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Academic Performance and Self-Efficacy of Filipino Science High School

Students on Mathematics and English Subjects

Article  in  SSRN Electronic Journal · June 2010

DOI: 10.2139/ssrn.2152791

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Academic Performance and Self-efficacy of Science High School Students 1

Academic performance and Self-efficacy of Filipino Science High School Students

on Mathematics and English subjects

Angelo R. Dullas

Central Luzon State University

Electronic copy available at: http://ssrn.com/abstract=2152791

 Academic Performance and Self-efficacy of Science High School Students 2

Abstract

Primarily, the study was conducted to determine the relationship between self-efficacy

and academic performances on Math and English subject of science high school students. The

objectives are (a) to find what level of self-efficacy do High school students have and (b) to

explore if there is gender difference among high school students in terms of their self-efficacy

and academic performance.

The data are gathered using survey type questionnaire which is composed of two

domains, English efficacy and Math efficacy to find if there is significant relationship between

academic performance and their self-efficacy. Data was analyzed using mean and test of

difference (t-test).

Result showed that students‟s performance on Math subject posed a high significant

relationship with their self-efficacy beliefs with statistical interpretation as positive substantial

relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship

and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance

on English subject. The researcher also found out that Filipino science high school students

possess a high level of self-efficacy. Moreover the researcher found that there are no significant

gender differences. On High School students Mean grade in English, result showed that there are

no significant difference on male and female performances. On the other hand, outcome of the

analysis illustrated that there is significant difference in terms of the student performance on

Math subject.Result on self-efficacy in both domain showed that there is no significant

difference on msale and female perceived efficacy.

In general, result of the study implied that self-efficacy belief increases the likelihood of

better performance of science high students on both English and Math subjects.

Electronic copy available at: http://ssrn.com/abstract=2152791

 Academic Performance and Self-efficacy of Science High School Students 3

Furtheremore as an implication, teachers and parents must also help students enhance

their self-efficacy belief and not only the knowledge genereated on the theoretical and practical

applications of Math and English subjects. Result also implied Self-efficacy as a good predictor

of Academic performance on English and Math subjects.

Keywords: Math efficacy, English efficacy, Self-efficacy, Academic performance

 Academic Performance and Self-efficacy of Science High School Students 4

Academic performance and Self-efficacy of Filipino Science High School Students

on Math and English subjects

Academic performance is one of the facets of student‟s effectiveness. It is the basis of

teacher‟s evaluation and grading and a sort of information on student‟s weaknesses and

strengths- the basis of student‟s learning skills in his/her study. High school students are

evaluated using N.S.A.T. (National Secondary Achievement Test) in the national level by the

Department of Education. In report given by the SEAMEO INNOTECH the overall achievement

rate in the 2000/01 NSAT, was 53.4%. This result is only on passing mark. In consequence, there

are many factors why such performance is manifested. According to Zimmerman and Clearly

(2006) although student motivation is an important issue, the bottom line often entails improving

student‟s academic skills and maximizing their over-all performance in school. It is widely

accepted that student‟s academic success is influenced primarily by their cognitive abilities. That

is, students with great intellectual potential will often succeed at a higher level of than will

students with lower ability. However, given that correlation between I.Q. and achievement is

typically only in the moderate range. Students may experience pressure and stressful situation in

their study. In their level of cognition, they may sometimes think they cannot function well or

can not do well on a certain assignment, task or requisite in their study. And when they

experienced failure, they may turn out and lose their capability and troubled to regain in a certain

task or job which is considered flaw in their academic performance.

Yet, these situations of high school students in regards to their academic performance

may turn to positive outcomes, when people in their environment give them support, encourage

and persuade them that they can function and do well in a specific task in their performance. In

turn they can get enough courage to continue and strive and feel competent and effective in
 Academic Performance and Self-efficacy of Science High School Students 5

certain assignment they perform. This is called “Self-efficacy,” a kind of belief of self-thinking

that concern in an individual‟s ability to execute behavior and expect achievement to a specific

task or job (Bandura, 1998).

