A correlational-comparative study of Grade 4, Grade 5, and Grade 6 students' self-efficacy for learning and performance in integrated subjects with their academic achievement in a mother tongue-based multilingual education context in 5 SJN-CBE Schools in Northern Shan State, Myanmar
A correlational-comparative study of Grade 4, Grade 5, and Grade 6 students' self-efficacy for learning and performance in integrated subjects with their academic achievement in a mother tongue-based multilingual education context in 5 SJN-CBE Schools in Northern Shan State, Myanmar
au.link.externalLink | [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5351/3513) | |
dc.contributor.author | Din, Ja Htoi | |
dc.contributor.author | Lynch, Richard | |
dc.date.accessioned | 2022-08-26T05:49:05Z | |
dc.date.available | 2022-08-26T05:49:05Z | |
dc.date.issued | 2022 | |
dc.description.abstract | The purpose of this quantitative study was to investigate whether there was a significant relationship between self-efficacy for learning and performance in integrated subjects of Grade 4, Grade 5, and Grade 6 students and their academic achievement in 5 SJN-CBE Schools, Northern State, Myanmar. An adapted version of the Motivated Strategies for Learning Questionnaire by Pintrich, Smith, Gracia, and McKeachie (1991) was used to collect data from a total of 433 students; 117 Grade 4 students, 159 Grade 5 students, and 157 Grade 6 students. The subjects' final assessment results were used to determine the integrated subjects' academic achievement levels. The researcher also compared the self-efficacy for learning and performance in integrated subjects among Grade 4, Grade 5, and Grade 6 students. Descriptive statistics (means and standard deviations) and statistical hypothesis testing (correlational analysis using Pearson product-moment correlation and one-way ANOVA) were used to analyze the data. The research findings indicated high levels of self-efficacy for learning and performance in integrated subjects of Grade 4,Grade 5, and Grade 6. The integrated subject's final assessment result revealed that grade 4, Grade 5, and Grade 6 students had good academic achievement. Pearson product-moment correlation suggested that self-efficacy for learning and performance in integrated subjects of Grade 5 and grade 6 students and their academic achievement were significantly positively correlated; in contrast, there was no significant relationship between students' self-efficacy for learning and performance in integrated subjects of Grade 4 students and their academic achievement. The findings indicated a significant difference in self-efficacy for learning and performance in integrated subjects between Grade 4 and Grade 5. Still, there was no significant difference between Grade 4and Grade 6 students and between Grade 5 and Grade 6 students.Recommendations for students, teachers, parents, implementers and administrators of SJN-CBE, and future researchers are provided. | |
dc.format.extent | 18 pages | |
dc.format.mimetype | application/pdf | |
dc.identifier.citation | Scholar: Human Sciences 14, 2 (July-December 2022), 186-203 | |
dc.identifier.uri | https://repository.au.edu/handle/6623004553/25437 | |
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 | Self-efficacy for learning and performance in integrated subjects | |
dc.subject | Academic achievement | |
dc.subject | Mother tongue-based multilingual education context | |
dc.subject | Northern Shan State | |
dc.subject | Myanmar | |
dc.subject.other | Scholar: -- Human Sciences | |
dc.subject.other | Scholar: -- Human Sciences -- 2022 | |
dc.title | A correlational-comparative study of Grade 4, Grade 5, and Grade 6 students' self-efficacy for learning and performance in integrated subjects with their academic achievement in a mother tongue-based multilingual education context in 5 SJN-CBE Schools in Northern Shan State, Myanmar | |
dc.type | Text | |
mods.genre | Journal Article |
Files
Original bundle
1 - 1 of 1
- Name:
- Scholarj-Abstract-25437.pdf
- Size:
- 611 KB
- Format:
- Adobe Portable Document Format
- Description:
- Abstract