Qualified secondary school science teachers had a more positive perception of self-efficacy than non-qualified teachers across all seven subscales measured. Statistical analysis found significant differences in mean perceptions between the two groups in efficacy to influence decision making, school resources, instructional practices, discipline, parental involvement, community involvement, and creating a positive school climate. The results suggest that a teacher's qualification level influences their perception of capabilities to perform various teaching tasks.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
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.
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. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
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.
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. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
This study was a survey conducted to determine the influence of stake holders on student career choice particularly amongst undergraduate students in school of science education Federal College of Education, (Technical) Bichi Kano.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
Influence of Pre-Service Teachers’ Subject Specialization on their Skills of ...BabayemiJohnOlakunle1
This study examined the influence of pre-service teachers’ subject specialization on their skills for improvisation and management of resources using survey research of expost-facto type. The sample comprised 150 N.C.E pre-service teachers randomly selected from 50 secondary schools in Oyo State. The instruments used were Questionnaire on Assessing Pre-service Teachers’: Skills of Improvisation (r = 0.73); Management of Resources (r = 0.70). Two research questions were raised. The data collected were analyzed using mean, ANOVA and t-test. The result showed that subject specialization had no influence on pre-service teachers’ skills for improvisation and management of resources (F=0.953; P>.05; F=2.536; P>.05).These findings have significant implications for Science teachers and curriculum planners.
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.
The mere mention of mathematics and its related courses such as quantitative research methods drive down shivers and create anxiety among most students. However, this phenomenon has not will been addressed among preservice teachers. The purpose of this study was to examine the relationship between preservice teachers test anxiety and performance in quantitative research methods in education. And to achieve this purpose, a random sample of 313 preservice teachers from a teacher education University in Ghana were administered the test anxiety inventory (TAI) and the data analysed using both descriptive and inferential statistics. The results revealed a significant inverse relationship between test anxiety and preservice teachers’ performance. Similarly, factors such as the examiner, the exam format, previous failures, examination time, presence of invigilator, and lack of adequate preparations were identified as determinants of test anxiety. In terms of coping strategies, it was revealed that respondents adopted cognitive, and educational strategies to mitigate the effect of test anxiety.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
Running head SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIE.docxjeanettehully
Running head: SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES 1
SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES 10
Self-Efficacy and Teaching Students with Disabilities: An Annotated Bibliography
Student Name
EDUC 850
Liberty University
Abstract
The field of special education is consistently plagued with staffing shortages due to high attrition. Identifiably, burnout leads to many teachers’ decisions to seek career opportunities outside of special education. Research indicates that teacher burnout is derived from low levels of self-efficacy. In efforts to increase job-satisfaction and competency within the many specializations which make up special education, research supports that teacher education programs should be all-inclusive of the various disabilities and settings which teacher candidates may service following graduation. Additionally, continual and applicable professional development opportunities, for both special education teachers and general education teachers, can support greater perceived self-efficacy in teaching students with disabilities.
Keywords: self-efficacy, special education, burnout
Preparation of Teachers of Students with Autism
Busby, Ingram, Bowron, Oliver, and Lyons (2012) indicated that the ineffective teaching of children with autism stems from a lack of motivation and low self-efficacy. Based upon this, the authors sought participation from graduate education students who reported no experience with teaching students with autism. Using a Nominal Group Technique, participants were shown video clips of instruction of a child with autism. Following the video viewing, participants were then asked what challenges they perceived would be experienced as a teacher of a student with autism. From this, the following five challenges were identified: highly individualized instruction, time-consuming parent-teacher collaboration, disruption in the general education setting, extensive data collection for students’ IEPs, and general education teachers’ lack of knowledge for inclusion. From these challenges, perceived needs were derived. Overall, the findings from this study represent that there are barriers to the effective inclusion of students with autism. In order to enhance the self-efficacy of teachers providing inclusion to students with autism in the inclusion setting, the authors offered curriculum recommendations for pre-service teaching curriculums. As the authors indicate, a limitation of this study is the population being comprised of only Troy University students. Special education preparation programs could utilize the design of this study to determine whether or not their students feel equipped for serving students with autism following graduation.
