Beyond teachers’ cognitive domain: the role of teachers’ self- efficacy on students’ academic achievement in basic science in secondary schools

Joseph Endurance Ayibatonye* & Echie-Godpower, Glory

Department of Integrated Science, Ignatius Ajuru University of Education, Port Harcourt, Nigeria

Abstract

The study looked at how teachers’ feelings of self-efficacy affect how well their basic science students do in secondary school in the State. All of the students and all of the science teachers from all of the junior secondary schools were part of the study. Using proportionate stratified random sampling, a group of 200 students and 100 teachers were chosen from the whole population. Two research questions were made to guide the study, and at the 0.05 level of significance, two null hypotheses were formulated and tested. The validated Teachers Self-Efficacy Scale was used to collect data for the study. The test-retest and method were used to check the reliability of the Science Teacher Self-Efficacy scale and r=.08. The Students’ termly score, which comes directly from the primary source, does not need a reliability test. To answer the research questions, the mean and standard deviation were used, and the t-test was used to test the null hypotheses. The results showed that a teacher’s sense of self-efficacy and attitude have a big effect on students’ interest in basic science, which helps students do better in school. So, it was recommended that science teachers should improve their own sense of how well they teach and how well their students learn.

Keywords

students; academic achievement; basic science; secondary schools; teacher; academic; self-efficacy.

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