Final Manu

SELF-EFFICACY AND MOTIVATION OF BSED CHEMISTRY
STUDENTS AND ITS RELATION TO ACADEMIC PERFORMANCE
An Undergraduate Thesis
Presented to the Faculty of the
Department of Science and Mathematics
College of Education
MSU - Iligan Institute of Technology
Iligan City
In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education
Major in Chemistry
KIARA CRESTINE S. OMANDAM

ROSELLE B. VILLAJUAN
June 2023
ii
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in Chemistry, this undergraduate thesis, entitled
“SELF-EFFICACY AND MOTIVATION OF BSED CHEMISTRY
STUDENTS AND ITS RELATION TO THE ACADEMIC
PERFORMANCE” was prepared and submitted by Kiara Crestine S.
Omandam and Roselle B. Villajuan is hereby recommended for approval.
June 2023 EDNA B.NABUA, Ph.D.

Date Thesis Adviser
Approved by Oral Examining Committee with a grade of ___________.
PROF. ELESAR V. MALICOBAN PROF. CHRISTINE MAE B. TECSON

Panel Member Panel Member
_____________________________ ________________________________
Date Date
Accepted in Partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in Chemistry.
DOUGLAS A. SALAZAR, Ph.D MONERA A. SALIC-HAIRULLA, Ph.D

DSME Chairperson Dean, College of Education
______________________ _______________________________
Date Date
iii
ACKNOWLEDGMENT
We would like to express our deepest appreciation to the following

individuals who have contributed to the success of this research paper.
First, we would like to thank our Almighty Father for guiding us and
making this study a success. We would also like to acknowledge our thesis advisor
Dr. EDNA B. NABUA, for her exceptional guidance, unwavering support, and
valuable feedback throughout the research process; her expertise, knowledge, and
dedication have been instrumental in shaping and improving our work.
We are grateful to our panelists, Prof. CHRISTINE MAE B. TECSON

and Prof. ELESAR V. MALICOBAN, for their invaluable comments and
suggestions. Their input, critique, and encouragement have been tremendously
helpful in refining our research.
We would like to thank our Respondents, we are very appreciative of the

time you have taken to assist in our analysis, and commit to utilizing the
information gained to contemplate and implement worthwhile improvements.
We would also like to express our gratitude to our Dear Parents as well who
were also with us not just through this research paper but through our days on
earth. They have been with us since the very beginning and their unwavering love
and support never ever ran out. We dedicate everything we have achieved in our
life right now to them.
All thanks and appreciation to these wonderful people and to God, we

thank you for the wisdom and guidance you have bestowed upon us during our
thesis journey. We are grateful for your unwavering support and strength that has
helped us overcome every obstacle. All praises and glory belong to You.
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TABLE OF CONTENTS
Title Page
Title page……………………………………………………………… ……..i
Approval Sheet………………………………………………………………..ii
Acknowledgement……………...………………………………… …………iii
Table of Contents……………………………………………………………..iv
List of Tables……………………………………………………………….....v
List of Figures………………………………………..………………….. ..…vii
List of Appendices……………………..………………………………..........viii
Abstract………………………………………….……………………..…......ix
CHAPTER
1 THE PROBLEM AND THE LITERATURE REVIEW
Background of Study…………………………………………. .1
Review of Related Literature……...…………….………….. . 3
Theoretical Framework………………………………………...16
Conceptual Framework………………………………………...17
Statement of the Problem……………..………………………..18
Research Hypothesis………………………………………….. 20
Operational Definition of Terms.……………………………....20
2 RESEARCH METHODOLOGY
Research Design…………………………………………....…..22
Sampling and Participants…………………………….…….….22
Research Instruments……………………...……………… ..… 23
Data Gathering……………………………………….……........24
Data Analysis………………………………………………..….29
Ethical Consideration…………………………………………. .31
3 RESULT, DISCUSSION, CONCLUSION, AND

RECOMMENDATIONS
Results and Discussion………………………………………....32
Limitation of the Study………………………………………....53
Conclusion……………………………………………………...53
Recommendations……………………………………………....54
REFERENCES.………………………………………………………………..55
APPENDICES..……………………………………………………………… ..59
CURRICULUM VITAE……………………………………………………….71
v
LIST OF TABLES
Table Title Page
1 Level of Self-efficacy of First-year BSEd

Chemistry Students………………………………………….….32
2 Level of Self-efficacy of Second-year BSEd

Chemistry Students …………………………………………..…34
3 Level of Self-efficacy of Third-year BSEd

Chemistry Students …………………………………………..…36
4 Level of Self-efficacy of Fourth-year BSEd

Chemistry Students ………….……………………… ……...… 37
5 Level of Motivation of First-year BSEd

Chemistry Students ………………………………………….….39
6 Level of Motivation of Second-year BSEd

Chemistry Students………………………………………………41
7 Level of Motivation of Third-year BSEd

8 Level of Motivation of Fourth-year BSEd

9 Academic Performance of First Year BSEd

Chemistry Students……………………………………………...47
10 Academic Performance of Second Year BSEd

11 Academic Performance of Third-Year BSEd

Chemistry Students………………………………………….……48
12 Academic Performance of Fourth Year BSEd

Chemistry Students…………………………..…………..……….48
vi
13 Relationship Between the Self-Efficacy

and Academic Performance………………………………………49
14 Relationship Between the Motivation

and Academic Performance……………………………………….51
vii
LIST OF FIGURES
Figure Title Page
1 Conceptual Framework of the Study……………………...17
2 The Flow of Data Gathering………………………………24

viii
LIST OF APPENDICES
Appendix Title Page
A Letter for Validation of Perception

Questionnaire……………………………………… 59
B Letter for the Respondents………………………… 60
C Validation of Perception
Questionnaire …………………………………….. 61
D Consent Form for the Respondents………………. 65
E Request Letter to Dean…………………………… 66
F Request Letter to Department Head……………… 67
G Self-efficacy and Motivation

Questionnaire…………………………………….. . 68
H Reliability Test for

Questionnaire (Cronbach Alpha)………………… 70
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ABSTRACT
Roselle B. Villajuan and Kiara Crestine S. Omandam, BSED Chemistry,

Department of Science and Mathematics Education, College of Education,
MSU-Iligan Institute of Technology, Iligan City, June, 2023, “SELF-EFFICACY
AND MOTIVATION OF BSED CHEMISTRY STUDENTS AND ITS
RELATION TO THE ACADEMIC PERFORMANCE” Thesis Adviser, Dr. Edna
B. Nabua.
The purpose of this study is to investigate how self efficacy and motivation
relate to academic performance. Self-efficacy refers to a student's belief in their
ability to achieve success and fulfill certain tasks. In order to comprehend how and
why self-efficacy affects students' academic performance, the research also examines
the motivational mechanism that mediates the relationship between self-efficacy and
academic performance. The study examines the relationships among academic
self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and
academic performance. The population of the study was composed of students (n =
116) studying BSEd Chemistry in MSU-IIT. In the collection of data; Pintrich et al.
(1990) developed the Motivated Strategies for Learning Questionnaire (MSLQ), a
questionnaire that the researchers modified. The scale consists of 23 items. Each
student's final grade note (CGPA) in the school year 2022-2023, 1st semester used as
a performance measure. Pearson's Correlation and descriptive statistics analyze the
data. The study's findings indicated that there was no statistically significant
correlation between the academic performance of first-year, second-year, and
third-year BSEd Chemistry students and self-efficacy and motivation. However, a
strong correlation between self-efficacy and motivation and academic performance
was found for fourth-year BSEd Chemistry students with a p-value of 0.012. This
suggests that when the fourth-year BSEd Chemistry students' self-efficacy and
motivation increase or improve, they will also have greater academic performance.
Keywords: Academic Performance, Motivation, Self-efficacy

CERTIFICATE OF AUTHENTIC AUTHORSHIP
We, the researchers, hereby declare this submission of our own work and to
the best of my knowledge. It contains no materials previously published or written by
another person, nor materials which to substantial extent has been accepted for the
award of any other degree or diploma at MSU-IIT or any other educational institution,
except where due acknowledgement is made in this research project. Any contribution
made to the research by others, with whom we have worked at MSU-IIT or elsewhere,
is explicitly acknowledged in this paper.
We also declare that the intellectual content of this thesis is the product of our
own work, except to the extent that the assistance from others in the project’s design
and conception or in style, presentation and linguistic presentation is acknowledged.
Kiara Crestine S. Omandam
Roselle B. Villajuan
CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
One of the key objectives at all educational levels was academic success,
which had advantageous effects for educational institutions as well as learners. As a
result, figuring out what influenced the students' academic performance had been a
top priority for researchers and educational psychologists, as well as a difficulty for
state universities. In order for this to be done, academics have emphasized the need to
recognize how motivation and self-efficacy affect students' performance and learning
(Hayat et al., 2017).
Self-efficacy is the conviction that one can succeed in accomplishing a result

or a goal. This conviction, which was particular to a task, a body of knowledge, or a
performance, influences the actions and tactics that aid someone in achieving their
objective. Students who had high self-efficacy were able to become advocates for
their own needs and assistance because they feel confident in their capacity to
exercise control over their own motivation, behavior, and environment. Self-efficacy
fostered mental health and well-being, increased student accomplishment, and acted
as a reliable predictor of motivation and learning. Studies had also revealed that kids
with high levels of self-efficacy exhibit greater levels of participation in class, work
harder, persevere longer, and experience less negative emotional reactions when
facing challenges (Köseoğlu, 2015). Self-efficacy has a person's conviction that they
can carry out the tasks required to achieve the desired outcome. Since then, one of the
psychological theories with the most in-depth investigation was self-efficacy.
Self-efficacy referred to people's views about what they could do with their
talents, not their abilities. Motivation referred to students’ beliefs about their
academic abilities that were crucial in their motivation to achieve, which meant to be
motivated was to be moved to do something. Motivation was proven to extend
individuals’ efficiency, thus using their ability and talent better and feeling more
satisfied.
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This study was an empirical study concerning the self-efficacy and motivation
levels of the students from BSED Chemistry students against their academic
performance. The concept of self-efficacy was related to the belief that everyone has
to evaluate their abilities to perform a given task successfully. This concept had a
strong influence on the approach to the task, the persistence to accomplish the same,
as well as the level of effort. There were several studies that show a correlation
between the level of self-efficacy and academic performance. Studies revealed that
students’ self-efficacy levels acted as a determinant of academic success.
Significance of the Study

Self-Efficacy is the belief in one’s ability to succeed in achieving an outcome
or reaching a goal. This conviction, which was particular to a task, a body of
knowledge, or a performance, influenced the actions and tactics that aid someone in
achieving their objective. Self-efficacy theory has been used to analyze every
significant area of human behavior.
One of the key components of a student's education from preschool onwards

was motivation, but it had gotten little attention in the context of an agenda for
education reform that was primarily concerned with accountability, standards and
testing, teacher quality, and school administration. That’s why schools, universities,
and other educational institutions should be concerned about this matter. Self-efficacy
fostered mental health and well-being, increased student accomplishment, and acted
as a reliable predictor of motivation and learning. High levels of self-efficacy enable
kids to become advocates for their own needs and support because they provide them
the assurance that they can exercise control over their own motivation, conduct, and
environment.
This research is important for the students because it particularly helps them
in any possible way. For the most part, they would have a detailed analysis of
everything, which mostly was quite significant. When you have a proper in-depth
analysis of any topic, the result was generally beautifully fruitful, and also the
knowledge definitely was enhanced in general. The findings of this study would allow
them to know the relationship between self-efficacy and motivation in relation to the
academic performance of BSED Chemistry students of Mindanao University Iligan
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Institute of Technology. This study would be one of their bases for conducting more
research related to the relationship between self-efficacy and motivation toward
academic performance. Furthermore, it can serve as a foundation for future research
and serve as a resource for policymakers, practitioners, and scholars seeking to
address problems concerning students. Overall, this study is significant in its potential
to expand knowledge, inform practice, and make a meaningful impact on education.
Review of Related Literature
This section contains the related literature and studies which will define,
support, and relate to the researchers’ pursued study. We, the researchers, have
subdivided the entirety of the study’s emphasized subjects into different aspects for a
more in-depth understanding of the what, why, and how.
Self-efficacy. Self-efficacy refers to people's beliefs in their capabilities to

produce certain effects and to learn or perform behaviors at designated levels. It was a
belief about what a person can do rather than a person's judgments about one's
physical or personality attributes. Self-efficacy is context-specific and varies across
several dimensions, such as level, generality, and strength. The level of self-efficacy
refers to its dependence on the difficulty level of a particular task, while generality of
self-efficacy belief refers to the transferability of one's efficacy judgments across
different tasks or activities (Dullas, 2018).
Self-efficacy beliefs are hypothesized to vary depending on the domain of

