. There is no significant influence of students motivation on their performance in Basic
Science and Technology examinations.
METHOD
This study adopted a survey research design. The population comprised 1645 (809 male and
836 female) JSS3 students during the 2018/2019 academic session in the 16 secondary
schools in Mkpat Enin Local Government Area of Akwa Ibom State, Nigeria (State
Secondary Education Board, Uyo, 2018). A simple random sampling technique by balloting
used to select four (4) schools from Mkpat Enin Local Government Area. The intact class
from the schools gives a sample of two hundred and seventeen (217) JSS3 Basic Science and
Technology Students.
The instruments for data collection were the students’ Self Efficacy Questionnaire
(SSEQ) (Gahuma Erickson, Soukup, Noonan and McGurn 2016) and the Students’
Motivation Questionnaire (SMQ) (Tuan, Chin and Shieh 2005) adapted with modifications.
The reliability indices of the instruments were respectively 0.90 and 0.87 for SSEQ and
SMQ, using Cronbach Alpha. The instruments SSEQ and SMQ were of two sections, A and
B. Section A of SSEQ contained the school and gender of the respondents. Section B
contained a 10-item questionnaire of Liker type, which the respondents indicate their opinion
using, Not very like me =1, Not like me =2, Like me = 3, and Very like me = 4. Section B of
SMQ contained a 16-item inventory of Likert type, which indicate the respondents opinion,
5. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
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using Nothing like me = 1, partially like me = 2, Much like me = 3, and Very Much like Me
= 4. School Result Sheet (SRS) that posed second-term examination results (scores)
measured the students’ performance. The instruments were administered to JSS 3 Basic
Science and Technology students in Mkpat Enin Local Government Area. The completed and
returned questionnaires were collected immediately for analysis. The Analysis of Variance
(ANOVA), mean, and standard deviation were used for data analysis.
RESULTS
Table 1: Mean and Standard Deviation of Self-Efficacy of JSS 3 Basic Science and Technology Students
S/n Statements NVLM NLM LM VLM Mean Std. D Decision
1. I can learn what is been taught in
class this year
112
51.6%
64
29.5%
34
15.7%
7
3.2%
1.71 .848 Not Like
Me
2. I can figure anything if I try
hard enough
26
12.0%
82
37.8%
63
29.0%
46
21.2%
2.60 .953 Like Me
3. If I practice every day, I could
develop just about any skill.
56
25.8%
27
12.4%
88
40.6%
46
21.2%
2.57 1.091 Like Me
4. Once I have decided to
accomplish something that is
important to me, I keep trying to
accomplish, even if it is harder
than I thought.
74
34.1%
55
25.3%
48
22.1%
40
18.4%
2.25 1.115 Not Like
Me
5. I am confident that I will achieve
the goals that I set for myself.
25
11.5%
55
25.3%
69
31.8%
68
31.3%
2.83 1.002 Like Me
6. When I’m struggling to
accomplish something difficult, I
focus on my progress instead of
feeling discourage.
48
22.1%
76
35.0%
48
22.1%
45
20.7%
2.42 1.051 Not Like
Me
7. I will succeed in whatever
careers path I choose.
51
23.5%
78
35.9%
56
25.8%
32
14.7%
2.32 .993 Not Like
Me
8. I believe hard work pays off. 41
18.9%
59
27.2%
80
36.9%
37
17.1%
2.52 .986 Like Me
9. My ability can grow with effort 5
2.3%
12
5.5%
140
64.5%
60
27.6%
3.18 .629 Like Me
10. I can change my basic level of
ability considerably.
2
.9%
17
7.8%
71
32.7%
127
58.5%
3.49 .681 Like Me
Weighted Mean=2.59
*NVLM=Not Very Like Me, NLM=Not Like Me, LM=Like Me, VLM=Very Like Me
Table 1 shows the weighted mean score of 2.59 out of the maximum of 4.00, which is higher
than the standard mean of 2.50. It implies that JSS3 Basic Science and Technology students’
level of self-efficacy is high.
6. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
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Table 2: Mean and Standard Deviation of Motivation of JSS 3 Basic Science and Technology
Students
Table 2 shows the weighted mean score of 2. 73 out of the maximum of 4.00, which is higher
than the standard mean of 2.50. It implies that JSS 3 Basic Science and Technology students’
level of motivation is high.
S/N Statements SD D A SA Mean Std. D Decision
1. When learning new Basic Science and Technology
concepts, I attempt to understand them.
