The Relationship between Academic Self-Efficacy and Cognitive Learning Outcomes of High School Students in Biology Subjects through Problem-Based Learning Model

Authors

Gamar Shamdas

DOI:

10.29303/jppipa.v9i7.3018

Published:

2023-07-25

Issue:

Vol. 9 No. 7 (2023): July

Keywords:

Academic achievement, Academic self-efficacy, Cognitive learning outcomes, Gender

Research Articles

Downloads

How to Cite

Shamdas, G. (2023). The Relationship between Academic Self-Efficacy and Cognitive Learning Outcomes of High School Students in Biology Subjects through Problem-Based Learning Model . Jurnal Penelitian Pendidikan IPA, 9(7), 5466–5473. https://doi.org/10.29303/jppipa.v9i7.3018
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Self-efficacy in the classroom is the belief that one can successfully complete any academic task.. Pre-experimental research with a quantitative approach aims to describe the connection between secondary school understudy's academic self-efficacy and cognitive learning outcomes in biology lessons and to describe gender associations with academic self-efficacy. The One-Shot Case Study research design was carried out in a high school in Palu City for Class XI students, a population of 7 classes totaling 200 students. One class sample consists of 32 students, determined completely randomly. Academic self-efficacy data were acquired through questionnaires, and outcomes of cognitive learning from multiple-choice tests. Information investigation of the connection between academic self-efficacy and cognitive learning outcomes used a simple linear regression test. The association of gender with academic self-efficacy used the Point-Bivariate Correlation test. The result of the research is that there is a relationship between academic self-efficacy and cognitive learning outcomes, and students' cognitive learning outcomes can be predicted through the regression equation y = 25.651 + 1.733x, meaning that an increase in academic self-efficacy scores of 1 point will increase students' cognitive learning outcomes scores of 1.733. Gender significantly correlates with academic self-efficacy, r = 0.841, p = 0.001. This means that the closeness of the gender relationship with the academic self-efficacy of high school students is in the very strong category at 1% significance.

References

Adeyemo, D. A. (2016). Moderating Influence of Emotional Intelligence on the Link Between Academic Self-efficacy and Achievement of University Students. Sage Journal: Psychology and Developing Societies, 19(2), 1–8. https://doi.org/10.1177/097133360701900204

Ahmad, A., & Safaria, T. (2013). Effects of Self-Efficacy on Students' Academic Performance. Journal of Educational, Health and Community Psychology, 2(1), 22–29. Retrieved from https://media.neliti.xn--com-ls0a

Ahmadi, A., Ziapour, A., & Mehedi, N. (2021). Prediction of Academic Motivation Based on Variables of Personality Traits, Academic Self-Efficacy, Academic Alienation and Social Support in Paramedical Students. Community Health Equity Research & Policy, 43(2), 15–28. https://doi.org/10.1177/0272684X211004948

Alfayez, A. F. (2022). Saudi Teachers' Self-Efficacy in Implementing the Arabic Language Integrative Curriculum. Education Research International, 2022, 1–17. https://doi.org/10.1155/2022/6823935

Amena, M. (2021). The Role of Problem Based Learning in Engaging and Empowering Omani EAP Learners: An Exploratory Study. Arab World English Journal, 2, 184–196. https://doi.org/10.24093/awej/mec2.13

Ardhaoui, K., Lemos, cMarina S., & Silva, S. (2021). Effects of new teaching approaches on motivation and achievement in higher education applied chemistry courses: A case study in Tunisia. Elsevier: Education for Chemical Engineers, 36, 160–170. https://doi.org/10.1016/j.ece.2021.05.004

Arends, R. I. (2012). Learning To Teach (B. Mejia (ed.); Ninth Edit). McGraw-Hill. Retrieved from https://www.amazon.com

Aslan, A. (2021). Problem-based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education, 171, 104237. https://doi.org/10.1016/j.compedu.2021.104237

Bandura, A. (1989). Human agency in social cognitive theory. American Psychological Association., 44(9), 1175–1184. https://doi.org/10.1037/0003-066x.44.9.1175