Self-Efficacy and Special Education Referrals
Identifying the referral for assessment as the first step in providing students with special education services, Egyed and Short (2006) investigated ...
Running head SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIEMalikPinckney86
Running head: SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES 1
SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES 10
Self-Efficacy and Teaching Students with Disabilities: An Annotated Bibliography
Student Name
EDUC 850
Liberty University
Abstract
The field of special education is consistently plagued with staffing shortages due to high attrition. Identifiably, burnout leads to many teachers’ decisions to seek career opportunities outside of special education. Research indicates that teacher burnout is derived from low levels of self-efficacy. In efforts to increase job-satisfaction and competency within the many specializations which make up special education, research supports that teacher education programs should be all-inclusive of the various disabilities and settings which teacher candidates may service following graduation. Additionally, continual and applicable professional development opportunities, for both special education teachers and general education teachers, can support greater perceived self-efficacy in teaching students with disabilities.
Keywords: self-efficacy, special education, burnout
Preparation of Teachers of Students with Autism
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Influence of qualification of secondary school science teachers on their perception of self efficacy
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.15, 2013
92
Influence of Qualification of Secondary School Science Teachers
on their Perception of Self-Efficacy
Thomas B. Igwebuike1
Ph.D Martha O. Oghenesuvwe 2
1. School of Education, College of Education, P.M.B. 1251, Warri Nigeria
2. School of Sciences, College of Education, P.M.B. 1251, Warri Nigeria
Corresponding Author’s e-mail: beluolisa2005@yahoo.com
Abstract
The complexity of science teaching at the secondary school level may have interacted with paucity of
instructional materials, equipment and facilities to make science teachers have a poor perception of self-efficacy.
This may in part, be implicated in the phenomenon of underachievement in science subjects among secondary
school students. This study was designed to investigate the influence of science teachers’ qualification on their
perception of self-efficacy. An instrument, ‘Teachers’ Self-Efficacy Scale’ was administered on 200 randomly
selected secondary school science teachers in Warri Municipality, Nigeria, and its suburbs. Z-test statistic
observed at the 0.05 level of significance was used for testing the hypothesis of the study. The results indicated
that qualified secondary school teachers had a more positive perception of self-efficacy than their counterparts in
all the seven sub-scales of the instrument. Implications of the results were discussed and suggestions were put
forward about the direction of further studies.
Keyword: Self-efficacy; underachievement in science; teachers’ qualification; perception.
1. Introduction
Teaching science in a way that reflects its fundamental nature is very demanding. The fundamental nature is that
which expresses its triadic feature which shows that it is made up of scientific corpus of knowledge, science
process skills, and scientific attitudes and values. These three aspects have to be intricately balanced for science
to be taught effectively. But science teaching at the primary and secondary school levels is characterized by
authoritarian dissemination of corpus of scientific knowledge to students who often listen passively as acolytes
to their science teachers. The result of this is that such students do not perform well in terminal and external
examinations that often involve use of science process skills in addition to cognitive aspects, as observed by
Jegede, Okebukola and Ajewole (1992), West African Examination Council (2010), Igwebuike and Ajuar (2013),
and Igwebuike and Ikponmwosa (2013).
It can be conjectured that paucity of science instructional materials, equipment and facilities has conspired with
the science teachers’ speculated disbelief in their capabilities to make teachers rely solely on transmission of
scientific knowledge during science teaching. This disbelief culminates in poor perception of self-efficacy.
Bandura (1986) defines self-efficacy as “an individual’s judgement of his or her capability to organize and
execute the courses of action required to attain designated types of performance”. By implication, science
teachers with high or positive perceptions of their self-efficacy will accept challenges and redouble their efforts
towards attaining maximally the set goals of teaching. This is also incorporated in Gibson and Dembo’s (1984)
assertion that efficacy expectation is the conviction that a teacher is personally capable of successfully executing
actions that will result in the desired and anticipated outcomes. Developing self-efficacy and outcome
expectancy in teachers is, according to Khourey-Bowers and Simons (2004), pivotal to achieving scientific
literacy for all students. Scientific literacy results when science is effectively taught.