It is significant for high school students to know their self-efficacy to perform better in

their in school. This may determine the levels of their academic performance. Having high self-

efficacy may lead them for better outcomes on their performances. On the other hand, low

efficacy may bring poor outcomes. But do really high school students know or aware about what

is self-efficacy? Do the students know the importance of self-efficacy in relation to their

academic performance?

This paper reports a study between self-efficacy of high school students and their

academic performances in two distinct areas: English and Math subjects.

 Academic Performance and Self-efficacy of Science High School Students 6

Review of Related Literature

Self Efficacy

Self-efficacy is a sense that one is competent and effective (Myers, 2008 p.54).

Perceived self-efficacy is concerned with people‟s beliefs in their capabilities to exercise control

over their own functioning and over events that affect their lives. Beliefs in personal efficacy

affect life choices, level of motivation, quality of functioning, resilience to adversity and

vulnerability to stress and depression.

People‟s beliefs in their self-efficacy are developed by their four main sources of

influence. They include mastery experiences, seeing people similar to oneself manage task

successfully, social persuasion that one has capabilities. Ordinary realities are strewn with

impediments, adversities, setbacks, frustration and inequities. People must therefore, have a

robust sense of efficacy to sustain the perseverant effort needed to succeed. Succeeding periods

of life present new type of competency demands requiring further development of personal

efficacy undergo changes throughout the courses of the life span (Bandura, 1998).

According to Pajares (Eds.) as cited in Bandura (1997) and Schunk (1991), research

findings over the past 20 years that efficacy beliefs mediate the effect of skills or other Self-

beliefs on subsequent performance attainments. Self Efficacy beliefs have been found related to

social skills, assertiveness, to pain control and to athletic performance.

Also self-efficacy relates to judgments people make concerning their ability to execute

behavior relevant to a specific task or situation (Hjelle, Ziegler, 1992 p.14). Self-percepts of

efficacy can enhance or impair the peoples choices of which activities to engage in, how much

effort they will expand in the face of obstacle and frustration, how long they will persist in the

face of difficult circumstances and their emotional reactions while anticipating a task or while
 Academic Performance and Self-efficacy of Science High School Students 7

involve in it. In short, self-judge efficacy influence behavior patterns motivation, performances

and emotional arousal (Hjelle, Ziegler, 1992, p.352).

According to Zimmerman and Clearly (2006) although student motivation is an important

issue, the bottom line often entails improving student‟s academic skills and maximizing their

over-all performance in school. It is widely accepted that student‟s academic success is

influenced primarily by their cognitive abilities. That is, students with great intellectual potential

will often succeed at a higher level of than will students with lower ability. However, given that

correlation between I.Q. and achievement is typically only in the moderate range.

Student‟s often encounter obstacle during learning. These include noisy environment,

disruptive thoughts, negative emotional reactions and poor organizational skills. Those are more

self-efficacious about being able to effectively manage and cope with these circumstances are

expressed to have a higher probability of succeeding.

Schraw and Brook (1993) reveals two important patterns regarding self-efficacy. One is

that, as self efficacy increases, so does the students willingness to engage and persist in

challenging task. Self-efficacy increases the likelihood that student‟s tough-out a difficult task

that they might otherwise abandon. High self-efficacy appears to sustain student until they

acquire the knowledge and strategies they need to succeed to task. Second, increased self-

efficacy directly increases academic performance by increasing the quality of information

processing as well as the quantity.

Studies on academic performance especially on science domain have given a great focus.

Although math has also given importance by the self-efficacy researcher, English domain has

little study.
 Academic Performance and Self-efficacy of Science High School Students 8

Math self-efficacy more recently been assessed as individual judgments of their

capabilities to solve specific math problems, perform math related tasks or succeed in math

related courses (Betz and Hacketl, 1985), cited in Miller and Pajares (1994). Collins (1982)

found that, when performance was controlled, children with high self-efficacy in the completion

of novel math problems showed greater effort and persisted longer in reworking incorrect

problems (Miller,Pajares, 1994).

As was with the case with math confidence, correlations were generally moderate. As

expected student‟s perceived usefulness of mathematics is also related to the confidence they

express in their ability (Hackett and Betz, 1989; Lent, Lopez, and Bieschke, 1991).