92
42.4%
90
41.5%
10
4.6%
25
11.5%
1.85 .925 Disagreed
2. When learning new Basic Science and Technology
concepts, I connect them to my previous experiences.
14
6.5%
-
-
147
67.7%
56
25.8%
3.13 .708 Agreed
3. When I do not understand a Basic Science and
Technology concept, I would discuss with the teacher or
other students to clarify my understanding.
97
44.7%
91
41.9%
14
6.5%
15
6.9%
1.76 .885 Disagreed
4. When I make a mistake, I try to find out why. 16
7.4%
14
6.5
63
29.0%
124
57.1%
3.36 .897 Agreed
5. I think that learning Basic Science and Technology is
important because I can use it in my daily life.
-
-
15
6.9%
57
26.3%
145
66.8%
3.60 .617 Agreed
6. I think that learning Basic Science and Technology is
important because it stimulates my thinking.
53
24.4%
113
52.1%
39
18.0%
10
4.6%
1.45 .508 Disagreed
7. In Basic Science and Technology, I think it is important
to participate in inquiry activities.
52
24.0%
128
59.0%
28
12.9%
9
4.1%
1.97 .732 Disagreed
8. I participate in Basic Science and Technology subject to
get a good grade.
9
4.1%
14
6.5%
50
23.0%
144
66.4%
3.52 .794 Agreed
9. I participate in Basic Science and Technology lessons to
perform better than other students.
11
5.1%
107
49.3%
85
39.2%
14
6.5%
2.47 .694 Disagreed
10. During a Basic Science and Technology lesson, I feel
most fulfilled when I am able to solve a difficult
problem.
-
-
22
10.1%
67
30.9%
128
59.0%
3.49 .674 Agreed
11. During a Basic Science and Technology lesson, I feel
most fulfilled when the teacher accepts my ideas.
-
-
13
6.0%
95
43.8%
109
50.2%
3.44 .607 Agreed
12. During a Basic Science and Technology lesson, I feel
most fulfilled when other students accept my ideas.
7
3.2%
29
13.4%
67
30.9%
114
52.5%
3.33 .827 Agreed
13. I am willing to participate in this Basic Science and
Technology subject because the content is exciting and
changeable.
65
30.0%
113
52.1%
27
12.4%
11
5.1%
1.97 1.002 Disagreed
14. I am willing to participate in this Basic Science and
Technology lesson because the teacher uses a variety of
teaching methods.
- 46
21.2%
76
35.0%
95
43.8%
3.23 .776 Agreed
15 I am willing to participate in this Basic Science and
Technology lesson because the teacher pays attention to
me.
73
33.6%
92
42.4%
44
20.3%
8
3.7%
1.97 .828 Disagreed
16 I am willing to participate in this Basic Science and
Technology lesson because the students are involved in
discussions
9
4.1%
36
16.6%
67
30.9%
105
48.4
3.24 .874 Agreed
Weighted Mean=2.73
7. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
International Centre for Integrated Development Research, Nigeria
In collaboration with
Copperstone University, Luanshya, Zambia
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Table 3: ANOVA JSS 3 Basic Science and Technology Students’ Performance by Self-
Efficacy
Source Sum of Squares df Mean Square F Sig.
Between Groups 70463.736 2 35231.868 475.141 .000*
Within Groups 15868.190 214 74.150
Total 86331.926 216
Table 3 revealed a significant difference in basic science and technology performance of students
with different levels of self-efficacy (F=475.141; p<.05). This means that self-efficacy
significantly influenced students’ performance in Basic Science and Technology
examinations. Thus, hypothesis one that there is no significant difference in basic science and
technology performance of students with different levels of self-efficacy was rejected. Table 4
shows estimated marginal means of academic performance based on self-efficacy. The
result supported the findings of Yusuf (2011), who investigated the impact of self-efficacy,
achievement motivation, and learning strategies on students' academic achievement.
Scientifically, results of direct and indirect techniques showed that self-efficacy beliefs
significantly enhanced learning attainment. Corroborating these results, Honicke and
Broadbent (2016) revealed that self-efficacy influenced students' academic performance
and that higher self-efficacy is more likely to result in higher levels of academic
performance. Also, reporting from the same dimension, Tenaw (2013) investigated the
effect of self-efficacy on students' academic performance and stated that students with high
self-efficacy obtained higher scores on 50 mathematical problem tests. However, the result
of this study negates the works of Gebka (2014); Cho and Shen (2013), who reported
converse results on self-efficacy and academic performance. Their results showed that self-
efficacy has an insignificant relationship with academic performance. The reasons include
the timing or measurement and students' cultural differences (Honicke & Broadbent, 2016).
