Influence of self-efficacy elements on students’ English academic performance in online learning
The main purpose of this research is to determine the influence of self-efficacy elements which are performance accomplishments, vicarious learning, social persuasion and emotional arousal on students’ English academic performance in online learning as it has begun to drop especially during this Cov...
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| Format: | Thesis |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/99778/1/SanthekumarMPP2021.pdf http://eprints.utm.my/id/eprint/99778/ http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150153 |
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| Summary: | The main purpose of this research is to determine the influence of self-efficacy elements which are performance accomplishments, vicarious learning, social persuasion and emotional arousal on students’ English academic performance in online learning as it has begun to drop especially during this Covid-19 season. The research is also aimed to study the level of self-efficacy elements among students. 350 primary level two respondents from five selected primary schools in Johor Bahru district were chosen for this research using cluster sampling technique. The research data was collected using a 5-point likert scale questionnaire adapted from 24-item Sources of Self-Efficacy Scale developed by Usher and Pajares (2009) and Online Learning Self-Efficacy Scale (OLSES) by Zimmerman and Kulikowich (2016). The collected data was analysed using descriptive statistics (mean and standard deviation) and multiple regressions analysis. The result showed that the overall level of performance accomplishments, vicarious learning experiences and social persuasion among students (n=350) was negatively skewed with a mean score of 3.37 (SD=.72), 3.86 (SD=.86) and 3.46 (SD=.85) respectively. While, the overall level of emotional arousal (n=350) among students was positively skewed with a mean score of 2.66 (SD=.79). The four variables have significant influence on the students’ English academic performance in online learning, F (4, 345) = 34.406, p < .0005, R2 = .529. Several gaps such as the effects of students’ demography towards their level of selfefficacy and effects of different technologies in influencing students’ level of selfefficacy in online learning can be focused in future research. |
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