functioning and circumstances surrounding the occurrence of behavior. A strong sense
of self-efficacy promotes human accomplishment and personal well-being. People
with high self-efficacy view challenges as things that are supposed to be mastered
rather than threats to avoid. They are able to recover from failure faster and are more
likely to attribute failure to a lack of effort. People generally avoid tasks where
self-efficacy is low, but undertake tasks where self-efficacy is high. When
self-efficacy is significantly beyond actual ability, it leads to an overestimation of the
ability to complete tasks (Dullas, 2018).
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The impact that self‐efficacy beliefs, therefore, could have on learning should
not be underestimated. Self-efficacy beliefs and performance had been examined in
various contexts. Self-efficacy beliefs and cognitive ability were independent
variables of each other. Furthermore, they found that self-efficacy beliefs impacted
the learning environment for school-age children, and students who were more
self‐efficacious were able to perform at higher levels than those with lower levels of
self-efficacy beliefs, regardless of cognitive ability. Additionally, research found that
students with high levels of self-efficacy engage more actively in class, put in more
effort, persevere longer, and experience less negative emotional reactions when faced
with challenges (Köseoğlu, 2015).
People's beliefs in their efficacy are developed by four primary sources of

influence, including mastery experiences, vicarious experiences, social persuasion,
and emotional states. Mastery experiences refer to the successful completion of a task,
which strengthens one's sense of self-efficacy. Vicarious experiences involve seeing
other people successfully completing a task, which can also help build one's
self-efficacy. Social persuasion refers to verbal encouragement or discouragement
from others, which can affect one's self-efficacy. Emotional states, such as anxiety or
stress, can also influence self-efficacy (Garrido, 2023).
Self-efficacy was not a trait; different sorts of people do not have different
levels of self-efficacy (Dullas, 2018). People, on the other hand, had self-efficacy
views about particular objectives and lives. For example, if they believed they have
the skills necessary to do well in school and could use those skills to excel, then they
have had high academic self-efficacy. Self-efficacy might sound similar to the already
familiar concept of self-esteem, but they were very different terms. Self-esteem was
referred to how much they like or "value" themselves—the extent to which the
students believed they were reasonable, worthy people. However, self-efficacy was
the confidence to perform and achieve in certain areas of life, such as school, work, or
relationships. Self-efficacy is about the belief in one’s ability to succeed especially
within specific situations or the accomplishment of certain tasks. Consequently,
self-efficacy was another factor that was likely to be considered as a variable defining
and determining academic performance. Self-efficacy was referred to a student's
5
belief in his or her capacity to execute behaviors necessary to produce specific

performance attainments. Self-efficacy reflects confidence in the ability to exert
control over one's own motivation, behavior, and social environment. Self‐beliefs of
efficacy could enhance or impair performance through their effects on cognitive,
affective, or motivational intervening processes (Dullas, 2018).
Several studies have been conducted to investigate the relationship between

self-efficacy and academic performance. For example, Alyami et al. (2017) conducted
a study on 214 university students and revealed that academic self-efficacy is
positively related to academic performance (Hayat et al., 2017). Another study
conducted on secondary school students of Calicut district found a positive
relationship between self-efficacy and academic performance in English (Meera et al.,
2015).
A study conducted on students of the Department of Special Education also

found a positive correlation between academic self-efficacy and academic
achievement (Fakhrou et al., 2021). Another study conducted on high school students
found that self-evaluation, self-directing, and self-regulation are correlated with
academic achievement. A study conducted on a sample of 82 sophomore students
who attended a university in Turkey also found a positive relationship between
self-efficacy and academic performance (Meera et al., 2015).
According to Bandura's theory of reciprocal determinism, self-efficacy and

academic achievement can have a mutual influence over one another. While empirical
research generally supports this position, little focus has been given to within- and
between-person factors that may moderate this relationship. Recently, studies have
shown increasing interest in using longitudinal research approaches to better
understand the relationship between self-efficacy and performance. Such studies have
highlighted influences in academic performance - self-efficacy, task difficulty, and
baseline achievement on learner trajectory (Honicke et al., 2022).
Research showed that self-efficacy influenced the academic achievement,

motivation, learning, and academic achievement (Pajares, 2018; Schunk, 2020, cited
by Mahyuddin, Elias, Loh, Muhamad, Noordin & Abdullah, 2006). In line with these
6
findings, Schunk and Zimmerman (2020) reported that there was a positive
relationship between self-efficacy and academic achievement and that if students were
trained to have higher self-efficacy beliefs their academic performance also improved.
Research indicated that intellectually gifted students possess a higher

self-efficacy when compared with mainstreamed students. Laying the foundation of
research concerning social cognitive theory, Albert Bandura stated that, “students’
beliefs about their capabilities to successfully perform tasks, or self-efficacy beliefs,
are strong predictors of their capability to accomplish such tasks” (as cited by
Pajares). Therefore, intellectually gifted students tend to believe they were competent
to complete a task and this confidence was a strong motivation for exceptional
performance.
In the study of Fosse (2016), a mediating role of self-efficacy optimized the

overall outcome of educational institutions. The study was limited to the cognitive
skills and capabilities of the individuals. Also, it dealt with the Big Five personality
traits and self-efficacy and how it affected the academic performance of the
respondents. The analysis of the study was through longitudinal data and the results
showed that there was a significant relationship between the variables, especially
between self-efficacy and academic performance. The study concluded that the
variables were important factors in affecting the independent variable.
Ouano observed that the students’ self–efficacy changes their learning and on
how they give feedback on the changes in their academic performance. The research
study explained that academic difficulty can lower self-efficacy, but this effect has
more impact on the students who were more inclined to academic performance. They
examined the effects of the orientation of performance goals on the students’
self-efficacy. The outcome showed that the students who have lower self-efficacy
have lower academic grades, on the other hand, students with high self-efficacy have
a more positive impact on those who strongly promote academic performance and
goals orientation. Implications of this study led to the realization of the students’ and
adolescents’ self-efficacy beliefs and the challenge to inform the curriculum and to
fully recognize the status of the presented variables.
7
Mesurado (2015) examined how self-efficacy, and eustress, interact with the
academic involvement of the students. The study tested a theoretical model that
suggested that self-efficacy and positive stress relate to academic involvement. The
findings of the study suggest that self-efficacy had a positive effect on academic
involvement, whereas positive stress had a significant relationship but was not
significant with engagement in academics.
Guntern et al. (2017) investigated the benefits of personality, self –efficacy in

the perceived academic performance of medical students during pre-clinical years.
The data was gathered through the students’ grades and social activity. The study
found out that there was a significant correlation between self-efficacy towards
academic performance. It also concluded that there must be programs to be
established for support in the educational field. According to a study completed by
Fenning and May, “correlation results indicated significant, positive correlations
between general self-efficacy and high school GPA” (p.642). In turn, because gifted
students have positive experiences with academics, these experiences further boost
and increase self-confidence. As students’ self-efficacy levels increase, their
independence and intrinsic motivation translate into greater success in the classroom.
In order for students to maintain a high level of self-efficacy, they need to believe that
they were equipped with the skills and talents for a specific task (Clinkenbeard, p.
625).
According to Bryant (2017) in his study about the developmental prospects of
Grade 10 students, self-efficacy sources and experiences, and its relationship on the
academic motivation, the study gathered 18 students at a public school in a rural
community in the southeastern state in the United States as the respondents. It used a
qualitative methodology that deals with the way the students will be able to gain and
fully understand the positive developmental effect of self-efficacy on academic
motivation. The results of the study showed that having perceived the importance of
self-efficacy in each student’s life in particular caused them to successfully complete
and achieve their academic motivations. The study concluded that the students’
self-efficacy can be fully mastered through learning the self-efficacy sources such as
persuasion, affective and physiological.
8
In order to improve students’ academic achievement, the school system should

implement lessons or programs that strengthen students’ confidence. Because
above-grade-level students specialize in academics, they were then confident of their
success in school-related endeavors. These students do not question their ability to the
same extent as their peers. Emphasizing his social cognitive theory, Bandura states,
“Factors that serve as motivators are rooted in the core belief that one has the power
to produce desired effects by one’s actions, otherwise one has little incentive to act or
to persevere in the face of difficulties” (p. 270).
Few studies have examined the motivational mechanism that mediated the
self-efficacy-achievement relationship, despite the fact that there was ample evidence
to support the direct effects of self-efficacy beliefs on academic achievement. These
studies were necessary to comprehend how and why self-efficacy affected students'
academic achievement. This study investigated the connections between academic
self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and
academic accomplishment from a sociocognitive viewpoint on motivation. Its main
goal was to pinpoint certain intrinsically motivating mechanisms through which
student achievement and satisfaction were influenced by academic self-efficacy. Two
of the most crucial learning outcomes were student accomplishment and satisfaction,
which were regarded as vital markers of education quality (Betorret et al., 2017).
Past research, much of which focused on the secondary level of education,
showed that lower self-efficacy in females could also be found in science classes. For
example, a study of seventh-graders found higher science self-efficacy in boys. In
ninth-grade physical science classes a small but statistically significant difference was
found with males scoring higher on science self-efficacy than females (Tippins,
2015). Males also indicated they intended to take more elective science classes
(Tippins, 2015).
Students' motivation could have an impact on a variety of educational factors,

including how they approach school generally, how they interact with teachers, how
much time and effort they put into their studies, how much help they seek when
they're struggling, how they do on tests, and many other factors. Regardless of how
competent the teacher, program, or institution was, it’s difficult, if not impossible, to
9
increase pupils' academic achievement if they lack motivation. Additionally,

unmotivated pupils might make other students lose interest in their studies, which
could change the atmosphere in the entire classroom in a school (Center of Education
Policy ).
In a college general chemistry class, a statistically significant finding was
reported with males scoring higher than females in science self-efficacy for laboratory
skills (Smist, 2019). The study also mentioned that females had lower self-efficacy
scores than males for the sciences; however, this finding was not statistically
significant. Attrition was an admitted problem in Smist’s (2019) study. Researchers
investigated the development of the academic self-efficacy scale intended for high
school students in the Philippines. The study emphasized the significance of academic
performance and self-efficacy and how it affected their behavior at school. The data
used 4,559 junior high school students from both private and public schools in Nueva
Ecija. The study identified the connection of the variables through the use of the
revised self- efficacy scale which measures the skills of every student from private
and public schools in Nueva Ecija. The study determined if the students’ ability
affects their academic performance. The findings manifested that there was a
significant correlation to academic self-efficacy. And it concluded that having high
self-efficacy improves the students’ academic performance.
According to the findings of structural equation modeling, students'

self-efficacy affected their emotions connected to learning and their use of
metacognitive learning strategies, which in turn influenced how well they perform in
class. Additionally, emotions connected to learning affect metacognitive learning
techniques, which in turn moderate the impact of emotions on academic achievement
(Hayat et. al., 2017).
School was the primary source of knowledge. It gave students the ability to
learn about many different areas of education, including people, literature, history,
arithmetic, politics, and many other topics. A person could be better able to assist
others when they have more knowledge. For instance, if you study math, you could
quickly and efficiently compute your taxes. Additionally, if you have more
knowledge, you could draw attention to yourself during a gathering by actively
10
participating in the conversation. The student’s assessment was based on the scores or
grades achieved in the different study courses during the school and college years
(Hayat et al., 2017).
Students’ theories of intelligence were their beliefs about the nature and
workings of their intellect. Research on these theories grew out of the study of
students’ achievement goals. Research had found that some students were strongly
oriented toward validating their ability (they pursued performance goals ) whereas
other students were oriented toward learning in the same situation ( they pursued
learning or mastery goals) (Köseoğlu, 2015).
Yazon (2018) conducted a study about the self-esteem, self-efficacy and

academic performance of college students at a State Polytechnic University in
Laguna. The study used a descriptive research design to scale the general average of
English, Mathematics, Science, Filipino, and TLE. The researcher identified the total
average of each subject and overall respondents that have a low and high level of
self-esteem and self-efficacy. The study explained how having a high level and low
level of self-efficacy can affect the academic performance of college students. The
study emphasized understanding the importance and relation of self-efficacy,
self-esteem and academic performance of high level and low level of respondents.
The outcome of the study stated that there was no significant difference between the
students’ grades and self-efficacy. And the study concluded that a student must be
able to know the level of his self-efficacy to do the task successfully.
Results from ordinary least squares regression revealed that intrinsic