Percept of ability is formed as individuals attempt and complete tasks. However Miller,

Pajares (1994) argued that people are more influenced by how they interpret their experiences

than does past experience. Prior experience influences subsequent behavior largely through its

effect on self-efficacy beliefs and these can influence performance.

Study of English self-efficacy as compared to specific domain area such as math and

science has little literature review. However, research in this area is interesting because it is one

the major subjects in the academe.

In one study of English self-efficacy of Iranian Senior High School Students in relation to

their academic performance in English, research showed self-efficacy as one of the major

contributors to second or foreign language success. Consequently, both teachers and students

should be made aware of the notion of self-efficacy, its origins and consequences, as well as the

strategies for developing high and positive self-beliefs (Rehemi, 2007). This however, showed

only the study of the usage of English language not as part of their academic domain.
 Academic Performance and Self-efficacy of Science High School Students 9

Level of Self-efficacy

Self-efficacy may determine as high or low. According to Duffield (2000) people with

high self-efficacy believe they can meet particular challenge posed and that people like this they

ooze confidence and are ready to take change as if it were an adventure and that may come from

skills training, but it is a basic belief in their ability to make things happen. It is not concerned

with the specific skills one has, but with the judgment about what one can do with those skills

and those who doubt their capabilities shy away from difficult task. They have low aspirations

and weak commitment to the goals they choose to pursue.

Another study states that people with high self-efficacy approach difficult task as

challenges rather than threats, they set challenging goals for themselves and maintain failure and

quickly recover after setbacks, they develop intrinsic interest in activities and they attribute

failure in factors which are adaptable (Williams, 2006).

Academic Performance and Self-efficacy of Science High School Students 10

Summary of Related Literature

According to Zimmerman and Clearly (2006) although student motivation is an important

issue, the bottom line often entails improving student‟s academic skills and maximizing their

over-all performance in school. It is widely accepted that student‟s academic success is

influenced primarily by their cognitive abilities. That is, students with great intellectual potential

will often succeed at a higher level than students with lower cognitive ability. However, given

that correlation between I.Q. and achievement is typically only in the moderate range.

Students may experience pressure and stressful situation in their study. In their level of

cognition, they may sometimes think they cannot function well or do certain assignment, task or

requisite in their study. And when they experienced failure, they may turn out and lose their

capability and troubled to regain in a certain task or job which is considered flaw in their

academic performance.

Yet, these situations of high school students in regards to their academic performance

may turn to positive outcomes and that is when they perceive themselves as high in self-efficacy.

In various related literature about self-efficacy, it was defined in many ways but constructed and

give only one thought, that is a sense that one is competent and effective (Myers, 2008 p.54), a

competent behavior, a one‟s belief in his/her capabilities to do and successfully done a certain

task, it is also a form of confidence in according to Rushell, can also execute a behavior to a

specific tasks (Hjelle, Ziegler, 1992, p.14) and have a big role that would determine what would

be the outcome when he/she do certain task. There are two level of self-efficacy, high and low

self-efficacy.

As discussed, self-efficacy would have a great factor that may affect the academic

performances of high school in their specific subjects. Researches in the domain of self-efficacy
Academic Performance and Self-efficacy of Science High School Students 11

and academic achievement and performances would be helpful on how research would determine

high school students in their academic performances. In addition, the current research wants to

find out what is the level of self-efficacy of high school students. Also, the research wants to

depict the relation of self-efficacy of high school students in their English subject as part of their

academic domains which have little research based on this scope.

Statement of the Problem

This research paper aim to answer the ff. specific questions:

1. What level of self-efficacy do sciecne high school students have in relation to their academic

performances?

2. Is there a relationship between self-efficacy of high school students and their academic

performance in English and Math subjects?

3. Are there differences between males and females in their self-efficacy and academic

performance in Math and English subject?

Significance of the study

This study may give information about self-efficacy of high school students in regards to

their academic performances specifically in English and Math subjects. Also, the administration

of high school may also know and supervise the self-efficacy of their students in relation to their

academic performances. And for the students, they will be aware of their self-efficacy and may

help them to develop this construct in relation to their academic performances.

Research Hypothesis

1. There is significant relationship between gender difference characteristic and self-

efficacy in of high school students in regards to their academic performance in English

and Math subject.

