The relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement of form 3 students at Domasi Demonstration Secondary School in Malawi
The relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement of form 3 students at Domasi Demonstration Secondary School in Malawi
au.link.externalLink | [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/4673/3190) | |
dc.contributor.author | Kalambo, Austin Bondawambinga | |
dc.contributor.author | Lynch, Richard | |
dc.date.accessioned | 2021-11-03T06:54:44Z | |
dc.date.available | 2021-11-03T06:54:44Z | |
dc.date.issued | 2021 | |
dc.description.abstract | The study was aimed at determining the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of Form 3 physics students at Domasi Demonstration Secondary School in Malawi. The Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and used to collect data on self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning from 40 Form 3 physics students at Domasi Demonstration Secondary School in Malawi in their Term 3 of the 2019 academic year. The physics achievement scores of the students were collected by an End of Term 3 Physics Examination. A multiple correlation coefficient analysis was used to determine the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of the Form 3 physics students. It was revealed that the relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics was moderately strong and positively correlated. Similarly, physics achievement and self-efficacy for learning and performance in physics were also moderately strong and positively correlated. Lastly, the relationship between physics achievement and metacognitive self-regulated physics learning was revealed to be weak but positively correlated. The findings, further, indicated that a moderately strong and positive significant relationship existed between self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement. Recommendations for students’ support, teaching strategies, and future research are provided. | |
dc.format.extent | 14 pages | |
dc.format.mimetype | application/pdf | |
dc.identifier.citation | Scholar: Human Sciences 13, 2 (July-December 2021), 59-72 | |
dc.identifier.uri | https://repository.au.edu/handle/6623004553/25018 | |
dc.language.iso | eng | |
dc.publisher | Bangkok : Assumption University Press | |
dc.rights | This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner. | |
dc.rights.holder | Assumption University | |
dc.subject | Secondary physics | |
dc.subject | Student achievement | |
dc.subject | Self-efficacy | |
dc.subject | Self-regulation | |
dc.subject | Meta-cognition | |
dc.subject | Motivation | |
dc.subject | Domasi Demonstration Secondary School | |
dc.subject | Malawi | |
dc.subject.other | Scholar: -- Human Sciences | |
dc.subject.other | Scholar: -- Human Sciences -- 2021 | |
dc.title | The relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement of form 3 students at Domasi Demonstration Secondary School in Malawi | en_US |
dc.type | Text | |
mods.genre | Journal Article |
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