Bandura, A. (1997). Self-efficacy: The exercise of control (H. H. & Co (ed.)). American Psychological Association. Retrieved from https://psycnet.apa.xn--orgrecord-xk0eg

Basith, A., Syahputra, A., & Aris Ichwanto, M. (2020). Academic Self-Efficacy As Predictor Of Academic Achievement. JPI (Jurnal Pendidikan Indonesia), 9(1), 163. https://doi.org/10.23887/jpi-undiksha.v9i1.24403

Bong, M. (2010). Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs. The Journal of Educational Research, 97(6), 287–298. https://doi.org/10.3200/JOER.97.6.287-298

Bryant, S. K. (2017). Self-efficacy sources and academic motivation: A qualitative study of 10th graders. In Electronic Theses and Disertations. Retrieved from https://search.proquest.com/docview/1907564604?accountid=15272

Capron Puozzo, I., & Audrin, C. (2021). Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools. Thinking Skills and Creativity, 42, 100966. https://doi.org/10.1016/j.tsc.2021.100966

Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Elsevier: Journal of Adolescence, 32(4), 797–817. https://doi.org/10.1016/j.adolescence.2008.10.009

Chang, Y.-S., Kao, J.-Y., Wang, Y.-Y., & Huang, S.-C. (2021). Effects of cloud-based learning on student's engineering design creativity with different creative self-efficacy. Elsevier: Thinking Skills and Creativity, 40, 100813. https://doi.org/10.1016/j.tsc.2021.100813

Chen, P.-L., Lin, C.-H., & Lo, C. O. (2022). The Mediating Effects of Psychological Capital and Academic Self-Efficacy on Learning Outcomes of College Freshmen. Sage Journal: Psychological Reports, 1(1), 19–28. https://doi.org/10.1177/00332941221077026

Creswell, J. W. (2014). Research Design: Qualitative, Quantitaive and Mixed Methods Approaches. In News.Ge (Fourth Edi). SAGE Publications, Inc. Retrieved from https://www.amazon.com

D. Duffy, R., P.Douglass, R., & Autin, K. L. (2015). Career adaptability and academic satisfaction: Examining work volition and self efficacy as mediators. Elsevier: Journal of Vocational Behavior, 90, 46–54. https://doi.org/10.1016/j.jvb.2015.07.007

Dishman, R. K., Motl, R. W., Sallis, J. F., Dunn, A. L., Birnbaum, A. S., Welk, G. J., Bedimo-Rung, A. L., Voorhees, C. C., & Jobe, J. B. (2005). Self-Management Strategies Mediate Self-Efficacy and Physical Activity. Elsevier: American Journal of Preventive Medicine, 29, 10–18. https://doi.org/10.1016/j.amepre.2005.03.012

Dunlap, J. C. (2005). Problem-based learning and self-efficacy: How a capstone course prepares students for a profession. Educational Technology Research and Development, 53, 65–83. https://doi.org/10.1007/BF02504858

Elias, H., Mahyuddin, R., Noordin, N., Abdullah, M. C., & Roslan, S. (2009). Self-Efficacy Beliefs of At-Risk Students in Malaysian Secondary Schools. The International Journal of Learning: Annual Review, 16(4), 201–210. https://doi.org/10.18848/1447-9494/CGP/v16i04/46251

Ernawati, M. D. W., Asrial, A., Kurniawan, D. A., Nawahdani, Mansur, A., Perdana, R., & Rahmi, R. (2021). Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students. Jurnal Penelitian Pendidikan IPA, 7, 84–95. https://doi.org/10.29303/jppipa.v7iSpecialIssue.828

Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Elsevier: Learning and Individual Differences, 19, 499–505. https://doi.org/10.1016/j.lindif.2009.05.004

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Elsevier: Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002

Jung, K.-R., Q.Zhou, A., & M.Lee, R. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, Elsevier, 60, 33–39. https://doi.org/10.1016/j.lindif.2017.10.004

Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Elsevier: Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005

Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https: //doi.org/10.1016/j.heliyon.2021.e07309

Lei, W., Zhang, H., & Hu, W. (2021). Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. Sage Journal: School Psychology International, 42(6), 24–31. https://doi.org/10.1177/014303432110392.