Some strands of research evidence converge to support the claim that teacher self-efficacy positively influences
students’ learning outcomes. According to Henson (2001) teacher efficacy is found to be one of the important
variables consistently relate to positive teaching behaviour and student outcomes. Tschannem-Moran and Hoy
(2001) concluded that students taught by teachers that are highly efficacious have high level of academic
achievement, autonomy, motivation and a firm belief in their own efficacy. Some positive aspects of teaching
profession have been associated with teacher’s perception of self efficacy. For instance Caprara, Barbaranelli,
Steca and Malone (2006) indicated that one of these aspects is that the teacher is more enthusiastic and satisfied
with his job. Another aspect is that the teacher demonstrates, according to Schwarzer and Hallum (2008), lower
levels of burnout. By implication, scholars in science education can turn their gaze to nature of perception of
self-efficacy by science teachers, among others, in their quest to unravel the phenomenon of students’
underachievement in the sciences.
A study was carried out (Soodak & Poodell, 1996) to determine the influence of teaching experience on teachers
(not specifically science teachers) perception of self-efficacy. Results of the study, among others, are that
teaching experience positively influenced self-efficacy among primary school teachers. In other words, primary
school teachers’ self-efficacy improved with increase in teaching experience though gradually. For secondary
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.15, 2013
93
school teachers, the results indicated that they were more stable in their beliefs about personal efficacy.
Teacher education institutions are created to endow prospective and in-service science teachers with knowledge,
process skills and scientific attitudes needed for development of self-efficacy. But teaching in those institutions
is also characterized by transmission of body of scientific knowledge to the prospective science teachers. A
study by Igwebuike, Okandeji and Ekwevugbe (2012) indicated that teacher educators in Colleges of Education
in Delta State, Nigeria, had a traditionalist/transmissive conception of teaching and learning, irrespective of their
qualification, instead of contemporary/constructivist conceptions. This introduces some penumbra of uncertainty
regarding the capacity of the institutions to assist the pre-service teachers develop what it takes to have positive
perception of self-efficacy. But there is no empirical evidence to support or not, the ability of such institutions to
achieve this because the literature is mute on this.
1.1 Statement of the Problem: The problem investigated in this study, put in a question form is “Is there any
statistically significant influence of qualification of secondary school science teachers on their perception of self
efficacy?”
1.2 Hypothesis
The hypothesis of this study is: There is no statistically significant difference in the mean perception of self-
efficacy between qualified and nonqualified secondary school science teachers. (A qualified secondary school
science teacher is the one that has at least a bachelors’ degree in Science and Education, or in Science with at
least postgraduate diploma in Education).
2. Methods and Procedures
2.1 Sample
A sample of two hundred science teachers was constituted from a population of science teachers in Warri
Township, Nigeria and the suburbs using stratified random sampling. The strata were qualification, gender and
experience. Gender and experience were used merely to ensure fair representation of the population in the
sample since they were not hypothesized. Of the 200 science teachers, 100 were qualified.
2.2 Instrument
Bandura’s (1994) Teacher Self-efficacy Scale was used for collecting data for testing the hypothesis of this study.
This instrument consists of 30 items with responses modeled on a nine point Likert format. It has seven
subscales as follows: efficacy to influence decision making; efficacy to influence school resources, instructional
self-efficacy; disciplinary self-efficacy; efficacy to enlist parental involvement; efficacy to enlist community
involvement; efficacy to create positive school climate. Each of the items is measured on a 9 – point scale with
calibration of: Nothing; Very Little; Some Influence; Quite A Bit; and A Great Deal. Adedoyin (2010) did a
factor analysis of the instrument using Botswana junior secondary school teachers. He arrived at nine factors
(subscales) instead of seven in the Bandura’s (1994) version. He further reduced the 30 items in the original
version to 27 because three items had factor loading of less than 0.50. But Bandura’s (1994) version was used in
this study because Adedoyin (2010) did his factor analysis with a Botswanan sample which is different from the
sample of the present study. Secondly, the present study did not contemplate determination of the factorial
purity of the subscales. This somehow precipitates a limitation of study.
