"Yes, I can!": fostering self-efficacy in science at school
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): S.Hannan, A.Juan
KEYWORDS: ACADEMIC ACHIEVEMENT, SCHOOLS, SCIENCE, SELF-ESTEEM, TIMSS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/fostering-self-efficacy-in-science-at-school
Print: HSRC Library: shelf number 12040
HANDLE: 20.500.11910/16088
URI: http://hdl.handle.net/20.500.11910/16088
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): S.Hannan, A.Juan
KEYWORDS: ACADEMIC ACHIEVEMENT, SCHOOLS, SCIENCE, SELF-ESTEEM, TIMSS
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/fostering-self-efficacy-in-science-at-school
Print: HSRC Library: shelf number 12040
HANDLE: 20.500.11910/16088
URI: http://hdl.handle.net/20.500.11910/16088
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Given the importance of science for the development of this country, it is concerning that limited numbers of South African learners are choosing to pursue science subjects in grades 10 to 12. In addition, the TIMSS 2019 results showed that South African learners performed poorly in science at the grade 9 level, which is the year before subject choices have to be made. A significant amount of research seeks ways to improve the quality of science education and increase science enrolments, by focusing on the cognitive determinants of science achievement. However, an area that is often missing in these studies is the role of non-cognitive psychosocial factors, such as self-efficacy. Science self-efficacy has an effect on learner motivation, thereby facilitating or hindering the learning process.-
Related Research Outputs:
- 25 years of TIMSS in South Africa: improved achievements but pace of improvement is slowing
- School leadership matters: the importance of emphasis on academic success
- The effect of school climate: how feelings of safety and belonging support learners' achievement
- The trends in international mathematics and science study: 2003
- Mathematics and science achievement at South African schools in TIMSS 2003
- Educational outcomes: pathways and performance in South African high schools
- Attitudes to science: part of the puzzle to improve educational achievement?
- School and individual predictors of mathematics achievement in South Africa: the mediating role of learner aspirations
- Parental involvement in homework as an enabler of achievement
- Help them understand: the importance of instructional clarity in teaching and learning
- Science engagement projects: talent development programme: post-school destinations of the 2017 and 2018 cohorts
- The South African TIMSS 2019 grade 9 results: building achievement and bridging achievement gaps
- Challenges in the provision of private schools in South Africa
- Third International Mathematics and Science Study - 2003: executive summary
- Etat de l'ecole: usage des systemes d'information et construction d'indicateurs synthetiques
- TIMSS in South Africa: the value of international comparatives studies for a developing country
- Middle school students' performance in mathematics in the third international mathematics and science study: South African realities
- South Africa
- Expo for young scientists (note: includes: projects guide: an entrant's guide to developing a science project, Expo news, prospectus, and the forum for young ideas)
- Visit to Scotland and England as part of the ETQA task team on the invitation of the National Department of Education