Mahler, D., Großschedl, J., & Harms, U. (2017). Opportunities to Learn for Teachers' Self-Efficacy and Enthusiasm. Education Research International, 9, 1–17. https://doi.org/10.1155/2017/4698371

Manzano-Sanchez, H., Outley, C., & Matarrita-Cascante, D. (2018). The Influence of Self-Efficacy Beliefs in the Academic Performance of Latina/o Students in the United States: A Systematic Literature Review. Hispanic Journal of Behavioral Sciences, 4(2), 51–62. https://doi.org/10.1177/0739986318761323

Mendoza, N. B., Yan, Z., & King, R. B. (2023). Supporting students' intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Elsevier: Computers & Education, 193, 104663. https://doi.org/10.1016/j.compedu.2022.104663

Meral, M., Colak, E., & Zereyak, E. (2012). The Relationship between Self-Efficacy and Academic Performance. Procedia-Social and Behavioral Sciences, 46, 1143–1146. https://doi.org/10.1016/j.sbspro.2012.05.264

Mierdel, J., & Bogner, F. X. (2019). Is creativity, hands-on modeling and cognitive learning gender-dependent? Elsevier: Thinking Skills and Creativity, 31, 91–102. https://doi.org/10.1016/j.tsc.2018.11.001

Mohammadyari, G. (2012). Comparative Study of Relationship between General Perceived Self-efficacy and Test anxiety with Academic Achievement of Male and Female Students. Procedia - Social and Behavioral Sciences, 60, 2119 – 2123. https://doi.org/10.1016/j.sbspro.2012.12.175

Motlagh, S. E., Amrai, K., Yazdani, M. J., Abderahim, H. A., & Souri, H. (2011). The relationship between self-efficacy and academic achievement in high school students. Procedia - Social and Behavioral Sciences, 15, 765–768. https://doi.org/10.1016/j.sbspro.2011.03.180

Mulyadi, S., Basuki, A. M. H., & Rahardjo, W. (2016). Student's Tutorial System Perception, Academic Self-Efficacy, and Creativity Effects on Self-Regulated Learning. Procedia - Social and Behavioral Sciences, 217, 598 – 602. https://doi.org/10.1016/j.sbspro.2016.02.059

Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736–741. https://doi.org/10.1016/j.lindif.2011.09.005

Ottenbreit-Leftwich, A. T., Kwon, K., Brush, T. A., Karlin, M., Jeon, M., Jantaraweragul, K., Guo, M., Nadir, H., Gok, F., & Bhattacharya, P. (2021). The impact of an issue-centered problem-based learning curriculum on 6th grade girls' understanding of and interest in computer science. Computers and Education Open, 2, 100057. https://doi.org/10.1016/j.caeo.2021.100057

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. Research in the Teaching of English, 42(1), 104–120. Retrieved from https://www.jstor.xn--org-ls0a

Shieh, R. (2012). The impact of Technology-Enabled Active Learning (TEAL) implementation on student learning and teachers' teaching in a high school context. Computers & Education, 59(2), 206–214. https://doi.org/10.1016/j.compedu.2012.01.016

Schunk, D. H. (2016). Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems. Journal of Learning Disabilities, 22(1), 22–29. https: //doi.org/10.1177/002221948902200103

Shala, L., & Shatri, K. (2022). Evaluating the Effect of Interactive Digital Presentations on Students' Performance during Technology Class. Education Research International, 2022, 1–9. https://doi.org/10.1155/2022/3337313

Shamdas, G. (2023). Self-regulated Learning for High School Students in Biology Lessons through the Problem-Based Learning Model. 4(2), 346–353. https://doi.org/10.46843/jiecr.v4i2.652

Shamdas, G., Bialangi, M., & Buntu, A. (2023). Application of Problem-Based Learning Model STEM-Based on Biology Lessons for High School Students Communication Skills. 11(2), 345–359. https://doi.org/10.24815/jpsi.v10i4.28541