However, part of psychometric integrity of the instrument was determined using test-retest method and a
different sample of science teachers (n=48) in Warri- Nigeria. The exercise yielded a reliability coefficient of
0.764 which is well above the threshold value of 0.60 recommended by Nunnally (1981). In addition to that,
and since analysis of the data was based on the individual sub-scale, the reliability coefficient for each of the
sub-scales was determined. The results are shown in Table 1.
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
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Table 1: Sample Items of the Sub-scales and their Reliability Coefficient
S/N. Sub-Scale Sample Item Reliability
Coefficient
1. Efficacy to Influence
Decision
How much can you influence the decisions that are
made in the school?
0.79
2. Efficacy to Influence
School Resources
How much can you do to get the instructional materials
and equipment you need?
0.87
3. Instructional Self-Efficacy How much can you do to increase students’ memory of
what they have been taught in previous lesson?
0.72
4. Disciplinary Self-Efficacy How much can you do to control disruptive behaviour
in the classroom?
0.77
5. Efficacy to Enlist Parental
Involvement
How much can you assist parents in helping their
children to do well in school?
0.69
6. Efficacy to Enlist
Community Involvement
How much can you do to get community groups
involved in working with the school?
0.75
7. Efficacy to Create a
Positive School Climate
How much can you do to get students to believe they
can do well in school work?
0.71
2.3 Procedure for Data Collection
The instrument was administered to the subjects (members of the sample) personally by one of the researchers.
She clarified the demands from the instrument and ensured 100% per cent retrieval rate by substitution of a few
non-usable questionnaires.
2.4 Procedure for Data Analysis
Analysis of data was carried out using Z-test statistic observed at the 0.05 level of significance.
3. Results and Discussion
3.1 Results
The hypothesis of this study is, ‘There is no significant difference in the mean perception of self-efficacy
between qualified and non-qualified secondary school science teachers’. The hypothesis was tested from the
mean score perception on each of the seven sub-scales. The results are presented below.
3.1.1 Sub-Scale 1: Efficacy to Influence Decision-Making Process
Table 2: Z-test of Group Mean Perceptions
Group N
x SD Std-Error Zcal Ztabled
Qualified 100 12.93 3.26
0.45 5.59* 1.96
Non-Qualified 100 10.47 2.99
* Significant at the 0.05 level of significance
From Table 2, the group mean obtained for qualified teachers is 12.93 with a standard deviation (SD) of 3.2b
while that for non-qualified teachers is 10.47 with a standard deviation of 2.99. The difference between these
two group means is significant because the Z-value calculated (observed) is greater than the tabled value.
Qualified secondary school science teachers therefore have a better perception of self-efficacy in influencing
decision-making process.
3.1.2 Sub-scale 2: Efficacy to Influence School Resources
Table 3: Z-test of Group Mean Perceptions
Group N x SD Std-Error Zcal Ztabled
Qualified 100 6.36 1.91
0.15 6.93* 1.96
Non-Qualified 100 5.36 0.84
* Significant at the 0.05 level of significance
Table 3 shows that qualified teachers had a group mean perception of 6.36 and an SD measure of 1.91 while
non-qualified teachers had a mean of 5.36 with an SD measure 0.84. The calculated Z value of 6.93 is greater
than the tabled value of 1.96 by implication the difference between the two group means is statistically
significant in favour of qualified teachers. The conclusion therefore is that qualified secondary school science
teachers have a superior perception of their self-efficacy with respect to influencing school resources.
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.15, 2013
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3.1.3 Sub-scale 3 Instructional Self-Efficacy
Table 4: Z-test of Group Mean Perceptions
Group N x SD Std-Error Zcal Ztabled
Qualified 100 58.00 13.45
1.87 5.46* 1.96
Non-Qualified 100 47.79 12.95
* Significant at the 0.05 level of significance
Table 4 indicates that the mean perception of instructional self-efficacy by qualified teachers is 58.00 with an SD
value of 13.45 while non-qualified teachers had a mean of 47.79 with an SD measure of 12.95. The calculated Z
value is 5.46 while the tabled value is 1.96. By implication there is statistically significant difference in mean
perception of instructional self –efficacy between qualified and non- qualified secondary school science teachers.