motivation was positively associated with students' GPAs, self-efficacy was a positive
predictor of students’ school attendance and standardized math achievement scores,
and attendance at the afterschool program also contributed positively to students’
math achievement. Results from multilevel growth modeling showed that students’
self-efficacy and intrinsic motivation remained stable across the school year and were
not related to students’ degree of participation in the after-school program (Niehaus et
al., 2022). Self-efficacy refers to an individual's belief in their ability to achieve
desired results or perform tasks at a desired level. It is context-specific and can
11
change in terms of level, simplicity, and quality. There are four essential sources that
impact self-efficacy convictions: dominance encounters, vicarious encounters, social
influence, and passionate states. These experiences can improve self-efficacy, and
individuals with high self-efficacy are more likely to view challenges as opportunities
for dominance and adapt to disappointment.
Conversely, those with low self-efficacy tend to avoid errands and question
their abilities. In the context of academic performance, self-efficacy plays a
significant role in students' beliefs and attitudes towards their ability to succeed
academically and complete tasks effectively. Students with high self-efficacy are more
likely to focus on learning, exert more effort, and respond positively to challenges.
The relationship between self-efficacy and academic success can be influenced by
factors such as influence, emotional states, and physiological variables. Sexual
orientation and disciplines also impact self-efficacy, with females having lower
self-efficacy in certain subjects. Most researchers investigating the relationship
between self-efficacy and performance have reported a strong correspondence.
Students with a strong sense of self-efficacy tend to be involved in challenging tasks,
invest more effort and persistence, and show excellent academic performance in
comparison with students who lack such confidence.
Overall, self-efficacy is an important factor in academic success and can
impact an individual's motivation, learning strategies, and achievement outcomes.
Understanding and maintaining self-efficacy convictions can help teachers and
individuals make techniques to enhance motivation and improve academic outcomes.
Motivation. Achievement motivation is not a single construct but rather

subsumes a variety of different constructs like ability self-concepts, task values, goals,
and achievement motives. The few existing studies that investigated diverse
motivational constructs as predictors of school students’ academic achievement above
and beyond students’ cognitive abilities and prior achievement showed that most
motivational constructs predicted academic achievement beyond intelligence and that
students’ ability self-concepts and task values are more powerful in predicting their
achievement than goals and achievement motives (Steinmayr et al., 2019).
12
Motivation has the internal and external factors that contribute to a person's
desire to stay committed or interested in a position, goal, or subject. There are
different levels of motivation that can be addressed, and here are some of them: First,
three levels of motivation: According to a study, motivation can be addressed at three
different levels: inclusion, entertainment, and edification. It looks at motivation from
an angle of social relationships, enjoyment, and personal growth. Second,
self-determination theory: This theory explains that through different levels of
motivation, ranging from a motivation, extrinsic motivation, and intrinsic motivation,
the individual is more likely to initiate and maintain a behavioral change (Borges,
2021).
Followed by, determining motivational level: To determine someone else's

level of motivation, most professionals agree that we infer the presence of motivation
from the behavior indicators such as choice of tasks, effort, persistence, and
achievement. Fourth, employee motivation: Employee motivation can be categorized
into four basic levels: Level 1 Motivation: "Because You Told Me To," Level 2
Motivation: "Because You Want Me To," Level 3 Motivation: "Because I Want To,"
and Level 4 Motivation: "Because I Am Inspired To" (Trammell, 2018).
Motivation levels among traditional and open learning undergraduate students:

A study found that motivation is typically defined as the force that accounts for the
arousal, selection, direction, and continuation of behavior. Motivation means the
desire and willingness to do something. Understanding the different levels of
motivation can help individuals and organizations identify the type of motivation that
works best for them and create strategies to improve their motivation level.
In today's competitive world everyone yearns for a higher standard of living.

Today's society expects everyone to be highly successful. Achievement quality was
considered an important factor in human development and national development. A
modern democracy could achieve the goals of economic growth, technological
development and cultural development without taking full advantage of the talents of
its citizens, because enlightened citizens were said to be the most valuable assets in
society, valuing democratic values enshrined in basic human freedom (Vandana et al.,
13
2020). People regardless of any discrimination were rich and poor, good and bad,
educated and uneducated, therefore, aim to invest in educating their children. The
ability to learn was a growing need for any nation as educated and skilled workers
were the property of any country. In this case, school children should be set to
develop a real desire that includes their lives, education and hope for the future.
Especially for school students, motivation to succeed academically was very
important. With such encouragement people were encouraged to successfully
complete an assignment, achieve a goal or a specific degree in their careers (Vandana
et al., 2020).
Motivation was the greatest inspiration of an individual. It was a need or

desire that energized and directed behavior into a goal. Subsequently, it served as the
energy that drove an individual to learn, work hard, and achieve at school. According
to Robbins, Judge and Campbell, motivation was the processes that account for an
individual’s intensity, direction and persistence of effort towards attaining a goal.
Students who have better adapted to the academic environment would perform better
academically. The research of components related to academic success and student
persistence were vitally important issues with regard to higher education.
Therefore, student motivation was considered an important issue in higher

education due to the importance of educational attainment in their professional life.
However, it should be noted that students, in general, have different barriers to having
a good level of learning motivation during their studies at university, along with
exposure to content or teachers who do not necessarily consider interest in teaching
(Yarin et al., (2022). Additionally, in accordance with Yunus, et al. in school context,
motivation was referred to the student’s willingness, need, desire and compulsion to
participate and be successful in the process of learning.
Academic motivation and its associated factors help the authorities of

educational institutions reason out why some students in the school have a good
performance while some cannot complete their education. It was not surprising that a
growing body of literature shows that researchers were looking for a way to increase
students’ motivation and improve their academic performance. Motivation showed to
14
increase individuals’ efficiency and help them better use their ability, talent and feel
more satisfied. Compared to unmotivated students, motivated ones were keener to
notch up success (Deci et al., 2017). Motivation is the main factor for everyone’s
actions, desires, and needs. Motives were what prompt a man in a certain way or
create a certain moral tendency. Motivation was an indispensable factor in a student’s
academic preparedness and desire to learn. These motivated students had the desire
and curiosity to grasp the importance of education. On another note, parents and
teachers could create an environment in which students' learning would be organized
and achieved by encouraging students to be committed and motivated (Vandana et al.,
2020).
Since academic achievement was not a function of mindfulness alone the

emphasis that was placed on the contribution of mindfulness was important. As an
internal phenomenon, motivation was influenced by four aspects of the situation
(natural and external motivation), anger (internal physical condition), intent (moral
purpose, intention and inclination) and tools (tools to achieve the goal). To achieve
their goals, needs and environment, people needed adequate motivation. Concerning
the existing gap in the academic motivation of students, this study concluded that
there has been a significant correlation between motivation indicators namely job
interest, effort inclusion, competitiveness, social power, participation, social concern,
compliments and token, and academic achievement (Vandana et al., 2020).
And with regards to academic performance, motivation was shown to

positively influence the academic performances of every student in a particular way.
Poor academic performance or high failure rats may result in unacceptable levels of
attrition, reduced graduate throughput and increased cost of education. Cambridge
University Reporter stated as cited by Jayanthi, et al., academic performance was
frequently defined in terms of examination performance. In this study academic
performance was characterized by the overall performance in each year which
culminates in Grade Point Average (GPA). The GPA score would take into account
students’ performance in tests, coursework and examinations. For the entire past
century academic performance has become the gatekeeper to higher learning
institutions, defining career paths and individual life trajectories.
15
As Premuzic and Furnham (2015), academic performance continued to be

understood as a precise proxy for aptitude and was a core determinant of career paths
and status achievement even though some doubt its value. Thus, motivation often led
to improved academic performance. Students who were most motivated to learn and
excel in classroom activities tend to be our highest achievers.
Conversely, students who had little interest in academic achievement were at

high risk for dropping out before they graduate from high school. Hence, it cannot
deny the fact that motivation played a major role in students’ academic performance
and in their achievement. It was reflected in the students’ choices of learning tasks, in
the time and effort they devote to them, in their persistence on learning tasks, in their
coping with the obstacles they encounter in the learning process. Additionally,
motivation enabled the student learners to generate new ideas, set new goals, focus on
their dreams and become optimistic.
Motivation and academic performance were positively correlated, according to

several studies. Extrinsic motivation is significantly correlated with academic
performance (Sivrikaya, 2019). Intrinsic motivation is positively related to academic
performance throughout all age groups. Achievement motivation is an important
determinant of academic success, and it subsumes a variety of different constructs like
motivational beliefs, task values, goals, and achievement motives. Studies need to
investigate diverse motivational constructs in one sample and consider students’
cognitive abilities and their prior achievement to judge the relative importance of
motivation constructs for academic achievement (Steinmayr et al., 2019).
Data analysis indicated a positive and significant correlation between

academic motivation and academic achievement, with subscales of task, effort, and
persistence showing the strongest correlation. The purpose of one study was to
explore the correlation between academic motivation and academic achievement
among Tehran University students, and the results showed a positive correlation
between the two. Overall, these studies suggest that motivation is an important factor
in academic performance, and that both intrinsic and extrinsic motivation can play a
role.
16
Motivating students is essential for instilling and sustaining a lifelong love of

learning. The following were some examples. Recognize students' needs for
self-determination and autonomy, and provide opportunities for choice and control.
Try enlisting students as the directors of their own learning and assign project-based
work. Incorporate instructional behaviors that motivate students, such as structuring
the course to motivate students and de-emphasizing grades. Make the course personal
by showing why you are interested in the material and getting to know your students.
Use frameworks such as the expectancy-value-cost model of motivation, the ARCS
model of instructional design, and self-determination theory to enhance motivation in
the classroom. Listen to the thoughts and feelings of students and respond to them
with empathy. Explain rules and requirements so that students can understand why
they’re being asked to do them. Give students choices and opportunities to make
decisions. Positive reinforcement and motivational feedback can lead to extrinsic
motivation that many students desire. Grades, privileges, certificates, and other tokens
of achievement can provide motivating rewards. It is important to note that motivation
can vary from student to student, and what works for one student may not work for
another. Therefore, it is essential to be flexible and try different strategies to find what
works best for each student (Motlagh et al., 2019).
Overall, motivation is a complex development affecting an individual's desire

and commitment to achieve goals. It includes self-concepts, assignment values,
objectives, and accomplishment thought processes. Inspiration can predict academic
success, cognitive abilities, and earlier execution. It can be influenced by social
connections, satisfaction, and individual development. Understanding these levels of
inspiration can help teachers and individuals improve motivation and achieve better
academic results.
Theoretical Framework
Self-efficacy refers to the beliefs individuals had about whether or not they
could successfully complete a task. Its beliefs affect behaviors of individuals through
how they feel, think, motivate themselves, and act. Motivation on the other hand was
an inner drive that directs an individual's behavior toward the fulfillment of a goal. It
was a goal-directed behavior and indicated the willingness of the individuals to exert
17
high levels of effort toward achieving goals. Self-efficacy is defined as "people's

judgments of their capabilities to organize and excite courses of action required to
attain designated types of performances" (Bandura, p.391). In his original social
learning theory, he proposed self-efficacy as a major construct. He proposed a general
social cognitive model of cognitive and behavior, including academic achievement .
Bandura's self-efficacy theory suggested that an individual's behavior; environment,
and cognitive factors were all highly interrelated. Self-efficacy was a key element of
Bandura's Social Learning Theory and played a role of connecting goals, motivation,
and performance.
SCT addressed psychosocial factors and motivations influencing health

behaviors and methods to promote sustained, translatable behavior change. SCT
included consideration of an individual’s prior behavior, cognitions, social
environment, and physical environment when predicting future behavior. Behavior
change was initiated and maintained when persons felt that they were capable of
executing the desired behavior (i.e., self-efficacy) and had a reasonable expectation
that the behavior would result in a desired outcome (Wong, 2020).
Conceptual Framework
The conceptual framework provides a structure for the research study, guiding
the selection of variables, the formulation of research questions, and the interpretation
of findings. The schematic illustration of the study presented in Figure 1 visually
explained the conceptual background of this study. The variables of the study were:
Figure 1
Schematic Diagram of the Study
Independent Variable Dependent Variable

18
Self-efficacy and motivation were the independent variables that influenced

the academic performance of the students, which was the dependent variable.
Self-efficacy was a key personal variable of Bandura's Social Cognitive Theory
(SCT), defined as “an individual's belief in his or her own ability to organize and
implement action to produce the desired achievements and results” (Bandura, p. 3).
Self-efficacy–achievement relationships were scarce, and were necessary to
understand how and why self-efficacy affects students' academic performance.
Academic performance was the extent to which a student, teacher, or

institution had attained their short or long-term educational goals and was measured
either by continuous assessment or cumulative grade point average (CGPA) (Tadese,
2022). The students’ academic performance was based on the grades achieved in the
different study courses during their college years. The researcher determined the
significant relationship between self-efficacy and academic performance as well as
the relationship between motivation and academic performance of the students. The
outcomes of the study will help the school administration plan a honed and
development program that would be suitable to the contemporaneous organizational
situation.
Statement of the Problem
Research in this area could help universities ascertain the role and the
importance of students' beliefs in promoting higher education learning and students
performance as well.
The findings of this study were used for the improvement of higher education
teaching and learning quality. Determining the impact of self-efficacy and motivation
on the performance of BSEd Chemistry students of MSU-IIT was very useful for
academics. Professors took into consideration that students' beliefs of self-efficacy
and motivation were strong predictors of students' performance. Such predictions led
those professors to revise and evaluate methods and techniques used to teach the
different disciplines and make the necessary changes to insure students' effective
learning and high level of achievement.
19
This study investigated the relationships between self-efficacy and motivation

in academic performance of BSEd Chemistry students enrolled in Mindanao State
University Bachelor of Secondary Education degree. Specifically, this study answers
the following research questions.
1. What is the level of self-efficacy among the:
a. First-year BSEd Chemistry students?
b. Second-year BSEd Chemistry students?
c. Third-year BSEd Chemistry students?
d. Fourth-year BSEd Chemistry students?
2. What is the level of motivation among the:
c.Third-year BSEd Chemistry students?
3. What is the academic performance among the:

4. Is there a significant relationship between self-efficacy and academic performance
among:

20
5. Is there a significant relationship between motivation and academic performance
among:
b.Second-year BSEd Chemistry students?
c.Third-year BSEd Chemistry students?
Research Hypothesis
The researcher puts forward the following hypothesis:
Ho1: There was no significant relationship between the self-efficacy

and academic performance of the BSEd Chemistry students.
Ho2: There was no significant relationship between motivation and

academic performance of the BSEd Chemistry students.
Operational Definition of Terms
To provide a better understanding of this research study, the researchers listed

the following important terms that were repeatedly mentioned throughout the study
and defined operationally:
Academic Performance. The measurement of student achievement across

various academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates, and results from
standardized tests (Ballotpedia). In this study, this referred to the CGPA of the
BSEd Chemistry students enrolled in the year 2022-2023, 1st semester.
Correlation. The process of establishing a relationship or connection between

two or more measures. A mutual relationship or connection between two or
21
more things (Oxford Dictionary). In this study, this is the relationship between
self-efficacy and motivation to academic performance.
Motivation. This describes why a person does something. It is the driving

force behind human actions. Motivation is the process that initiates, guides,
and maintains goal-oriented behaviors. For instance, motivation is what helps
you lose extra weight, or pushes you to get that promotion at work (Cherry,
2023). This referred to the desire to succeed among BSEd Chemistry students.
The need or desire that energizes behavior and directs it toward a goal.
MSLQ - (Motivated Strategies for Learning Questionnaire). This was

developed to measure the types of learning strategies and academic motivation
used by college students (Pintrich et al., 1990). This was the adapted and
modified questionnaire that would measure the level of self-efficacy and
motivation among BSEd Chemistry students.
Self-efficacy. This referred to an individual's belief in his or her capacity to

execute behaviors necessary to produce specific performance attainments.
Self-efficacy reflects confidence in the ability to exert control over one's own
motivation, behavior, and social environment (Bandura, 1977, 1986, 1997).
This referred to the belief the BSEd Chemistry students had in their own
abilities, specifically on their ability to meet the challenges ahead of them and
to complete a task successfully.
CHAPTER 2
RESEARCH METHODOLOGY
This chapter presents the research design, sampling, participants, research

instruments, data-gathering procedure, and ethical considerations. This study would
identify whether there was a significant relationship between self-efficacy and
motivation in students’ academic performance.
The Research Design
Quantitative research is a systematic investigation of phenomena by gathering

quantifiable data and performing statistical, mathematical, or computational
techniques. Quantitative research collects information from existing and potential
customers using sampling methods and sending out online surveys, online polls, and
questionnaires. Quantitative outcome research is mainly conducted in the social
sciences using the statistical methods used above to collect quantitative data from the
research study. In this research method, researchers and statisticians deployed
mathematical frameworks and theories that pertain to the quantity under question.
This study was within a quantitative research tradition, as the results were
expressed in numbers, statistics, and tables using rating scales or counting
frequencies. The study tried to know the relationship between self-efficacy and
motivation in the academic performance of BSEd Chemistry students. This study was
also a correlational research approach under the quantitative research tradition as it
tried to see the relationship between the self-efficacy and motivation that relate to the
academic performance of the BSEd Chemistry students in Mindanao State University-
Iligan Institute of Technology.
Sampling and Participants
This study was limited only to the students enrolled in Mindanao State
University Iligan Institute of Technology taking up the degree Bachelor of Secondary
Education School year 2022-2023, 1st semester. This only concentrated on the
23
relationship between self-efficacy and motivation in relation to the academic

performance of Bachelor of Secondary Education Major in Chemistry students at
Mindanao State University- Iligan Institute of Technology.
Collection of the demographic profile of the respondents was included such as

their names (optional), year level, ages, and gender, and the researchers had
undergone purposive sampling technique. Purposive sampling technique is a
non-probability sampling technique used in research. Purposive sampling was the
process of selecting a sample by taking a subject that was not based on the level or
area, but it was taken based on the specific purpose. Purposive sampling was where a
researcher selected a sample based on the needs of the study.
Research Instruments
The researchers utilized survey data through an adapted and modified
questionnaire called Motivated Strategies for Learning Questionnaire (MSLQ).
Self-Efficacy Questionnaires and Motivation Questionnaires were constructed to
measure the self-efficacy and motivational beliefs of the 116 BSEd Chemistry
students. Thirty (30) students from the 1st year, twenty six (26) from 2nd year, twenty
eight (28) from the 3rd year and thirty two (32) students from 4th year. Specifically,
in order to assess students’ self-efficacy, 8 items were selected from the self-efficacy
for learning and performance sub-scale of the MSLQ. In order to assess students’
motivational beliefs, 15 items from the MSLQ were selected and developed by the
researchers in this study.
The survey questionnaire of this study was the primary data-gathering

instrument along with the CGPA or the Academic Performance of the BSEd
Chemistry students in the school year 2022-2023 in their 1st semester.
Self-Efficacy Questionnaires
The Self-Efficacy Questionnaire (Appendix G) was composed of eight (8)

questions provided with four numeric choices. The questionnaire determines how
different self-efficacy skills affect a student's academic performance. The provided
24
rating for each view is as follows: 4 (Strongly Agree), 3 (Agree), 2 (Disagree), and 1
(Strongly Disagree). The rating average for each categorized factor was computed.
The categorized factor with the highest rating average is the factor that greatly affects
the academic performance of the student.
Motivation Questionnaires
The Motivation Questionnaire (Appendix G) was composed of fifteen (15)

questions provided with four numeric choices. The questionnaire determined how
different self-efficacy skills affect a student's academic performance. The provided
rating for each view was as follows: 4 (Strongly Agree), 3 (Agree), 2 (Disagree), and
1 (Strongly Disagree). The rating average for each categorized factor was computed.
The categorized factor with the highest rating average was the factor that greatly
affected the academic performance of the student.
Data Gathering Procedure
Figure 2
The Flow of Data Gathering
Crafting of Questionnaire. In this research study, crafting the questionnaires

involved designing a set of questions that would gather the necessary information to
address the research objectives. The researchers looked for questionnaires that
previous researchers had used in their study. After thoroughly uncovering books,
websites, and other resources, the researchers decided to use the Motivated Strategies
for Learning Questionnaire or MSLQ. Questions were modified by the researchers to
25
be pertinent to this study. For formality, and giving honor to what the developers of
MLSQ did, the researchers sent an electronic mail to them asking for their permission
to let the researchers use and modify the said questionnaire for academic purposes.
With the assistance of the research adviser, the researchers made modifications to the
questionnaires, and after that, the newly modified questionnaires were sent to two (2)
experts for validation. Each validator was provided with a rating sheet, and after
analyzing, it was found that the questionnaires needed minor revisions and
grammatical errors that needed to be rectified. Validators who were experts in the
educational field extended their expertise.
Before handling the research questionnaires for pilot testing, the researcher
made certain that the specific goals and objectives were to be achieved, so, before
proceeding with the first step, the researchers modified the adopted questionnaire, the
Motivated Strategies for Learning Questionnaire (MSLQ). From 81 items on the 1991
version of MSLQ by Pintrich, Garcia and DeGroot into 23 items that fit the goals and
objectives of the study. The researchers then approached experts in the field of
education, validators to be exact. The results were item numbers 2,5 and 7 in the Self
Efficacy Questionnaire need to improve because it didn't meet the standards. For item
number 2, “I’m certain I can understand the most difficult material presented in the
readings for this course” modified into “I am certain I can understand the most
difficult material presented in the readings for my chemistry class” While for the
Motivation Questionnaire, item numbers 1,2,3 10, and 13 need to modify also. Items 2
and 13 need to improve their clarity, for item 2 “In a class like this, I prefer course
material that arouses my curiosity, even if it is difficult to learn.” change into “In a
class like this, I prefer course material that arouses my curiosity, even if it is
challenging to learn”. Item 13, from “I think the course material in this class is useful
for me to learn” into “I think the course material in this chemistry class is helpful for
me to learn”. For items 1,3 and 10, the validators suggested that the wordiness should
be concise and understandable with no unnecessary words. Item 1 “In a class like this,
I prefer course material that really challenges me so I can learn new things” into “In
my chemistry class, I prefer course material that challenges me so I can learn new
things” for item 3, “The most satisfying thing for me in this course is trying to
26
understand the content as thoroughly as possible” change to “The most satisfying

thing for me in this course is understanding the content as thoroughly as possible”.
And for item 10, “I think I will be able to use what I learn in this course in other
courses” to “I think I can use what I learn in my chemistry class. After confirming by
the validators that there are no more mistakes with the questionnaires and that certain
objectives will be achieved through them, the research questionnaires were sent back
to the researchers and so pilot testing was carried out.
Pre-informed consent. A letter was sent to the College of Education dean in

MSU IIT, and to the Department head of Science and Mathematics Education to ask
permission to let the study regulate and allow participants, BSEd Chemistry students
to be specific, enrolled in the academic year of 2022 - 2023 to voluntarily join the
researchers’ academic cause in the form of a research study, and answer the research
questionnaires that were handed to them (Appendix A). The letter was personally
signed, and afterward, researchers proceeded to the next step, which was to hand out
consent letters to the willing participants (Appendix B.) The letter included all the
ethical considerations of this study. The letter stated that the respondents’ answers
would be highly confidential and none of it would be publicized and that the
researchers would observe strict confidentiality to protect the respondents against any
form of harm. It was also stated in the letter that the respondents have the right to
decline the researchers' invitation considering some personal reasons.
Pilot testing. Pilot testing refers to a small-scale trial run or pretest of research
methods and procedures before conducting the main study. Its purpose is to identify
and address potential issues, refine research instruments, and assess the feasibility and
effectiveness of the research design. Pilot testing allows researchers to make
necessary adjustments and improvements based on the feedback and observations
gathered during the pilot phase. Pilot testing was performed on the 4th year BSEd
Physics and BSEd Biology students randomly to ensure the validity of the
questionnaire. Statistical methods were applied to assess the reliability of the
questionnaire or measurement instrument. It was also used to calculate internal
consistency measures like Cronbach alpha (Appendix H), which was performed after
the pilot testing, and indicated the degree of interrelatedness among the items of the
27
questionnaire. The statistical method used in this study helped in determining if the
items of the questionnaire were constructed consistently, it was also applied for item
analysis and was used to identify item difficulty and item discrimination. It was also
used to assess validity, sample size determination, refinement, and improvement.
In performing the Chronbac alpha the researchers engaged with a statistician.

