Date of Award
2024
Degree Type
Thesis
Degree Name
Master of Education (MEd)
First Advisor
Dr. Mweru Mwingi
Department
Institute for Educational Development, East Africa
Abstract
Based on Bandura's social cognitive theory, this study dives into the connections between self-belief, motivation, and how well students perform academically in the Competency-Based Education (CBC) framework. The researcher explores where students get their confidence, how getting encouragement affects their motivation, and how their belief in themselves influences how actively they engage in learning. The researcher investigated all these aspects in a complete educational environment with 112 seventh-grade students and 2 Junior Secondary School (JSS) teachers participating.
The literature review establishes the critical importance of self-efficacy in influencing students' attitudes, behaviors, and academic outcomes. Using a comprehensive mixed-methods approach, the research combines qualitative data from interviews, focus groups, and document analysis with quantitative data from a self-efficacy questionnaire. The study's empirical findings highlight the significant impact of positive teacher feedback on student motivation and emphasize the essential role of encouragement in fostering an optimal learning environment. Moreover, a strong correlation is identified between self-efficacy and active learning, illustrating its influence on students' independence, creativity, and task engagement. Additional analysis indicates that students with higher self-efficacy demonstrate better performance in CBC tasks, reinforcing the link between belief in one's abilities and academic success.
Using Pearson correlation coefficients, the number-based analysis confirms a statistically significant positive connection between self-efficacy and overall academic performance (r = 0.744, p < 0.01).
In conclusion, these discoveries provide detailed insights into how self-efficacy, motivation, and academic success are interconnected in CBC. The research stresses how crucial it is to nurture self-efficacy through supportive teaching methods and collaborative learning environments. It offers valuable advice for educators and policymakers to enhance the educational journey in implementing CBC in junior secondary schools (JSS).
First Page
1
Last Page
98
Recommended Citation
COnsolata, S. K.
(2024). Exploring the influence of self-efficacy on competency-based teaching and learning outcomes in grade seven junior secondary school in Trans-nzoia county, Kenya.. , 1-98.
Available at:
https://ecommons.aku.edu/etd_tz_ied_m-ed/493