Academic Performance and Self-efficacy of Science High School Students 12

2. There is significant relationship between self-efficacy of high school students in their

academic performance.

Scope and Limitation

This study is focused in the relationship of self-efficacy and the academic performance of

students of University Science High School in Central Luzon State University, Science City of

Munoz, Nueva Ecija. The researcher also intended to study two distinct areas: English and Math

subjects. This study assessed data from second to fourth year of Academic year 2008-2009.

Conceptual Framework

Variables included in this study are assumed to have a significant relation on the

academic performances of students of U.S.H.S. in specific subject in English and Math.

ACADEMIC

PERFORMANCE

SELF-EFFICACY Grade in Math

Grade in English

Fig. 1.0 Variables in the study of Self-efficacy and Academic Performance of high school
students in specific subjects: English and Math

Fig. 1.0 shows the variables self-efficacy and academic performance. Self-efficacy

measure will determine whether the respondent has a high or low self-efficacy and will find out

if there is significant relationship to their academic performance in math and science subject.
Academic Performance and Self-efficacy of Science High School Students 13

METHODOLOGY

Research Design

This study “Self-efficacy and Academic Performance of science high school students on

Math and English subjects” used descriptive-correlational method of research. It applied

quantitative using survey method.

Research Participant

The students of University Science High School (USHS) Central Luzon State University,

Science City of Munoz, Nueva Ecija are the sample of this study. The purposive sampling

method is used to draw sample from the population to ensure that every student has a chance to

include in the sample size. Also, the stratified sampling method is used to get the total sample of

respondents. Total number 36 students (18 male and 18 female) were gathered from the total

population from second to fourth year.

STUDENTS of USHS POPULATION SAMPLE (n)

2nd Year 63 12

3rd Year 64 12

4th Year 55 12

TOTAL 182 36

The table of population size and sample participant (USHS) based from the currently

enrolled in the Academic Year 2008-09.

Academic Performance and Self-efficacy of Science High School Students 14

Research Instrumentation

The researcher intended to use survey type questionnaire. The questionnaire is composed

of close-ended likert type questionnaire in order to gather information and data needed in the

study. The survey is made up of two parts: the first part contains the personal information about

the respondents- namely the year level, age, sex and the previous grade in math and English. The

second part contains close-ended question in designed likert-scale (which is composed of 10

items divided into two domains, Math domain and English domain efficacy). The questionnaire

was also tested using the initial step of pre-test to ensure that the instrument undergone the

process of test validity and reliability. The instrument was tested with the total number of 16

high school students as sample respondents. The result was analyzed using the SPSS‟s reliability

analysis. The result showed that Items 1-5 (Domain of English Efficacy) had a reliability

coefficient of .8079. Moreover, items 6-10 of the Domain of Math efficacy result .9048

reliability coefficient. As indicated, the instrument used in the research is reliable.

Data gathering technique

The researcher began through the initial step of getting the total number of enrolled

student for the school year 2008-09 from the registrar office of U.S.H.S. After getting the desired

data and the permission of the school principal to conduct the research through request letter,

they scheduled the date of data gathering and the distribution of researcher‟s questionnaire. It

was done before the class hour and the advisers of each year level gave the researcher enough

time to conduct the study. Instructions were explained by the researcher before answering the

questionnaire. The respondents were given the sufficient time to answer the questionnaires and

when they were completed, the answers of all respondents to each question were tallied and were

analyzed afterwards.
Academic Performance and Self-efficacy of Science High School Students 15

Data Analysis

The study is analyzed with the used of statistical tool SPSS (Statistical Package for Social

Sciences) since it is a correlational study. Also the descriptive analysis, specifically, mean will

be used in the data analysis as well as in the first part of the questionnaire which is the Socio-

demographic part and t-test for difference as additional analysis.

Academic Performance and Self-efficacy of Science High School Students 16

RESULTS

Researcher constructed self-efficacy scale is used to find if there is significant

relationship between self-efficacy and academic performance of high school students. The scale

is composed of two domains: English and Math efficacy domains. English efficacy domain

efficacy is composed of five items as well as the Math efficacy domain. These items were scored

using a 4-point Likert scale ranging from strongly disagree (1) to strongly agree (4). The

description of this scale is presented below:

LEGEND: 3.26-4 (Strongly Agree) High

2.51-3.25 (Agree) in Self-Efficacy

1.76-2.50 (Disagree) Low

1-1.75 (Strongly Disagree) in Self-Efficacy

The results of the aforementioned measure will answer the three major questions of this

research. These are mainly, the level of efficacy which high school students have; the

relationship of self-efficacy and academic performance in English and Math subject of high

school students; and the difference between male and female with regards to their self-efficacy

and academic performance.