The result of the pilot test that was conducted by the researchers was sent to the
statistician and after performing the chronic alpha, he sent it right back to the
researchers. Cronbach's alpha was a statistic that measures the internal consistency of
a scale or set of items. It provides an estimate of how well the items in the scale are
interrelated and measures the same construct. The value of Cronbach's alpha ranges
from 0 to 1, with higher values indicating greater internal consistency. A commonly
accepted guideline is that a Cronbach's alpha value of 0.70 or higher was considered
satisfactory for research purposes. However, the acceptable range can vary depending
on the specific field of study and the context of the measurement. The results that
were handed back indicated that the items in the questionnaire are reliably measuring
the same underlying construct. It showed a satisfactory result, telling the researchers
that the study would be continued because the research questionnaires were reliable
enough to achieve specific objectives and goals for the research study.
Distribution of questionnaire. After receiving the Chronbac alpha from the

statistician, the researchers proceeded to the next step, which was the distribution of
questionnaires. After the target was decided, which was the BSEd Chemistry students
in MSU IIT enrolled in the academic year 2022-2023, validated questionnaires
(Appendix G) were distributed to first-years, second-years, third-years, and lastly, the
seniors, the fourth-years. However, before handling the questionnaires to the target
population, the researchers sought out ethical approvals to ensure that the research
study complied with the ethical guidelines. Questionnaires were distributed online and
were sent in a disposition of a Google form through electronic mail, and all BSEd
Chemistry students received the electronic mail in Gmail and Facebook messenger;
nevertheless, only a few were willing to answer. Thirty (30) students from the first
years answered the questionnaires by choice, twenty-six (26) from the second year
students, twenty-eight (28) from the third years, and lastly, thirty-two (32) students
28
from the fourth years gladly filled out the forms. In total, one hundred and sixteen
(116) BSEd Chemistry students enrolled in the academic year 2022-2023 volunteered
to participate in the research study.
Retrieval of questionnaires. The researchers informed the participants that

answers would be retrieved a week after it was sent to them. In the middle of the
week, the researchers sent a follow-up communication, reminding them to answer the
sent questionnaires, that is, if they wanted to. The retrieval method that the
researchers used was the same as the distribution, it was conducted online using the
Google form, and the researchers had an automated system where responses were
collected. After retrieving the responses, the researchers made sure that the data
collected was in a timely and organized manner, ready to be consigned to the
statistician for analysis.
Data analysis. In research, data analysis involves interpreting and deriving

meaningful insights from the collected data. After a week, responses were gathered
and arranged in a timely and organized manner; then after, the researchers
collaborated with the same statistician once more. Statisticians play a crucial role in
data analysis. They are experts in statistical methods and techniques and apply their
expertise to help researchers and organizations make sense of their data. The
statistician cleaned and processed the data given to remove errors, outliers, and
missing values. The statistician ensured that the data was in a suitable format for
analysis and applied appropriate transformations or adjustments. The statistician also
interpreted the result of the statistical analysis and provided insights into the findings.
The statistician helped the researchers to understand the implications of the results in
identifying whether there is a significant relationship between self-efficacy and
motivation to students’ academic performance and draw meaningful conclusions from
the data gathered.
Data Analysis
This scale and interpretation were used to determine and assess the level of
self-efficacy and motivation of BSEd Chemistry students enrolled in MSU-IIT the
29
school year 2022-2023.
The following were the scales with their equivalent interpretation. The CGPA
of the students in the school year 2022-2023; 1st semester, was used.
This scale was used to determine the relationship between self-efficacy and
motivation in relation to the academic performance of students.
Statistical Tool
Mean. Its statistical measure is known as the arithmetic mean or average. The
mean is calculated by summing up all the values in a dataset and dividing the sum by
30
the total number of values (Cambridge Dictionary). In this research study, the mean
was often used to describe the central tendency of a sample population. This was used
to show the result of self-efficacy and motivation questions and as an indicator in
interpreting the result.
Frequency count. Frequency count is a commonly used technique in research,

including in the context of a thesis. It involves counting the occurrences or frequency
of specific events, elements, or variables within a given dataset or sample
(encyclopedia.com). In this research study, frequency was used to provide a
descriptive summary of the data. In this study, frequency count was by calculating the
number of BSEd Chemistry students pertinent to the given range of grades.
Percentage. It is a number or ratio that represents a fraction of 100. It was one

of the ways to represent a dimensionless relationship between two numbers; other
methods include ratios, fractions, and decimals (Cambridge Dictionary). In this study,
this was used to calculate by taking the frequency divided by the total number of
participants (n=116) and multiplying by 100%.
Pearson correlation. This is utilized when there are two quantitative variables
and if there was a linear relationship between those variables. The correlation is
affected by the size and sign of the r. In this study, Pearson correlation coefficient was
used to determine the relationship between self-efficacy and motivation to the
student’s academic performance in BSED Chemistry. The variables in this study were
the level of self-efficacy, level of motivation, and the academic performance of the
students. This statistical instrument was used to quantify the strength and direction of
the relationship between self-efficacy and motivation to the academic performance of
BSEd Chemistry students. The following assumptions were achieved in this study: the
variables used are in interval or ratio level or in other words, the variables used are
continuous. Since the data are from the response of the respondents, the data are
expected to be normal, also since the data is normal there should have no outliers and
it should be random since it is normally distributed. Lastly, there is a linear
relationship between the two variables, meaning if one variable increases, the other
31
variable also increases, and if one variable decreases, the other variable also
decreases.
Ethical Consideration
The researchers applied the following principles of research ethics throughout
the research procedure.
The protection of the respondents from any physical or psychological
harm. In order to ensure that the researchers do not cause physical or psychological
harm to anyone involved in the study, the researchers ensured that the questions were
validated and that no questions could be used to discriminate against the respondents
individually. Prior to conducting the study, researchers ensured to obtain written
consent from the division office, school administrators, the adviser, and from the
participants.
The confidentiality of the data obtained. Throughout the course of this

research, the researchers made every effort to prioritize and respect the dignity of
everyone involved, as well as to protect the privacy of every participant. This means
that no information about the participants, including their names, ages, addresses, and
even their scores, would be disclosed to anyone not involved in the study.
The absence of deception. The researchers were truthful toward the

participants, and information pertaining to the study was given to them. Students
could decline involvement in the study and be informed that they could leave the
study at any time. In any section of the study, the researcher credited the work of other
authors. Objectivity would be one of the highest priorities of the study.
CHAPTER 3
RESULTS, DISCUSSIONS, AND RECOMMENDATIONS

This chapter includes the results, a summary of findings, conclusions, and
recommendations from this study.
Self-Efficacy and Motivation of BSEd Chemistry Students and its Relation to

Academic Performance
Table 1.
Level of Self-Efficacy of First-Year BSEd Chemistry Students
Indicators Mean Description Interpretation

1. I believe I will receive an excellent
grade in my chemistry class. 2.97 Agree High
2. I am certain I can comprehend the
most difficult concepts presented in
the readings for my chemistry class 2.60 Agree High
3. I am confident I can do an
excellent job on assignments and tests
in my chemistry class. 3.10 Agree High
4. I am confident I can solve the most
complex problem presented by the
instructor in my chemistry class. 2.53 Agree High
5. I am confident I can perform the
basic procedures taught in my
chemistry class. 3.20 Agree High
6. I expect to do well in my chemistry
class. 2.97 Agree High
7. I am certain I can master the skills
being taught in this class. 3.00 Agree High
8. Considering the difficulty of this
course, the teacher, and my skills, I
think I will do well in my chemistry
Overall 2.89 Agree High
Range: 1.00 - 1.75: Very Low; 1.76 - 2.50: Low; 2.51 - 3.25: High; 3.26 - 4.00: Very High
Table 1 presents the Level of Self-Efficacy of First-Year BSEd Chemistry

Students. As can be seen in the table, all of the eight (8) statements were agreed upon
by the students. This means that all of the first-year BSEd Chemistry students who
answered the research questionnaires agreed that they could solve the most complex
problem presented by the instructor in my chemistry class. This means that the
first-year BSEd Chemistry students agree that they believe they will receive an
33
excellent grade in their chemistry class, they are confident that they can comprehend
the most difficult concepts presented in the readings for their chemistry class, they are
confident that they can solve the most complex problem presented by the instructor in
their chemistry class, and they agree that they are confident they can perform the
basic procedures taught in their chemistry class.
Also, the students agree that they are confident they can do an excellent job on
assignments and tests in their chemistry class, they expect to do well in their
chemistry class, they are confident that they can master the skills being taught in this
class, and they agree that considering the difficulty of this course, the teacher, and
their skills, they think they will do well in their chemistry class. The table posted an
overall mean of 2.89 which suggests that first-year BSEd Chemistry students have a
high level of self-efficacy. It can be seen in the table that the trend of the mean of the
first-year students increases and decreases. Statement number four has the highest
frequency among all the statements.
High self-efficacy is characterized by viewing challenges as things that are

supposed to be mastered rather than threats to avoid, recovering from failure faster,
and approaching threatening situations with the belief that they can control them.
Self-efficacy beliefs are developed through mastery experiences, vicarious
experiences, social persuasion, and emotional states, and they strongly influence both
the power a person actually has to face challenges competently and the choices a
person is most likely to make.
Self-efficacy is the belief in one's ability to achieve an outcome or reach a

goal. High levels of self-efficacy reflect confidence in the ability to exert control over
one's own motivation, behavior, and environment and allow students to become
advocates for their own needs and supports. Perceived self-efficacy influences what
coping behavior is initiated when an individual is met with stress and challenges,
along with determining how much effort will be expended to reach one’s goals and for
how long those goals will be pursued. Self-efficacy is a self-sustaining trait; when a
person is driven to work through their problems on their own terms, they gain positive
experiences that in turn boost their self-efficacy even more (Bandura, 2016).
34
Table 2
Level of Self-Efficacy of Second Year BSEd Chemistry Students

most difficult concepts presented in the
readings for my chemistry class. 2.85 Agree High
instructor in my chemistry class. 2.81 Agree High
5. I am confident I can do an excellent
job on assignments and tests in my
Table 2 shows the level of self-efficacy of the second-year BSEd Chemistry

students. It can be seen that all of the statements for self-efficacy were agreed upon by
the second-year BSEd Chemistry students. According to the second-year BSEd
Chemistry students, they agree that they believe they will receive an excellent grade
in their chemistry class, they are certain that they can comprehend the most difficult
concepts presented in the readings for their chemistry class, they are confident that
they can solve the most complex problem presented by the instructor in their
chemistry class, and they agree that they are confident they can perform the basic
procedures taught in their chemistry class.
In addition, the second-year students agree that they are confident they can do
an excellent job on assignments and tests in their chemistry class, they expect to do
well in their chemistry class, and they are certain that they can master the skills being
taught in this class, and they agree that considering the difficulty of this course, the
35
teacher, and their skills, they think they will do well in their chemistry class. Table 2
posted an overall mean of 2.92 which implies that second-year BSEd Chemistry
students have a high level of self-efficacy.
Self-efficacy is an individual's belief in their capacity to act in ways necessary

to reach specific goals. A person with high self-efficacy views challenges as things
that are supposed to be mastered rather than threats to avoid. These people are able to
recover from failure faster and are more likely to attribute failure to a lack of effort.
They approach threatening situations with the belief that they can control them.
Self-efficacy affects every area of human endeavor. By determining the beliefs a
person holds regarding their power to affect situations, self-efficacy strongly
influences both the power a person actually has to face challenges competently and
the choices a person is most likely to make.
People’s beliefs in their efficacy are developed by four primary sources of

influence, including (i) mastery experiences, (ii) vicarious experiences, (iii) social
persuasion, and (iv) emotional states. Mastery experiences refer to the successful
completion of tasks, while vicarious experiences refer to observing others
successfully complete tasks. Social persuasion refers to the encouragement and
feedback received from others, and emotional states refer to the emotional and
physiological reactions experienced during task completion (Garrido, 2023).
There are several factors that can influence a student's level of self-efficacy.
For example, students with high self-efficacy are more likely to rely on themselves
when faced with complex issues to find a solution to the problem, as well as being
patient during the process, making more efforts, and persisting longer to overcome the
challenges. In contrast, students with low self-efficacy may attribute their failures to
lower ability rather than lower attempts (Hayat et al., 2020).
36
Table 3
Level of Self-Efficacy of Third-Year BSEd Chemistry Students

most difficult concepts presented in the
readings for my chemistry class. 2.96 Agree High
instructor in my chemistry class. 2.86 Strongly Agree Very High
chemistry class. 3.36 Strongly Agree Very High
5. I am confident I can do an excellent
job on assignments and tests in my
Table 3 exhibits the level of self-efficacy of the third-year BSEd Chemistry

students. It can be seen that 2 statements were strongly agreed by the third-year BSEd
Chemistry students and 6 statements were agreed by them.
This means that the third-year BSEd Chemistry students strongly agree that
they are confident that they can solve the most complex problem presented by the
instructor in their chemistry class, and they strongly agree that they are confident they
can perform the basic procedures taught in their chemistry class.
Furthermore, the third-year students agree that they believe they will receive
an excellent grade in their chemistry class, they are certain that they can comprehend
the most difficult concepts presented in the readings for their chemistry class, and
they are confident they can do an excellent job on assignments and tests in their
chemistry class. Also, the third-year BSEd Chemistry students agree that they expect
to do well in their chemistry class, they are certain that they can master the skills
37
being taught in this class, and they agree that considering the difficulty of this course,
the teacher and their skills, they think they will do well in their chemistry class. The
table posted an overall mean of 3.08, which means that the third-year BSEd
Chemistry students have a high level of self-efficacy.
If a person has high self-efficacy, he can easily bounce back from a failure
because he will focus on how to handle the failure rather than letting it worry him.
Having a high level of self-efficacy can help you change your perspective on stressful
issues. Instead of allowing self-doubt to bother you at stressful times, you may be
inspired to develop solutions that work for you. Students with high self-efficacy feel
that if they put their minds to it, they can overcome any difficulty. A learner with high
self-efficacy will create objectives for themselves and employ tactics to assist them in
reaching those goals (Wahome, 2022).
Table 4
Level of Self-Efficacy of Fourth-Year BSEd Chemistry Students