3.1.4 Sub-scale 3 Instructional Self-Efficacy
Table 5: Z-test of Group Mean Perceptions
Group N x SD Std-Error Zcal Ztabled
Qualified 100 21.31 4.83
0.51 16.39* 1.96
Non-Qualified 100 12.13 2.79
* Significant at the 0.05 level of significance
From Table 5, the group mean perception by qualified science teachers is 21.31 with an SD measure of 4.83
while their non-qualified counterparts had a group mean of 12.13 and with an SD value of 2.79. The calculated
Z value is higher than the tabled value of Z. By implication qualified science teachers with higher group mean
had a more positive perception of disciplinary self -efficacy.
3.15 Sub-scale 5: Efficacy to Enlist Parental Involvement
Table 6: Z-test of Group Mean Perceptions
Group N
x SD Std-Error Zcal Ztabled
Qualified 100 46.49 6.74
0.94 38.20* 1.96
Non-Qualified 100 10.58 6.58
* Significant at the 0.05 level of significance
Table 6 shows that the group mean for qualified science teachers on perception of self-efficacy to enlist parental
involvement is 46.49 with an SD measure of 6.74. The group mean for their non-qualified counterparts is 10.58
with an SD measure of 6.58. The difference in the group means was found to be statistically significant in
favour of qualified science teachers. This means that qualified secondary school science teachers have a more
positive perception of self-efficacy to enlist parental involvement.
3.1.6 Sub-scale 6: Efficacy to Enlist Community Involvement
Table 7: Z-test of Group Mean Perceptions
Group N
x SD Std-Error Zcal Ztabled
Qualified 100 36.68 8.29
1.12 11.63* 1.96
Non-Qualified 100 23.66 7.52
* Significant at the 0.05 level of significance
From table 7, qualified secondary school science teachers had a group mean perception of 36.68 with an SD
value of 8.29 while their non-qualified counterparts had a mean of 23.66 with an SD value of 7.52. The Z
calculated value is 11.63 while the tabled value is 1.96. These values imply that there is statistically significant
difference in perception of self-efficacy to enlist community involvement between qualified secondary school
science teachers and their counterparts who were not qualified in favour of the qualified teachers.
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
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3.1.7 Sub-scale 7: Efficacy to Create Positive Social Climate
Table 8: Z-test of Group Mean Perceptions
Group N x SD Std-Error Zcal Ztabled
Qualified 100 62.77 8.57
0.93 19.33* 1.96
Non-Qualified 100 44.79 3.63
* Significant at the 0.05 level of significance
From table 8, the group mean perception of self efficacy to create positive social climate by qualified secondary
school science teachers is 62.77 with an SD measure of 8.57. The group mean for their non-qualified
counterparts is 44.79 with an SD measure of 3.63. Since the Z-caluclated value is higher than the tabled value,
there is statistically significant difference between the two groups. The qualified secondary school science
teachers had a more positive perception of their self-efficacy for creating positive social climate.
It is also noteworthy that despite the fact that qualified secondary science teachers had superior perception of
their self-efficacy for all the seven sub-scales, their standard deviation measures were higher than those of their
counterparts. This means that homogeneity or intra group agreement among qualified secondary school teachers,
with respect to each of the sub-scales, is lower than that for their non-qualified counterparts.
3.2 Discussion
The major problem addressed in this study was investigation to reveal if there would be any difference in the
perception of self-efficacy in each of the seven sub-scales of Teacher Self-Efficacy Scale developed by Bandura
(1997). Evidence provided by the analysis carried out shows support for the potency of teacher education
programmes in making secondary school science teachers to develop positive perception of self-efficacy.