Table 1 shows the mean of self-efficacy in math and English and their descriptions. As

illustrated in the results presented, it will lead us to the discussion in the first research question;

what level of self-efficacy do High school students have?

Academic Performance and Self-efficacy of Science High School Students 17

Table 1.

Mean of Self-efficacy in English and Math Subject Among Science High School Students.

ENGLISH EFFICACY MEAN DESCRIPTION

1. I believe that I write English well. 2.667 Agree

2. I believe that I can speak English well. 2.4722 Disagree

3. I am sure that I can solve any problems I face in 2.6389 Agree

learning English

4. I believe that I understand our topic in English subject 2.9722 Agree

very well.

5. I perceive myself as a good student in English subject. 2.8056 Agree

TOTAL MEAN 2.7112 Agree

MATH EFFICACY

6. I believe that I perform well in my Math subject. 2.5833 Agree

7. I am sure that I can solve any problem I face in 2.4444 Disagree

learning Mathematics.

8. I believe that I understand our topic in Math subject 2.6389 Agree

very well.

9. I believe that I can solve math problems correctly. 2.6389 Agree

10. I perceive myself as a good student in Math subject 2.6111 Agree

TOTAL MEAN 2.5833 Agree

Academic Performance and Self-efficacy of Science High School Students 18

On the results, students responded a high level of self-efficacy which showed in English

and Math domain efficacies. On the domain of English efficacy, students As a whole, perceive

themselves as have high sense of Self-efficacy as indicated in the total mean of their answer,

2.7112 with corresponding measure as „high in self-efficacy.‟ However, they have a belief that

they cannot „speak English well‟ (2.4722). This implied a significant complementary point on the

research discussed by Rahemi (2007) on his study of Iranian Senior high school. Students who

stated a very weak English self-efficacy held certain negative beliefs about their academic ability

as foreign language speakers. One point is that as a second language learner, they perceive

themselves as not good in „speaking‟ English.

On the other hand, the students responded that ‘they can write English well‟ (2.667),

‘they solve any problems they face in learning English.’ (2.6389), „they understand their topic in

English subject very well (2.9722) and „perceive themselves as a good student in English subject

(2.8056).

On the domain of Math Self-efficacy, students responded a high level of beliefs. In

general, efficacy belief on Mathematics, students perceived themselves as high in this domain

which they scored a total mean of 2.58332 (high). As a complementary point with the result of

their efficacy in Mathematics subject, they responded that they „perform well in their Math

subject‟ (2.5833). Also the students respondents that they “Agree” that ‘they understand their

topic in Math subject very well (2.6389), they „can solve math problems correctly‟ (2.6389) and

„perceive themselves as a good student in Math subject’ (2.6111) As indicated by Webb-

Williams which he cited on the research of Schunk (1981), children with a stronger sense of

Self-efficacy persisted longer and were more successful on Arithmetic tasks than children with

low self-efficacy (2006).

Academic Performance and Self-efficacy of Science High School Students 19

Although they „disagreed‟ that „they can solve any problems they face in learning

Mathematics (2.4444)‟ as a whole, they perceive themselves as high in this domain.

Table 2.

Mean Grade of Science High School Students in Math and English Subject.

SUBJECT MALE FEMALE MEAN OF GRADE

ENGLISH 86.4 88.2 87.333

MATH 85.7 82.167 83.9167

Table 2 showed the result of High School students mean grade in English and Math

subject. In English subject, high school students registered a total mean of 87.33. In addition

Male students registered a mean of 86.4 on this subject while Female students attained a total

mean of 88.2.

On the other hand, on the academic domain of Math subject, students scored a total mean

of 83.9167. This result is further supported by the grade of Male and Female high school

students respectively. Male students recorded a total mean of 85.7 while Female students gained

a total mean of 82.167.