1. I believe I will receive an excellent grade in
my chemistry class. 3.16 Agree High
2. I am certain I can comprehend the most
difficult concepts presented in the readings for
3. I am confident I can solve the most complex
problem presented by the instructor in my
4. I am confident I can perform the basic Strongly
procedures taught in my chemistry class. 3.28 Agree Very High
5. I am confident I can do an excellent job on Strongly
assignments and tests in my chemistry class. 3.31 Agree Very High
6. I expect to do well in my chemistry class. 3.22 Agree High
7. I am certain I can master the skills being
taught in this class. 3.25 Agree High
8. Considering the difficulty of this course, the
teacher, and my skills, I think I will do well in
38
Table 4 presents the level of self-efficacy of the fourth-year BSEd Chemistry

students. It can be seen that two statements were strongly agreed by the fourth-year
BSEd Chemistry students, and six statements were agreed by the students.
This means that the fourth-year BSEd Chemistry students strongly agree that
they are confident they can perform the basic procedures taught in their chemistry
class, and they are confident they can do an excellent job on assignments and tests in
their chemistry class. Also, the fourth-year BSEd Chemistry students agree that they
believe they will receive an excellent grade in their chemistry class, they are certain
that they can comprehend the most difficult concepts presented in the readings for
their chemistry class, and they are confident that they can solve the most complex
problem presented by the instructor in their chemistry class.
The fourth-year BSEd Chemistry students agree that they expect to do well in
their chemistry class, they are certain that they can master the skills being taught in
this class, and they agree that considering the difficulty of this course, the teacher and
their skills, they think they will do well in their chemistry class. The table posted an
overall mean of 3.19 which suggests that fourth-year BSEd Chemistry students have a
high level of self-efficacy. A person with high self-efficacy views challenges as things
that are supposed to be mastered rather than threats to avoid. These people are able to
recover from failure faster and are more likely to attribute failure to a lack of effort.
They approach threatening situations with the belief that they can control them.
Self-efficacy is related to self-confidence, focusing on a person's belief in their
capacity to perform tasks and succeed. The self-efficacy theory's core concept is that
people are more likely to engage in activities concerning which they have high
self-efficacy, and they are less likely to engage in activities which they don’t.
Self-efficacy is important because it plays a role in how you feel about
yourself and whether or not you successfully achieve your goals in life. The concept
of self-efficacy is central to Albert Bandura’s social cognitive theory, which
emphasizes the role of observational learning, social experience, and reciprocal
determinism in personality development. The learning opportunities that arise when
you take on a new challenge and succeed at it. When you do a task well, it can help
you develop a stronger personal belief. This occurs because you are subconsciously
teaching yourself that you are capable of learning new talents when practicing the
39
skills to work on a project. Failure can have the opposite effect, but it especially will
if you don't have a strong feeling of self-efficacy (Wahome, 2022)
Table 5
Level of Motivation of First-Year BSEd Chemistry Students

1. In my chemistry class, I prefer course material
that really challenges me so I can learn new
things. 3.00 Agree High
2. In a class like this, I prefer course material
that
arouses my curiosity, even if it is difficult to Strongly
learn. 3.37 Agree Very High
3. The most satisfying thing for me in this course
is trying to understand the content as thoroughly Strongly
as possible. 3.40 Agree Very High
4. When I have the opportunity in my chemistry
class, I choose course assignments that I can
learn from even if they don't guarantee a good
grade. 3.03 Agree High
5. I feel that challenging assignments can be Strongly
great learning experiences. 3.33 Agree Very High
6. Getting a good grade in my chemistry class is
one of the most satisfying things for me right Strongly
now. 3.60 Agree Very High
7. The most important thing for me right now is
improving my overall grade point average, so my
main concern in my chemistry class is getting a Strongly
good grade. 3.37 Agree Very High
8. If I can, I want to get better grades in this Strongly
class than other students. 3.53 Agree Very High
9. I want to do well in my chemistry class
because it is important to show my ability to my Strongly
family, friends, employer, or others. 3.33 Agree Very High
10. I think I will be able to use what I learn in my Strongly
chemistry class. 3.40 Agree Very High
11. It is important for me to learn the course Strongly
material in my chemistry class. 3.43 Agree Very High
12. I am very interested in the content area of Strongly
this chemistry class. 3.37 Agree Very High
13. I think the course material in this chemistry Strongly
class is useful for me to learn. 3.37 Agree Very High
14. I like the subject matter of this chemistry Strongly
class. 3.40 Agree Very High
15. Understanding the subject matter of my Strongly
chemistry class is very important. 3.50 Agree Very High
Strongly
Overall 3.36 Agree Very High
40
Table 5 presents the level of motivation of the first-year BSEd Chemistry

students. It shows that there are 13 statements the students strongly agreed with, and
there are 2 statements they agreed. This means that first-year BSEd Chemistry
students strongly agree that they prefer course material that arouses their curiosity,
even if it is difficult to learn, the most satisfying thing for them in this course is trying
to understand the content as thoroughly as possible, they feel that challenging
assignments can be great learning experiences, getting a good grade in their chemistry
class is one of the most satisfying things for them right now, and they strongly agree
that the most important thing for them right now is improving their overall grade point
average, so their main concern in their chemistry class is getting a good grade.
Furthermore, the first-year BSEd Chemistry students strongly agree that if

they can, they want to get better grades in this class than other students, they want to
do well in their chemistry class because it is important to show their ability to their
family, friends, employer, or others, they think they will be able to use what they learn
in their chemistry class, and it is important for them to learn the course material in
their chemistry class. They strongly agree that they are very interested in the content
area of this chemistry class, they think the course material in this chemistry class is
useful for them to learn, they like the subject matter of this chemistry class, and they
strongly agree that understanding the subject matter of their chemistry class is very
important. The first-year BSEd Chemistry students agree that in their chemistry class,
they prefer course material that really challenges them so they can learn new things,
and they agree that when they have the opportunity in their chemistry class, they
choose course assignments that they can learn from even if they don't guarantee a
good grade. The table above posted an overall mean of 3.36 which implies that the
first-year BSEd Chemistry students have a very high level of motivation.
Motivated students are much more likely to achieve their potential and find
success. Motivation is an essential ingredient in effective teaching and learning. It not
only yields more positive behavior in students, but it also contributes to a greater
sense of wellbeing. Motivating students is an important aspect of teaching that
instructors must consider. ARCS Model stands for four factors that influence student
motivation: attention, relevance, confidence, and satisfaction. Expectancy-Value-Cost
41
Model suggests that students are motivated when they believe they can succeed, value
the task, and perceive the cost of not doing the task as high. Self-Determination
Theory suggests that students are motivated when they feel autonomous, competent,
and related to others (Yarborough et al., 2020).
Table 6
Level of Motivation of Second-Year BSEd Chemistry Students

1. In my chemistry class, I prefer course
material that really challenges me so I can
learn new things. 3.12 Agree High
2. In a class like this, I prefer course
material that arouses my curiosity, even if it
is difficult to learn. 3.12 Agree High
3. The most satisfying thing for me in this
course is trying to understand the content as
thoroughly as possible. 2.92 Agree High
4. When I have the opportunity in my
chemistry class, I choose course assignments
that I can learn from even if they don't
guarantee a good grade. 3.19 Agree High
5. I feel that challenging assignments can be
great learning experiences. 2.92 Agree High
6. Getting a good grade in my chemistry
class is one of the most satisfying things for
me right now. 3.19 Agree High
7. The most important thing for me right now
is improving my overall grade point average,
so my main concern in my chemistry class is
getting a good grade. 3.08 Agree High
8. If I can, I want to get better grades in this
class than other students. 3.04 Agree High
because it is important to show my ability to
my family, friends, employer, or others. 3.04 Agree High
10. I think I will be able to use what I learn
in my chemistry class. 3.23 Agree High
11. It is important for me to learn the course
material in my chemistry class. 3.31 Agree High
12. I am very interested in the content area of
this chemistry class. 3.08 Agree High
13. I think the course material in this Strongly
chemistry class is useful for me to learn. 3.35 Agree Very High
14. I like the subject matter of this chemistry
42
The table shows the level of motivation of the second-year BSEd Chemistry
students. It can be seen that there are 13 statements the students agreed with, and there
are 2 statements they strongly agreed.
This suggests that the second-year BSEd Chemistry students agree that in their
chemistry class, they prefer course material that really challenges them so they can
learn new things, and they agree that when they have the opportunity in their
chemistry class, they choose course assignments that they can learn from even if they
don't guarantee a good grade they prefer course material that arouses their curiosity,
class is one of the most satisfying things for them right now, and they agree that the
most important thing for them right now is improving their overall grade point
According to the second-year BSEd Chemistry students, they agree that if they
can, they want to get better grades in this class than other students, they want to do
well in their chemistry class because it is essential to show their ability to their
families, friends, employer, or others, they think they will be able to use what they
learn in their chemistry class, and it is important for them to learn the course material
in their chemistry class. They agree that they are very interested in the content area of
this chemistry class, they like the subject matter of this chemistry class.
The second-year BSEd Chemistry students strongly agree that they think the
course material in this chemistry class is useful for them to learn and they strongly
agree that understanding the subject matter of their chemistry class is very important.
Table 6 posted an overall mean of 3.14 which suggests that the second-year BSEd
Chemistry students have a high level of motivation.
Social Cognitive Perspective suggests that students' motivation is relatively

situation or context-specific and Achievement Motive Theory suggests that students'
motivation is conceptualized as a relatively stable trait (Steinmayr et al., 2019).
43
Table 7
Level of Motivation of Third-Year BSEd Chemistry Students

material that really challenges me so I can Strongly
learn new things. 3.29 Agree Very High
2. In a class like this, I prefer course
material that arouses my curiosity, even if it Strongly
is difficult to learn. 3.43 Agree Very High
3. The most satisfying thing for me in this
course is trying to understand the content as Strongly
thoroughly as possible. 3.39 Agree Very High
4. When I have the opportunity in my
chemistry class, I choose course assignments
that I can learn from even if they don't Strongly
guarantee a good grade. 3.29 Agree Very High
6. Getting a good grade in my chemistry
class is one of the most satisfying things for Strongly
me right now. 3.36 Agree Very High
7. The most important thing for me right now
is improving my overall grade point average,
so my main concern in my chemistry class is Strongly
getting a good grade. 3.32 Agree Very High
8. If I can, I want to get better grades in this
class than other students. 3.25 Agree High
because it is important to show my ability to
my family, friends, employer, or others. 3.21 Agree High
10. I think I will be able to use what I learn Strongly
in my chemistry class. 3.43 Agree Very High
12. I am very interested in the content area Strongly
of this chemistry class. 3.39 Agree Very High
13. I think the course material in this Strongly
chemistry class is useful for me to learn. 3.46 Agree Very High
Strongly
The table above, table 7, presents the level of motivation of the third-year
BSEd Chemistry students. As can be seen in the table, there are 13 statements the
students strongly agreed with and there are 2 statements they agreed. According to the
44
third-year BSEd Chemistry students, they strongly agree that in their chemistry class,
they prefer course material that really challenges them so they can learn new things,
they prefer course material that arouses their curiosity, even if it is difficult to learn,
the most satisfying thing for them in this course is trying to understand the content as
thoroughly as possible, when they have the opportunity in their chemistry class, they
choose course assignments that they can learn from even if they don't guarantee a
good grade, they strongly agree that they feel that challenging assignments can be
great learning experiences, getting a good grade in their chemistry class is one of the
most satisfying things for them right now, and they strongly agree that the most
important thing for them right now is improving their overall grade point average, so
their main concern in their chemistry class is getting a good grade.
In addition, the third-year BSEd Chemistry students strongly agree that they
think they will be able to use what they learn in their chemistry class, and it is
important for them to learn the course material in their chemistry class. They strongly
agree that they are very interested in the content area of this chemistry class, they
think the course material in this chemistry class is useful for them to learn, they like
the subject matter of this chemistry class, and they strongly agree that understanding
the subject matter of their chemistry class is very important.
The third-year BSEd Chemistry students agree that if they can, they want to
get better grades in this class than other students, and they want to do well in their
chemistry class because it is important to show their ability to their family, friends,
and employer, or others. The table above, table 7, posted an overall mean of 3.36
which means that the third-year BSEd Chemistry students have a very high level of
motivation.
Motivation is not a single construct but rather subsumes a variety of different

constructs like motivational beliefs, task values, goals, and achievement motives.
Students' motivation is strongest when they believe they are socially accepted by
teachers and peers and their school environment is fair, trustworthy, and centered on
concern for everyone's welfare (Hargraves, 2020).
45
Table 8
Level of Motivation of Fourth Year BSEd Chemistry Students

