STEM Students’ Self-Efficacy in General Chemistry

Carmela Olanda Capanzana
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Abstract


The study explored the perceived self-efficacy and attitudes of Grade 12 Senior High School students under Science, Technology, Engineering and Mathematics (STEM) strand in general chemistry. Specifically, it sought to describe their confidence in performing varied learning tasks in general chemistry and their attitudes towards the said subject. A convergent parallel mixed methods research design was employed to gather both quantitative data and qualitative data of students’ self-efficacy in general chemistry. The sample of the study consisted of two intact sections of Senior High School students (n=87) enrolled under STEM strand at one of the Philippine high schools. The quantitative data were gathered using the Chemistry Attitudes and Experiences Questionnaire (CAEQ) as the research instrument while focused group discussion was employed to gather qualitative data. Descriptive statistics such as weighted arithmetic mean and standard deviation were used to analyze the quantitative data while thematic analysis was used to analyze the qualitative data and confirm the quantitative analyses. Results showed that the overall weighted arithmetic mean is 3.13, and standard deviation is 0.10, indicating that the participants had neutral responses in most of the items (15 out of 19) in the questionnaire while they were slightly confident in the remaining four (4) items implying that they have low level of self-efficacy in general chemistry. These results were confirmed by the emerging themes derived from the thematic analysis were students gave slightly confident and neutral responses since their confidence in the subject depends on its level of difficulty. Contributing factors on the resulted self-efficacy level such as congested curriculum guide, class duration, teacher’s content knowledge and modes of instruction used were also identified. The said factors provided significant implications relevant to   teaching approaches and alternative modes of instruction that can enhance STEM students’ self-efficacy in general chemistry. It is recommended in the study that the said factors be addressed in general chemistry course.


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References


Capanzana, C. O. (2020). Exploring STEM students’ perceived self-efficacy and attitudes in general chemistry. Journal of Research in Education, Science and Technology, 5(2), 90-100.


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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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