Shams, F., Mooghali, A. R., Tabebordbar, F., & Soleimanpour, N. (2011). The mediating role of academic self-efficacy in the relationship between personality traits and mathematics performance. Procedia - Social and Behavioral Sciences, 29, 1689–1692. https://doi.org/10.1016/j.sbspro.2011.11.413

Shane-Simpson, C., Desens, E., & Obeid, R. (2022). Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades. Sage Journals: Teaching of Psychology, 7, 13. https://doi.org/10.1177/00986283221134594

Siew, M., & Wong, L. (2016). Language Learning Strategies and Language Self-Efficacy: Investigating the Relationship in Malaysia. RELC Journal, 36(3), 12. https://doi.org/10.1177/00336882050600

Siriparp, T. (2015). Examining Self-efficacy and Achievement in an Educational Research Course. Procedia - Social and Behavioral Sciences, 171, 1360–1364. https://doi.org/10.1016/j.sbspro.2015.01.254

Stankov, L. (2013). Noncognitive predictors of intelligence and academic achievement: An important role of confidence. Personality and Individual Differences, 55(7), 727–732. https://doi.org/10.1016/j.paid.2013.07.006>

Supervía, U. P., Bordás, S. C., & Robres, Q. A. (2022). The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence. Learning and Motivation, 78, 1–8. https://doi.org/10.1016/j.lmot.2022.101814

Sutarto, Dwi Hastuti, I., Fuster-Guillén, D., Palacios Garay, J. P., Hernández, R. M., & Namaziandost, E. (2022). The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students. Education Research International, 5, 1–10. https://doi.org/10.1155/2022/2313448

Tsai, C.-Y., Horng, J.-S., Liu, C.-H., Hu, D.-C., & Chung, Y.-C. (2015). Awakening student creativity: Empirical evidence in a learning environment context. Elsevier: Journal of Hospitality, Leisure, Sport & Tourism Education, 17, 28–38. https://doi.org/10.1016/j.jhlste.2015.07.004

Tsang, S. K. M., Hui, E. K. P., & Law, B. C. M. (2012). Self-efficacy as a positive youth development construct: A conceptual review. The Scientific World Journal, 7, 1–7. https://doi.org/10.1100/2012/452327

Van Zyl, L. E., Klibert, J., Shankland, R., See-To, E. W. K., & Rothmann, S. (2022). The General Academic Self-Efficacy Scale: Psychometric Properties, Longitudinal Invariance, and Criterion Validity. Journal of Psychoeducational Assessment, 40(6), 777–789. https://doi.org/10.1177/07342829221097174

Vasile, C., Marhan, A. M., Singer, F. M., & Stoicescu, D. (2011). Academic self-efficacy and cognitive load in students. Procedia - Social and Behavioral Sciences, 12, 478–482. https://doi.org/10.1016/j.sbspro.2011.02.059

Wahab, M. B. H. A. (2010). Study on the Impact of Motivation , Self-Efficacy and Learning Strategies of Faculty of Education Undergraduates Studying ICT Courses. International Journal of Behavioral Science, 2(1), 59–80. Retrieved from http://bsris.swu.ac.xn--th-i5t

Wallace, B., Knudson, D., & Gheid, N. (2020). Incorporating problem-based learning with direct instruction improves student learning in undergraduate biomechanics. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100258. https://doi.org/10.1016/j.jhlste.2020.100258

Wu, L., & Ma, C. (2022). An Empirical Study on the Relationship among Mental Health, Learning Engagement, and Academic Self-Efficacy of Senior High School Students. Journal of Environmental and Public Health, 29, 1–8. https://doi.org/10.1155/2022/4253142

Yuen, M., & Datu, J. A. D. (2021). Meaning in life, connectedness, academic self-efficacy, and personal self-efficacy: A winning combination. School Psychology International, 42(1), 79–99. https://doi.org/10.1177/0143034320973370

Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students' academic achievement. Procedia - Social and Behavioral Sciences, 15, 2623–2626. https://doi.org/10.1016/j.sbspro.2011.04.158

Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016

Author Biography

Gamar Shamdas, Tadulako University

License

Copyright (c) 2023 Gamar Shamdas

Creative Commons License

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

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).