material that really challenges me so I can learn Strongly
new things. 3.28 Agree Very High
2. In a class like this, I prefer course material
that arouses my curiosity, even if it is difficult to Strongly
learn. 3.38 Agree Very High
3. The most satisfying thing for me in this course
is trying to understand the content as thoroughly Strongly
as possible. 3.34 Agree Very High
4. When I have the opportunity in my chemistry
class, I choose course assignments that I can
learn from even if they don't guarantee a good Strongly
grade. 3.34 Agree Very High
6. Getting a good grade in my chemistry class is
one of the most satisfying things for me right Strongly
now. 3.56 Agree Very High
7. The most important thing for me right now is
improving my overall grade point average, so
my main concern in my chemistry class is Strongly
getting a good grade. 3.50 Agree Very High
8. If I can, I want to get better grades in this Strongly
class than other students. 3.41 Agree Very High
because it is important to show my ability to my Strongly
family, friends, employer, or others. 3.41 Agree Very High
10. I think I will be able to use what I learn in Strongly
my chemistry class. 3.47 Agree Very High
12. I am very interested in the content area of Strongly
this chemistry class. 3.44 Agree Very High
13. I think the course material in this chemistry Strongly
class is useful for me to learn. 3.56 Agree Very High
Strongly
Table 8 shows the level of motivation of the fourth-year BSEd Chemistry

students. It can be observed that all of the statements were all strongly agreed by the
respondents.
46
This means that the fourth-year BSEd Chemistry students strongly agree that
in their chemistry class, they prefer course material that really challenges them so they
can learn new things, and they agree that when they have the opportunity in their
chemistry class, they choose course assignments that they can learn from even if they
don't guarantee a good grade they prefer course material that arouses their curiosity,
class is one of the most satisfying things for them right now, and they agree that the
most important thing for them right now is improving their overall grade point
According to the fourth-year BSEd Chemistry students, they strongly agree

that if they can, they want to get better grades in this class than other students, they
want to do well in their chemistry class because it is important to show their ability to
their families, friends, employer, or others, they think they will be able to use what
they learn in their chemistry class, and it is important for them to learn the course
material in their chemistry class. They strongly agree that they are very interested in
the content area of this chemistry class, they like the subject matter of this chemistry
class and they strongly agree that understanding the subject matter of their chemistry
class is very important. Table 8 posted an overall mean of 3.45 which suggests that
the fourth-year BSEd Chemistry students have a very high level of motivation.
Using active learning techniques can help increase student motivation. Giving
prompt feedback can help students stay motivated. Emphasizing the importance of
spending time on tasks can help students stay motivated. Building interpersonal
relationships with learners can help increase motivation. By implementing these
strategies, instructors can help promote high levels of motivation in their students
(Saraçoğlui, 2020)
47
Table 9
Academic Performance of First Year BSEd Chemistry Students
CGPA Frequency Percentage(%)

1.00 - 1.25 1 3.33
1.26 - 1.50 20 66.67
1.51 - 1.75 8 26.67
1.76 - 2.00 1 3.33
Table 9 displays the academic performance of the first year BSEd Chemistry
Students. It shows that 66.67% of the first-year BSEd Chemistry students have CGPA
within the range of 1.26 – 1.50, there are 26.67% of the first year students have CGPA
of 1.51 – 1.75, there is 1 student who has CGPA within 1.00 – 1.25, and 1 student
who have CGPA within the range of 1.76 – 2.00.
Table 10
Academic Performance of Second Year BSEd Chemistry Students
CGPA Frequency Percentage (%)

1.00 - 1.25 0 0.00
1.26 - 1.50 10 38.46
1.51 - 1.75 14 53.85
1.76 - 2.00 2 7.69
Table 10 displays the academic performance of the second year BSEd

Chemistry Students. The table posted that 53.85% of the second year BSEd Chemistry
students have CGPA within the range of 1.51 – 1.76, there are 38.46% of the second
year BSEd Chemistry students who have a CGPA of 1.26 – 1.50, and there are 2 or
7.69% of the second year students who have CGPA within the range of 1.76 – 2.00.
48
Table 11
Academic Performance of Third Year BSEd Chemistry Students

1.00 - 1.25 0 0.00
1.26 - 1.50 14 50.00
1.51 - 1.75 14 50.00
1.76 - 2.00 0 0.00
Table 11 presents the academic performance of the third year BSEd Chemistry
Students. It can be seen that half of the third-year BSEd Chemistry students have
CGPA within the range of 1.26 – 1.50, and the other half students have CGPA in the
range of 1.76 – 2.00, which is 50.0% and 50.0%.
Table 12
Academic Performance of Fourth Year BSEd Chemistry Students

1.00 - 1.25 1 3.13
1.26 - 1.50 15 46.88
1.51 - 1.75 15 46.88
1.76 - 2.00 1 3.13
Table 12 exhibits the academic performance of the fourth year BSEd

Chemistry Students. As can be seen in the table, there are 46.88% fourth year BSEd
Chemistry students have CGPA of 1.26 – 1.50, there are also 46.88% fourth year
students who have CGPA of 1.51 – 1.75, there is 1 student who have CGPA of 1.00 –
1.25, and there is also 1 fourth year BSEd Chemistry student whose CGPA is within
1.76 – 2.00.
49
Table 13
Relationship Between the Self-Efficacy and Academic Performance
Self-efficacy VS
Correlation
Academic P-Value Decision Conclusion
Coefficient
Performance
First Year 0.200 0.288 Do not Reject Ho Not Significant
Second Year 0.216 0.289 Do not Reject Ho Not Significant
Third Year 0.183 0.350 Do not Reject Ho Not Significant
Fourth Year 0.437 0.012 Reject Ho Significant
Table 13 reveals the relationship between the self-efficacy and academic

performance of the BSEd Chemistry students of MSU-IIT. The first column is our
variables of interests, the second column is the correlation coefficient which will tell
us the strength of relationship between our variables of interests, the third column is
the p-value which will be compared to alpha = 0.05 (default level of significance to
test), the fourth column is the decision based from p-value, and the last column is the
conclusion based from p-value and decision.
The table posted a very weak correlation of 0.200 (first year) and 0.183 (third
year) between the self-efficacy and academic performance of the first year and third
year BSEd Chemistry students. Also, there is a weak correlation of 0.216 between the
self-efficacy and academic performance of the second year BSEd Chemistry students.
However, these relationships that we have observed are not significant since the
p-value posted; 0.288 (first year), 0.289 (second year), and 0.350 (third year), are
greater than 0.05.
Since our p-values from first year to third year are greater than 0.05, we will
not reject our null hypothesis. Hence, we say that the relationship between the
self-efficacy and academic performance of the first year, second year, and third year
BSEd Chemistry students were not statistically significant.
Furthermore, the table also posted a moderate correlation of 0.437 between the
self-efficacy and academic performance of the fourth year BSEd Chemistry students,
and a p-value of 0.012 which is less than alpha = 0.05. Since p-value = 0.012 is less
50
than 0.05, we will reject our Ho. Thus, we can say that there is a significant
relationship between the self-efficacy and academic performance of the fourth-year
BSEd Chemistry students. This means that, as the self-efficacy of the fourth-year
BSEd Chemistry students gets higher or better, they will also have better academic
performance, and vice versa.
Self-efficacy reflects the extent to which students believe that they can
successfully perform in school. It is usually positively correlated with outcome
expectations but it is possible that a student's high self-efficacy does not transform
into a high academic achievement. Several studies have investigated the relationship
between self-efficacy and academic performance in chemistry students. The findings
revealed that no significant relationship existed between self-efficacy and the
academic achievement of the chemistry students (Baanu et al., 2016).
Statements or teaching practices that compare students' performance against

each other may raise the self-efficacy of the top students, but are likely to lower the
self-efficacy of the rest of the class. To improve self-efficacy for struggling students,
moderately difficult tasks can be used (The Geological Society of America, 2023).
The study concludes that students’ self-efficacy needs to be complemented

with a host of other factors to achieve high academic achievement in Chemistry. It is
therefore recommended that attention be paid to other factors necessary for better
students’ achievement in chemistry to complement students’ high self-efficacy, so that
a combination of these factors could result in high academic achievement in
Chemistry (Baanu et al., 2016). Self-efficacy and academic achievement can have a
mutual influence over one another. The study found significant positive pathways in
the achievement-self-efficacy direction, but not for pathways in the
self-efficacy-performance direction (Dullas, 2018).
Research suggests that self-efficacy can boost student achievement, foster
emotional health and well-being, and serve as a valid predictor of motivation and
learning. Studies have also shown that students with high levels of self-efficacy
participate more in class, work harder, persist longer, and have fewer adverse
emotional reactions when encountering difficulties than students with lower
51
self-efficacy (Head et al., 2020). Self-efficacy is positively correlated with academic

performance, so improving classroom practice can lead to better academic
performance (Meera et al., 2015).
A study in Ethiopia found that self-efficacy was strongly correlated with

academic achievement in analytical chemistry (Tenaw, 2013). A study in South Africa
found a positive relationship between chemistry self-efficacy and academic
performance in first-year university students (Samaila et al., 2018). A study in
Mauritius found that self-efficacy in science was positively related to academic
achievement in chemistry (Jamil et al., 2019). Overall, these studies suggest that there
is a positive relationship between self-efficacy and academic performance. However,
the strength of this relationship may depend on factors such as task difficulty and
baseline achievement.
Table 14
Relationship Between the Motivation and Academic Performance
Motivation VS
Correlation
Academic P-Value Decision Conclusion
Coefficient
Performance
First Year 0.026 0.893 Do not Reject Ho Not Significant
Second Year 0.005 0.980 Do not Reject Ho Not Significant
Third Year 0.261 0.180 Do not Reject Ho Not Significant
Fourth Year 0.399 0.024 Reject Ho Significant
Table 14 shows the relationship between the motivation and academic

performance of the BSEd Chemistry students of MSU-IIT. As can be seen in the table,
there is a very weak relationship between the motivation and academic performance
of the first year (0.026) and second year (0.005). There is also a weak correlation
between the motivation and academic performance of the third-year BSEd Chemistry
students (0.261). Also, their p-values; 0.893 (first year), 0.980 (second year), and
0.180 (third year), are much greater than alpha = 0.05. In line with this, since the
p-values 0.893, 0.980, and 0.180 are much greater than 0.05, we will not reject our
Ho.
52
Hence, we will say that there is no significant relationship between the

motivation and academic performance of the first year, second-year, and third-year
BSEd Chemistry Students of MSU-IIT. In addition, the table also shows that there is a
weak correlation of 0.399 between the motivation and academic performance of the
fourth year BSEd Chemistry students and a p-value of 0.024. Since p-value = 0.024 is
less than 0.05, we will reject our null hypothesis.
Thus, we have enough evidence to conclude that there is a significant

relationship between the motivation and academic performance of the fourth year
BSEd Chemistry students. This implies that, as the motivation of the fourth-year
BSEd Chemistry students increases or gets higher, they will have better academic
performance, and vice versa. There are mixed findings regarding the relationship
between motivation and academic performance. Some studies suggest a positive
correlation between motivation and academic achievement, while others suggest no
meaningful association between the two. One study found that most motivational
constructs predicted academic achievement beyond intelligence, and that students'
ability self-concepts and task values are more important predictors of academic
achievement than other motivational constructs.
According to several studies, motivation and academic performance are

positively correlated. Motivation is significantly correlated with academic
performance. Most motivational constructs predict academic achievement beyond
intelligence. Students' ability self-concepts and task values are more predictive of
academic achievement than other motivational constructs. There is a positive and
significant correlation between academic motivation and academic achievement
(Motlagh et al., 2011).
Achievement motivation energizes and directs behavior toward achievement

and therefore is known to be an important determinant of academic success.
Achievement motivation is not a single construct but rather subsumes a variety of
different constructs like motivational beliefs, task values, goals, and achievement
motives. Nevertheless, there is still a limited number of studies that investigated (1)
diverse motivational constructs in relation to students’ academic achievement in one
53
sample and (2) additionally considered students’ cognitive abilities and their prior
achievement. Because students’ cognitive abilities and their prior achievement are
among the best single predictors of academic success. Another study found that
motivation positively influences study strategy, academic performance, adjustment,
and well-being in students. The relationship between motivation and academic
performance appears to be complex and multifaceted, and may depend on various
factors such as the type of motivation (intrinsic vs. extrinsic), the specific
motivational construct being examined, and the population being studied (Steinmayr
et al., 2019).
Overall, these studies suggest that motivation plays an important role in

academic performance. Students who are motivated to learn and achieve tend to
perform better academically than those who lack motivation
Limitation of the Study