Table 3.

Gender Difference on the Mean Grade of Science High School Students on English and Math

Subjects (T-TEST FOR EQUALITY OF MEANS IN ENGLISH AND MATH GRADE).

t Df Sig. (2-tailed) Mean Difference Std. Error Difference

GRADE IN 1.734 34 .092 1.7778 1.0251
ENGLISH
Academic Performance and Self-efficacy of Science High School Students 20

t Df Sig. (2-tailed) Mean Difference Std. Error Difference

GRADE IN 3.497 34 .001 3.5000 1.0008
MATH

Table 3 presented the test for significance in terms of gender difference. The result

showed that in English subject, there is no significant difference (.92) in terms of the grades

attained by Male and Female students. On the other hand, student‟s Grade on Math subject

possessed a significant difference in terms of gender difference.

Furthermore, the result of t-test for equality of means confirmed the hypothesis that there

is difference between male and female. Although the result only confirmed only the significant

difference on their performance on Math subject and not on the difference of their performance

on English subject.

Table 4.

Math and English Efficacies of Male and Female Science High School Students.

ENGLISH EFFICACY MALE DESCRIPTION FEMALE DESCRIPTION

1. I believe that I write English 2.4 Disagree 2.7 Agree

well.

2. I believe that I can speak 2.3 Disagree 2.6 Agree

English well.

3. I am sure that I can solve any 2.5 Disagree 2.8 Agree

problems I face in learning

English

4. I believe that I understand our 2.6 Agree 2.7 Agree

topic in English subject very well.

Academic Performance and Self-efficacy of Science High School Students 21

5. I perceive myself as a good 2.5 Disagree 2.7 Agree

student in English subject.

Total Mean 2.46 Disagree 2.7 Agree

MATH EFFICACY

MALE DESCRIPTION FEMALE DESCRIPTION

6. I believe that I perform well 2.8 Agree 2.7 Agree

in my Math subject.

7. I am sure that I can solve any 2.7 Agree 2.3 Disagree

problem I face in earning

Mathematics.

8. I believe that I understand our 2.6 Agree 2.7 Agree

topic in Math subject very well.

9. I believe that I can solve 3.1 Agree 2.8 Agree

math problems correctly.

10. I perceive myself as a good 2.9 Agree 2.7 Agree

student in Math subject

Total Mean 2.82 Agree 2.64 Agree

Table 4 illustrates the total mean, and description of male and female high school

students on their self-efficacy on English and Math subject.

Academic Performance and Self-efficacy of Science High School Students 22

The results showed that in the Self-efficacy measure of English domain, FEMALE

students established a mean self-efficacy of 2.7 with corresponding level as high. FEMALE

students tend to “Agree” that „they write English well (2.7),‟ „they speak English well (2.6),‟

„they can solve any requirements in their English subject (2.8),‟ „they understand their topic in

English subject very well (2.7),‟ and „perceive themselves as good student in English subject

(2.7).‟ On the other hand, MALE students recorded a total mean of 2.46 no their English self-

efficacy. Only thy “Agree” that „they understand their topic in English subject very well (2.6).‟

On the other hand, MALE high school students responded a total mean of 2.82 on their

Math efficacy. Male students tend to “Agree” that „they perform well in their Math subject

(2.8),‟ „they can solve any requirements in their Math subject (2.7)‟ „they understand their topic

in Math subject very well (2.6),‟ „they can solve Math problems correctly (3.1)‟ and „perceive

themselves as good students in Math subject (2.9). While Male students responded a total mean

of 2.82 on their Math efficacy, FEMALE students obtained a total mean of 2.64. Female students

be inclined to “Agree” that „they perform well on their Math subject (2.7),‟ „they understand

their topic in Math subject very well (2.7)‟ „they can solve Math problems correctly (2.8)‟ and

„perceive themselves as good students in Math subject (2.7).‟ While they “Agree” in this efficacy

percepts, they “Disagree” that „they can solve any requirements in their Math subject (2.3)‟.

Table 5.

