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The Relationship of Self-Efficacy and Academic Achievement o

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Althea De Guia

on 11 September 2014

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Transcript of The Relationship of Self-Efficacy and Academic Achievement o

Statement of the Problem
1. What is the demographic profile of the respondents in terms of:
Sex
Age
Monthly Family Income
Educational Attainment of Parents

2. What is the level of self-efficacy of the High School Students?
 
3. What is the academic achievement of the High School Students?
 
4. Is there a significant relationship between the level of self-efficacy and academic achievement of the respondents when they are grouped according to their demographic profile?
 
5. What implications or programs can be drawn from the findings of the study?


THE PROBLEM AND ITS BACKGROUND
Philippine situation
Theoretical Framework
Ho: There is no significant relationship of self-efficacy with academic achievement of the respondents when they are grouped according to demographic profile
THE RELATIONSHIP OF SELF-EFFICACY AND ACADEMIC ACHIEVEMENT OF HIGHER INTEGRATED BASIC EDUCATION DEPARTMENT STUDENTS OF SACRED HEART COLLEGE
Social cognitive theory
Significance of the Study
Parents and Guardians
Scope and Limitations
Higher Integrated Basic Education Department of Sacred Heart College in Lucena City.
Definition of Terms
RELATED LITERATURE
RESEARCH METHODOLOGY
Research Design
Descriptive correlative design
Research Locale
Sacred Heart College


Population and Sample
random sampling
High school S.Y. 2014-2015.

Slovin's formula
Research Instrument
Self-devised questionnaire to assess a general level of self-efficacy by tapping children’s beliefs in their efficacy measured by 36 items representing measure with eight sub scale :
Perceived self-efficacy to meet others expectations
Perceived social self-efficacy
Self-assertive efficacy
Self-efficacy for academic achievement
Self-efficacy for enlisting social resources
Self-efficacy for leisure and extracurricular activities
Self-efficacy for self-regulated learning
Self-regulatory efficacy
Letter of permission
Collection of the data
Time
Collect
Data Gathering Procedures
Statistical Treatment of Data
Where:
f = frequency
n = number of observation
N = percentage

Where:
WAM = weighted arithmetic mean
= sum of the product of frequency and weight
n = total number of response per item

PEARSON’R.
Attribution Theory
Self-Efficacy Theory
1. Feist J. (2003) cited that Bandura (1994) defines self-efficacy
2. Schraw and Brook (1993) revealed two important patterns regarding self-efficacy.
RELATED STUDIES
1. In a study of Leis Hakimeh et. al. (2014) about the relationship between self efficacy and academic achievement among High-School Students find out that there exists significant relationship between self-efficacy and academic achievement.

Students
Guidance Counselors
Teachers and Administrators
Academic Achievement
High self-efficacy beliefs
Low self-efficacy beliefs
Perceived self-efficacy to meet others expectations
Perceived self-efficacy to meet others expectations
Perceived social self-efficacy
Self-assertive efficacy
Self-efficacy for academic achievement
Self-efficacy for enlisting social resources
Self-efficacy for leisure and extracurricular activities
Self-efficacy for self-regulated learning
Self-regulatory efficacy
Weighted Arithmetic Mean


n = 
Where:
N = 1,278
E= 0.05


n =


n =


n = 304.64

Hypothesis
Filipino graduates
Educational system
Self-Efficacy
Academic achievement
High school Students
Self-efficacy of the high school students
Academic achievement
Respondents
2. In another study by Amrai et. al. (2011) about the relationship between self-efficacy and academic achievement in high school students have shown that the subfactor self-regulation may evaluate academic achievements.
Full transcript