Table 4: Mean and Standard Deviation of Basic Science and Technology Students’
Performance by Self-Efficacy.
Self-Efficacy N Mean Std. D
Low 97 28.34 9.16
Moderate 84 52.83 8.73
High 36 77.75 6.52
Total 217 46.02 19.99
Table 4 shows the estimated marginal means of academic performance based on self-
efficacy. Basic Science and Technology students with high self-efficacy had the highest mean
score (=77.75), followed by students with moderate self-efficacy (=52.83), and Basic Science
and Technology students with low self-efficacy had the less performance mean score
8. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
Published By
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In collaboration with
Copperstone University, Luanshya, Zambia
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(=28.34). It means self-efficacy influences students’ performance in Basic Science and
Technology examinations.
Table 5: ANOVA of Influence of Basic Science and Technology Students’ Motivation on
Academic Performance
Source Sum of Squares df Mean Square F Sig.
Between Groups 66473.484 2 33236.742 358.168 .000
Within Groups 19858.442 214 92.796
Total 86331.926 216
Table 5 revealed a significant influence of students’ motivation on their performance in Basic
Science and Technology examinations (F=358.168; p<.05). This means that inspiration
significantly influenced students’ performance in Basic Science and Technology
examinations was by their motivation. Thus, hypothesis 2 that there is no significant
influence of students’ motivation on their performance in Basic Science and Technology
examinations was rejected. The result agrees with Oriahi (2009), who stressed student
motivation for better output in academic pursuit. Students' motivation correlates with
academic performance (Oriahi, 2009). Reporting from the same dimension, Sukor,
MohdAyub, Norhasnida and Norkhaizura (2017) found that inspiration is positively related to
academic performance but that the level of motivation was moderate. The work of Chan and
Norlizah (2017) demonstrated a contradicting result when compared with this study that
showed Basic Science and Technology students with a high level of motivation significantly
influenced their academic performance. Chan and Norlizah (2017) showed that students'
moderate motivation to learn science resulted in their mid-low achievement in science. This
result showed the importance of motivation in science learning.
Table 6: Mean and Standard Deviation of Basic Science and Technology Students’
Performance by Motivation.
Students’ Motivation N Mean Std. D
Low 138 33.41 11.24
Moderate 37 58.57 3.98
High 42 76.38 6.93
Total 217 46.02 19.99
Table 6 shows estimated marginal means of academic performance based on s students’
motivation. Basic Science and Technology students with high motivation had the highest
mean score (=76.38), followed by students with moderate motivation (=58.57), and Basic
Science and Technology students with low motivation had the less performance mean score
9. Journal of Research in Education and Society, Volume 13, Number 3, December 2022
ISSN(p): 2141-6753 ISSN(e): 2795-3033
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In collaboration with
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(=33.41). It implies that inspiration influenced students’ academic performance in Basic
Science and Technology examinations.
CONCLUSION AND RECOMMENDATIONS
The findings of this study showed Basic Science and Technology students’ extent of self-
efficacy was moderate, and Basic Science and Technology students’ level of motivation was
high. There was a significant influence of students’ self-efficacy on academic performance in
Basic Science and Technology examinations. The result showed students’ motivation
significantly influenced their academic performance in Basic Science and Technology
examinations. This study, therefore, concluded that students that showed a high level of self-
efficacy and are positively motivated have a greater tendency to achieve highly even with
moderate efforts. Self-efficacy and motivation are elements in students’ learning. If these
elements are of high degree, students will appreciate basic science and technology and may
be motivated in overall learning outcomes. Based on the findings, the recommendations are:
1. School guidance counsellors should encourage students to develop high-efficacy
beliefs toward Basic Science and Technology.
2. Parents should provide necessary school materials and living expenses for their ward
to improve their motivation to learn Basic Science and Technology.
3. Teachers should use methods that motivate students to learn and not be gender biased.
4. The Ministry of Education should motivate students by giving scholarships to
students who perform well in their academic pursuits in Biology. It will encourage
other students to work hard and strive to get better in their academic engagements.
5. The School administrators should also give awards to students who perform well in
Basic Science and Technology to motivate others.
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Copperstone University, Luanshya, Zambia
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ISSN(p): 2141-6753 ISSN(e): 2795-3033
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