Gender Difference on the Mean of Self-efficacies of Science High School Students on English

and Math Subjects (T-TEST FOR EQUALITY OF MEANS IN ENGLISH AND MATH GRADE)

t Df Sig. (2-tailed) Mean Difference Std. Error Difference

EFFICACIES 1.642 34 .110 .2444 .1488
IN ENGLISH
Academic Performance and Self-efficacy of Science High School Students 23

t Df Sig. (2-tailed) Mean Difference Std. Error Difference

EFFICACIES 1.480 34 .148 .2556 .1727
IN MATH

Table 5 presented the result of test for significant equality of means in English and Math

efficacies. The result showed that there is no significant difference (t=1.642, a=.110) on Male

and Female efficacies on English subject. Also, the same result (no significant difference)

obtained on the domain of Math efficacy (t=1.480, a=.148). These aforementioned results reject

the hypothesis that there are significant differences in terms of self-efficacies of male and female

high school students.

TABLE 5.

Correlations of Grades and Efficacies in English and Math Subjects

GRADE Mean- math efficacy mean- English efficacy

grade in English Pearson Correlation .508** .401*

Sig. (2-tailed) .002 .015

grade in Math Pearson Correlation .615** .350*

Sig. (2-tailed) .000 .036

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

On the third research question, Table 5 discussed the relationship between self-efficacy

and academic performance of high school students in their two distinct subjects, Math and

English.

The results showed that there is positive relationship between self-efficacy and academic

performance of high school students in their Math and English subject. On the measure of self-

efficacy on the domain of Math and their grade in this subject, students answered a positive
Academic Performance and Self-efficacy of Science High School Students 24

correlation between their efficacy and performance. Pearson (r) computed a highly significant

correlation (.6154**) with statistical interpretation positive substantial relationship between

Math efficacy domain and Academic performance (grade) in Math subject. This result is further

confirmed by the correlation of each Item. Item no.6 depicts those high school students as ‘I

perform well in my Math subject’ as distinctively presented a significant correlation with their

grade (.209*). Also, efficacy belief that ‘I can solve any requirements in Math subject (Item

no.7-.365**),’ ‘I understand our topic in Math subject very well (Item no.8-270**),’ ‘I can solve

Math problems correctly (Item no.9-329**),’ and ‘I perceive myself as a good student in Math

subject (Item no.10-479**)’ illustrated a “highly significant correlation” on their grade on this

specific subject. This implied that performances on Mathematics subject are highly correlated by

these beliefs.

On the other hand, in the domain of English efficacy in relation to their academic

performance on English subject, students scored significant correlation (.40052*) with

statistical interpretation positive substantial relationship. Although, Correlations between Item

signified a not highly significant relationship between their efficacies and performances one Item

(Item no.1, I believe that I write English well.) possessed a significant relationship (.335*) with

their grade in English subject.

In general, the implication of the results showed that students self-efficacy in Math

domain is highly correlated to their performances (grade) in this subject. On the other hand,

self-efficacy of high school students in English subject posed a significant relationship with their

performances (grade).

The result of the correlations between self-efficacy and academic performance confirmed

the hypothesis that there is significant relationship between the two. Furthermore, relationship
Academic Performance and Self-efficacy of Science High School Students 25

between student‟s math efficacy and their academic performance is more highly significant than

the relationship between self-efficacy in English and their performance on this specific subject.

DISCUSSIONS

Filipino science high school students posses high level of self-efficacy on Math

(M=2.5833) and English (M=2.7112) subjects. As defined, Self-efficacy is a sense that one is

competent and effective (Myers, 2008 p.54). According to Duffield (2000) people with high self-

efficacy believe they can meet particular challenge posed and that people like this they ooze

confidence and are ready to take change and basic belief in their ability to make things happen.

Self-efficacy increases the likelihood that student‟s tough-out a difficult task that they might

otherwise abandon. High self-efficacy appears to sustain student until they acquire the

knowledge and strategies they need to succeed to task. Second, increased self-efficacy directly

increases academic performance by increasing the quality of information processing as well as

the quantity (Williams, 2006).

The results also showed significant relationship between Self-efficacy and academic

performance on Math (p=.615**, a=.000) and English (p=.401*; a=.015) subjects among

students of University Science High School, Science City of Munoz, Nueva Ecija Philippines.