This study only focused on the students enrolled in Mindanao State
University Iligan Institute of Technology, specifically 1st year to 4th year BSEd
Chemistry students, for the school year 2022-2023, 1st semester. This study was
conducted to know whether the students’ self-efficacy and motivation have a
significant relationship with their academic performance.
Conclusions
Based on the results stated above the following conclusions are formulated:
The first through fourth year BSEd Chemistry students exhibit strong levels of
self-efficacy and motivation. Academic performance scores for the students in the
study were found to be above average. There was no correlation between the
self-efficacy and motivation scale scores and academic performance for first- to
third-year students. The contribution of the self-efficacy and motivation of fourth-year
BSEd Chemistry students on their academic achievement is significant. This implies
that the fourth-year BSEd Chemistry students will perform better academically as
their self-efficacy and motivation increase or improve.
54
Recommendations
Based on the aforementioned results, findings, and conclusion, the following
statements are recommended:
1. Learners who have repeated experiences of success have higher self-efficacy

than those students who experience repeated failure. As a consequence,
providing an abundance of experiences and building positive beliefs in
students is essential for students to develop a sense of self-efficacy.
2. Parents and particularly teachers understand their role in developing high

self-efficacy and motivation among children. Both of them also keep an eye
on children’s peer groups. It is important for the parents and teachers to help
students develop their self-efficacy and motivation. They can enhance the
level of student's efficacy and motivation through various feasible teaching
techniques.
3. For the future researchers, if they aim to conduct the study related to this, they
may ensure that the respondents are willing to provide necessary data needed
to complete the study. It is recommended also that larger samples are needed
for more robust results.
55
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APPENDIX A
Letter for Validation of Self-Efficacy and Motivation
Questionnaire
February 17, 2023
Dear Validator
Greetings!
We, the undersigned, are 4th year Bachelor of Secondary Education major in Chemistry
students at the College of Education of MSUIIT. Currently, we are conducting a research
study entitled “SELF-EFFICACY AND MOTIVATION OF BSED CHEMISTRY
STUDENTS AND ITS RELATION TO ACADEMIC PERFORMANCE” in partial
fulfillment of the requirements of the course SED199 (Undergraduate Thesis).
With your expertise, we are humbly asking your permission to validate the attached adapted
and modified questionnaire for our study using the attached rating sheet. We are truly grateful
to hear your suggestions and comments for the improvement of the instrument. We are
looking forward to our request and would merit your positive response. May we know any
account for the transfer of professional fees? We, the researchers, appreciate your assistance
and support.
Thank you very much and more power!
Sincerely,
ROSELLE B. VILLAJUAN KIARA CRESTNE S. OMANDAM
Researcher Researcher
Noted By:
EDNA B. NABUA, Ph.D.
Thesis Adviser
APPENDIX B
Letter to the Respondents
March 2023
Dear Respondents:
Greetings!
The undersigned are 4th year Bachelor of Secondary Education major in Chemistry at the
College of Education of MSUIIT. Currently, we are conducting a research study entitled
“SELF-EFFICACY AND MOTIVATION OF BSED CHEMISTRY STUDENTS AND
ITS RELATION TO ACADEMIC PERFORMANCE” in partial fulfillment of the
requirements of the course SED199 (Undergraduate Thesis).
In this light, we would like to invite you to take part in our study by completing this
questionnaire. One of the objectives of this research is to determine your perceptions
regarding the two modalities of teaching laboratory classes during the pandemic and these are
through Pre-recorded videos and Virtual Dynamic Laboratory activities. By responding to the
survey questionnaire you consent to be considered a respondent in the study.
In Advance, we would like to express our gratitude for your participation in this research
study. Rest assured that the data collected such as your information will be kept strictly with
utmost confidentiality and used for academic purposes only.
Sincerely,
ROSELLE B. VILLAJUAN KIARA CRESTNE S. OMANDAM
Noted By:
Thesis Adviser
APPENDIX C
Validation of Perception Questionnaire
RATING SHEET FOR VALIDATING QUESTIONNAIRE
Validators’ Name: Sharyll Mae A. Alboña, EdD Signature:

Instructions: Rate each Item based on the parameters using the Scale shown below.
1= Not Acceptable. Major Modification is needed.

2= Below expectations. Some Modifications are needed.
3= Meet Expectations. No Modifications but could improve with minor
changes.
4= Exceed Expectations. No Modifications are nee
Validators’ Name: MC ROLLYN D. VALLESPIN, MS, LPT Signature:


changes.
4= Exceed Expectations. No Modifications are needed
Validators’ Name: MC ROLLYN D. VALLESPIN, MS, LPT Signature:


changes.
Validators’ Name: Sharyll Mae A. Alboña, EdD Signature:


changes.
APPENDIX D
Consent Form for the Respondent
CONSENT FORM
I have the confidentiality of my responses.

1. That there will be no personal identifiers from the result of the study.
2. That I can withdraw my participation from your study anytime for
personal reasons.
3. That my survey results will become part of the College of Education, MSU-IIT.
Release of such information may be obtained only with prior approval of the
research proponent/s.
● I agree to be one of the participants in the said research only.
● I do not agree to be one of the participants in the said research only.
_________________________________
Signature over Printed Name
Thank you so much for your support and cooperation.

APPENDIX E
Request Letter to the Dean
March 2023
PROF. MONERA A. SALIC-HAIRULLA

Dean
This Institute
Dear Ma’am:
Greetings of Peace!
The undersigned students are undergraduate students of the Science and Mathematics
Education Department of College Education, MSU-Iligan Institute of Technology. We are
currently conducting a research entitled “SELF-EFFICACY AND MOTIVATION OF
BSED CHEMISTRY STUDENTS AND ITS RELATION TO ACADEMIC
PERFORMANCE” as partial fulfillment of the pending requirements for the degree of
Bachelor of Secondary Education Major in Chemistry.
In this connection, we would like to ask your permission to conduct our research study on
BSED Chemistry students from first-year to fourth year. Your approval is highly appreciated
for the completion of our study. Rest assured that the data gathered will only be used for the
purpose of the study.
Thank you for your favorable response and cooperation.
Sincerely,
ROSELLE B. VILLAJUAN KIARA CRESTINE S. OMANDAM

Noted By:
EDNA B. NABUA, Ph.

Thesis Adviser
APPENDIX F
Request Letter to the Department Head
March 2023
DOUGLAS A. SALAZAR, Ph.D.

DSME Chairperson
This Institute
Dear Sir:
Greetings of Peace!
The undersigned students are undergraduate students of the Science and Mathematics
Education Department of College Education, MSU-Iligan Institute of Technology. We
are currently conducting a research entitled “SELF-EFFICACY AND MOTIVATION
OF BSED CHEMISTRY STUDENTS AND ITS RELATION TO ACADEMIC
PERFORMANCE” as partial fulfillment of the pending requirements for the degree
of Bachelor of Secondary Education Major in Chemistry.
In this connection, we would like to ask your permission to conduct our research
study on BSED Chemistry students from first-year to fourth year. Your approval is
highly appreciated for the completion of our study. Rest assured that the data gathered
will only be used for the purpose of the study.
Thank you for your favorable response and cooperation.
Sincerely,
ROSELLE B. VILLAJUAN KIARA CRESTINE S. OMANDAM
Noted By:

Thesis Adviser
APPENDIX G
Motivation Questionnaire
(Adapted and Modified from Pintrich and de Groot, 1990)
Self-Efficacy Questionnaire
(Adapted and Modified from Pintrich and de Groot, 1990)
APPENDIX H
Reliability Test for Questionnaire (Cronbach Alpha)
The result above shows the reliability statistics of the self-efficacy questionnaire.
The Cronbach's alpha value is 0.971 which tells us that the questionnaire is 0.971 or
97.1% reliable. This means that the items have a relatively good internal consistency and are
good fit and acceptable for the study.
The results above show the validity of each item or questions. It can be observed that
all of the 23 questions are valid (valid items are those with *).
Therefore, the items or questionnaire used in the pilot test are 97.1% reliable and all
questions or items are valid or significant. Hence, the researcher can use the said
questionnaire and proceed with the final data gathering as it is good fit and acceptable for the
study.
CURRICULUM VITAE
KIARA CRESTINE S. OMANDAM

Purok 3, Tubod, Lanao Del Norte
09753251901
kiaracrestine.omandam@g.msuiit.edu.ph
PERSONAL INFORMATION
Date of Birth: February 24, 2000
Age: 23
Citizenship: Filipino
Marital Status: Single
Occupation: Student
Name of Father: Cresito Omandam
Name of Mother: Noemi Omandam
EDUCATIONAL BACKGROUND
Tertiary Education: MSU- Iligan Institute of Technology

Iligan City
BSEd Major in Chemistry
2019-2023
Senior High School:Lanao Norte National Comprehensive High School

Baroy, Lanao del Norte
General Academic Strand (GAS)
Completed 2019
With Honors
Junior High School:Lanao Norte National Comprehensive High School

Baroy, Lanao del Norte
Completed 2017
With Honors
Elementary Education: Tubod Central Elementary School

Tubod, Lanao del Norte
Completed 2012
CURRICULUM VITAE
ROSELLE B. VILLAJUAN
Purok 1, Rebe, Lala, Lanao del Norte
09267863472
roselle.villajuan@g.msuiit.edu.ph
PERSONAL INFORMATION
Date of Birth: April 11, 2001
Age: 22
Citizenship: Filipino
Marital Status: Single
Occupation: Student
Name of Father: Romeo B. Villajuan
Name of Mother: Sylvia B. Villajuan
EDUCATION BACKGROUND
Tertiary Education: Mindanao State University - Iligan Institute of Technology

Iligan City
BSEd Major in Chemistry
2019-2023
Senior High School: Lala National High School

Maranding, Lala, Lanao del Norte
Science, Technology, Engineering and Mathematics (STEM)
Completed 2019
With Honors
Junior High School: Lala National High School

Maranding, Lala, Lanao del Norte
Special Science Class
Completed 2017
With Honors
Elementary Education: Pedro B. Liwanag Memorial School

Rebe, Lala, Lanao del Norte
Completed 2012
3rd Honorable Mention

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SELF-EFFICACY AND MOTIVATION OF BSED CHEMISTRY

STUDENTS AND ITS RELATION TO ACADEMIC PERFORMANCE

In Partial Fulfillment of the

KIARA CRESTINE S. OMANDAM

In partial fulfillment of the requirements for the degree of Bachelor of

June 2023 EDNA B.NABUA, Ph.D.

Approved by Oral Examining Committee with a grade of ___________.

PROF. ELESAR V. MALICOBAN PROF. CHRISTINE MAE B. TECSON

Accepted in Partial fulfillment of the requirements for the degree of Bachelor of

DOUGLAS A. SALAZAR, Ph.D MONERA A. SALIC-HAIRULLA, Ph.D

We would like to express our deepest appreciation to the following

We are grateful to our panelists, Prof. CHRISTINE MAE B. TECSON

We would like to thank our Respondents, we are very appreciative of the

All thanks and appreciation to these wonderful people and to God, we

3 RESULT, DISCUSSION, CONCLUSION, AND

Table Title Page

1 Level of Self-efficacy of First-year BSEd

2 Level of Self-efficacy of Second-year BSEd

3 Level of Self-efficacy of Third-year BSEd

4 Level of Self-efficacy of Fourth-year BSEd

5 Level of Motivation of First-year BSEd

6 Level of Motivation of Second-year BSEd

7 Level of Motivation of Third-year BSEd

8 Level of Motivation of Fourth-year BSEd

9 Academic Performance of First Year BSEd

10 Academic Performance of Second Year BSEd

11 Academic Performance of Third-Year BSEd

12 Academic Performance of Fourth Year BSEd

13 Relationship Between the Self-Efficacy

14 Relationship Between the Motivation

Figure Title Page

1 Conceptual Framework of the Study……………………...17

2 The Flow of Data Gathering………………………………24

Appendix Title Page

A Letter for Validation of Perception

B Letter for the Respondents………………………… 60

D Consent Form for the Respondents………………. 65

E Request Letter to Dean…………………………… 66

F Request Letter to Department Head……………… 67

G Self-efficacy and Motivation

H Reliability Test for

Roselle B. Villajuan and Kiara Crestine S. Omandam, BSED Chemistry,

Keywords: Academic Performance, Motivation, Self-efficacy

Kiara Crestine S. Omandam

Background of the Study

Self-efficacy is the conviction that one can succeed in accomplishing a result

Significance of the Study

One of the key components of a student's education from preschool onwards

Review of Related Literature

Self-efficacy. Self-efficacy refers to people's beliefs in their capabilities to

Self-efficacy beliefs are hypothesized to vary depending on the domain of

People's beliefs in their efficacy are developed by four primary sources of

belief in his or her capacity to execute behaviors necessary to produce specific

Several studies have been conducted to investigate the relationship between

A study conducted on students of the Department of Special Education also

According to Bandura's theory of reciprocal determinism, self-efficacy and

Research showed that self-efficacy influenced the academic achievement,

Research indicated that intellectually gifted students possess a higher

In the study of Fosse (2016), a mediating role of self-efficacy optimized the

Guntern et al. (2017) investigated the benefits of personality, self –efficacy in

In order to improve students’ academic achievement, the school system should

Students' motivation could have an impact on a variety of educational factors,

increase pupils' academic achievement if they lack motivation. Additionally,