According Bandura (1986), and as mentioned earlier, self-efficacy “is an individual’s judgement of his or her
capability to organize and execute the courses of action required to attain designated type of performance.” It
was conjectured that because of the difficulties that might be encountered in trying to teach science meaningfully
to secondary school students, science teachers may have poor perceptions of their self-efficacy. The difficulties
stem, among others, from the conspiracy between the complex nature of science and paucity of provision of
instructional materials, equipment and facilities. It was expected by the researcher that science teacher education
programmes would boost the science teachers perception of self-efficacy. But some penumbra of uncertainty
was cast on the expectation by the observation that teacher educators in Colleges of Education in Delta State,
Nigeria, had a traditionalist/transmissive conception of teaching and learning (Igwebuike, Okandeji &
Ekwevugbe, 2012) which negate meaningful teaching of science by the recipients. This, it was speculated, could
make the recipients to have poor perception of self-efficacy for teaching science.
It is therefore gratifying, as well as heart-warming, to observe that evidence provided by this study provide
support for the potency of science teacher education programmes in making science teachers to have positive
perception of self-efficacy. Gorrell and Capron (1990) suggest that it is important to instill a sense of efficacy in
people being prepared to teach to ensure that they have the confidence to attempt to apply their knowledge when
the appropriate time comes. They are supported by Dembo and Gibson (1985). The results obtained from this
study are supported rather tangentially by the findings of studies by Asikhia (2010), Dahar, Dahar and Dahar
(2011) and Unanma, Abugu, Dike and Umeobika (2013). For instance, Unanma, et al, (2013) in particular found
that qualification of chemistry teachers at the senior secondary school level influenced positively the academic
achievement of the students in chemistry. The support is referred to as tangential because self-efficacy is
perceived competence (Anderson, Walker & Ralph, 2009) which, by implication, resulted in improved academic
achievement established by the findings of studies by Unanma, et al (2013) among others. Improved academic
achievement is the ultimate. McLaughlin and Marsh (1978) long ago, found that teacher efficacy had positive
impact on: achievement of a project goal, the level of adjustment made by the teacher, students’ achievement,
among others.
The results of the present study and the literature in this study converge to support the positive influence of
teacher-perceived self-efficacy on students’ achievement in school work. A cursory view of the items in some of
the sub-scales of Teacher Self-Efficacy Scale used in this study offers some explanation to the results of this
study. For instance, one of the sub-scales “Disciplinary self-efficacy has an item which states, ‘How much can
you do to control disruptive behaviour in the classroom?’ shows that self-efficacy is patently, a precursor of
enhanced academic achievement. In the sub-scale, - Instructional Self-efficacy, an item states, ‘How much can
you do to motivate students who show low interest in school work?’ Another one states ‘How much can you do
to increase students’ memory of what they have been taught in previous lessons?’. All things being equal, a
teacher who has positive perception of his competence to do these and others specified in the various sub-scales,
would achieve his instructional goals.
6. Journal of Education and Practice www.iiste.org
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4. Conclusions and Implications
4.1 Conclusions
Evidence provided by the analysis of data from this study support the conclusion that secondary school
chemistry teachers’ qualifications influence positively their perceptions of self-efficacy as teachers.
4.2 Implications
Since self-efficacy has been shown in the literature as something that engenders academic achievement by
students science teacher educators, education policy makers and other stakeholders should be made to be aware
of this. Science teachers in secondary schools that are not qualified should be assisted to develop themselves
professionally through in-service education programmes. This is largely because of the observation earlier in
this study, that secondary schools students perform poorly in the sciences. It is justifiable to implicate lack of
qualification for science teaching in this poor achievement continuing saga of underachievement in science.
Another implication of the findings of this study, though tangential, is that self-efficacy building should be
specifically included in the programme for internship/teaching practice for pre-service science teachers perhaps
by way of practicum. The ultimate goal of this, according to Anderson, Walker and Ralph (2009) is to assist
practicum pre-service teachers to “become more self-efficacious practitioners who will continue to engage in
professional development throughout their careers in the school setting” (p. 168).
How to achieve this can indicate direction for further studies. In addition, further studies can increase the sample
size, and widen the scope, and incorporate more variables, like teaching experience and gender to improve our
knowledge on interaction of factors that can influence perception of self-efficacy among science teachers.
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