This result is consistent with the findings of Miller and Pajares (1994) on Math self-efficacy

which provide implications that when children with high self-efficacy in the completion of novel

math problems showed greater effort and persisted longer in reworking incorrect problems thus

resulting to high academic performance. In terms of English efficacy, the findings of this

research is verified the study of Rehemi, (2007) that in relation to academic performance in

English, research showed self-efficacy as one of the major contributors to second or foreign

language success. Consequently, both teachers and students should be made aware of the notion
Academic Performance and Self-efficacy of Science High School Students 26

of self-efficacy, its origins and consequences, as well as the strategies for developing high and

positive self-beliefs.

In general, self-efficacy has high significant relationship with academic performance. The

study also verified the fidings of Schraw and Brook (1993). As an implication, Self-efficacy

increases the likelihood that student‟s tough-out a difficult task that they might otherwise

abandon. High self-efficacy appears to sustain student until they acquire the knowledge and

strategies they need to succeed to task. Second, increased self-efficacy directly increases

academic performance by increasing the quality of information processing as well as the

quantity.
Academic Performance and Self-efficacy of Science High School Students 27

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations of the study,

“Self-efficacy and Academic Performance of High School Students.”

SUMMARY

This study was conducted to determine the relationship between self-efficacy and

academic performance of high school students in their performances on Math and English

subject.

It aimed to find out what level of self-efficacy do High school students have. Also, it

aimed to search if there is gender difference among high school students in terms of their self-

efficacy and academic performance. Through the used of the measure, likert type questionnaires

the researcher were able to find that there is significant relationship between academic

performance and their self-efficacy. Performance on Math subject posed a high significant

relationship with their self-efficacy beliefs with statistical interpretation as positive substantial

relationship. On the other hand, students registered a significant relationship and a moderate

relationship on their self-efficacy and academic performance on English subject.

The researcher also found out that high school students possess a high level of self-

efficacy. Moreover the researcher found that there are no significant gender differences. On High

School students Mean grade in English, result showed that there are no significant differences on

Male and Female performances. On the other hand, outcome of the analysis illustrated that there

is significant difference in terms of the student performance on Math subject.

Result on self-efficacy in both domain showed that there is no significant difference on

Male and Female perceived efficacy.

Academic Performance and Self-efficacy of Science High School Students 28

CONCLUSIONS

Based on the findings revealed in the study, the following conclusions were made:

1. Science high school students possess high level of self-efficacy. Their English Efficacy is

higher than their Math Efficacy in terms of its mean.

2. There is significant relationship between self-efficacy academic performances of Science high

school students especially on the domain of math. (Students self-efficacy in Math domain is

highly correlated to their performances (grade) in this subject. On the other hand, self-efficacy

of high school students in English subject posed a significant relationship with their

performances (grade).). The result also confirmed the hypothesis that there is significant

relationship between self-efficacy and academic performance.

3. There is no significant gender difference on High School student‟s perceived efficacy. The

results also reject the hypothesis that there are significant differences on the self-efficacies of

male and female high school students. Performance on English subject also showed that there is

no significant difference on Male and Female high school students on their grade. On the other

hand, results showed that there is significant difference on Male and Female on their

performance on Math subject. This result on gender difference on Math performance confirmed

the second hypothesis of the research.

RECOMMENDATIONS

This research, which aims to know the relationship of self-efficacy and academic

performance of high school students with participants came from University Science High

School (U.S.H.S.) suggested to be studied further for its social relevance. The materials need

more detailed method of instrumentation. Furthermore, it is suggested to conduct this research

Academic Performance and Self-efficacy of Science High School Students 29

not just only science high students as the research subject but also the students of public high

schools. Moeover, as the result implied, teachers and parents must also help students to enhance

their self-efficacy belief and not only knowledge on the theoretical and practical applications of

Math and English subjects. Although the research is correlational in nature, as entailed by the

result, Self-efficacy is a good predictor of Academic performance on English and Math subjects.

Lastly, this research paper is recommended for future researchers to serve as their reference.
 Academic Performance and Self-efficacy of Science High School Students 30

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Pajares, Frank and Miller, David M. (1994) „Role of Self- efficacy and Self-efficacy in

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Rahemi, Jamileh (2007). Efficacy in English and Iranian Senior High School Students

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