Research Self Efficacy

COLEGIO DE SAN JOSE DEL MONTE
A.Y. 2018-2019
SECOND SEMESTER
In partial fulfillment of the requirements for the subject
Practical Research I
Practices of the Grade 11 students of City of San Jose del Monte
National Science High School to develop their self-efficacy on
Academic performance.
By:
Francisco. Justine V.
San Diego, Heaven Jan Samantha C.

INTRODUCTION
The idea of self-efficacy refers to people’s beliefs in their
capabilities to produce certain effects and to learn or perform behaviors at
designated levels (Bandura, 1997; Schunk and Pajares, 2002). More than
that, it is also a belief about what a person can do rather than a person’s
judgment about one’s physical or personality attributes (Zimmerman and
Cleary, 2006). Nevertheless, notes that self-efficacy is linked to particular
performance domains and activities and is thus crucial to human
functioning. Since it is significant to human, persons with high self-
efficacy tends to perform effectively and successfully.
A key idea, however, in human functioning is perceived efficacy.
Albert Bandura (1997) for example, argues that the impact of perceived
efficacy plays a key role in human functioning. Included here for instance
are goals, aspirations, outcome expectations, affective proclivities, and
perception of impediments and opportunities in the social environment. It
is, therefore, concerned with people’s beliefs in their capabilities to
exercise control over their own functioning and over events that affect
their lives. Bandura (1997)
BACKGROUND OF THE STUDY

STATEMENT OF THE PROBLEM
The major purpose of this phenomenological study is to identify,
validate, find the reliability, and to describe how Grade 11 students of City
of San Jose del Monte National Science High School develop and utilize
their Self-efficacy on academic performances. Research aims to answer
the following specific questions:
1. What are the study habits of students usually do after school?
2. What are the sources of the students to enhance their academic
self-efficacy?
3. What are the factors that might affect the development of self-
efficacy of a student?
4. How do the students prepare their mental aspect to develop self-
efficacy on academics?
SIGNIFICANCE OF THE STUDY
In this study, it is explained how the topic is significant and what
will be the benefits of the outcome of the study to the beneficiaries.
This study is a significant endeavour towards the following group:
 Students
-The research will benefit the students on how can they
develop their self efficacy in academics through this study, also, to
give them an idea about self- efficacy and its importance.
 Teachers
- This research will give them an awareness on how do
their students improve their self- efficacy on academics and be
aware that they might be a factor that can affect student's self-
efficacy development. It will give them ideas how can they help
the students.
 Parents
 Future Researchers
-This research can provide the future researchers as their
basis to their own study. It will help them to understand deeper
about the self- efficacy and how do the students develop the topic
in their academic performances.
THEORETICAL FRAMEWORK
CONCEPTUAL FRAMEWORK
Using this model, the main source of this model is the practices of
Grade 11 students. Knowing their experience can be a sample for other
students to develop their self- efficacy on academics. Considering their

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practices, they need a source or materials to used. Preparedness of mental
aspect is needed for them to develop self-efficacy. As they develop self-
efficacy they can be more effective and successful in academic
performances.
Figure 1. Shows the framework for the research
HYPOTHESIS
H0: The students have a study habit after school.
H1: The students don't have a study habit after school.
H2: The students have a sources to enhance their academic self-
efficacy.
H3: The students don't have a sources to enhance their academic
self-efficacy.
H4: There's a factors that affect the development of self-efficacy of
a student.
H5: There's no factors that affect the development of self-efficacy
of a student.
H6: Students prepare their mental aspect to develop self-efficacy on
academics.
H7: Students don't prepare their mental aspect to develop self-
efficacy on academics.
SCOPE AND LIMITATIONS
This study focused on the practices of grade 11 students on
how they develop and utilize their Self-efficacy on academic
performances. The study only included grade 11 students and conducted at
City of San Jose del Monte National Science High School because it is
convenient for the researcher due to lack of time and it is near them.
Therefore the results are only based on the students who participate in the
study. The study did not include other private or public school in the
location. Since the study is a qualitative research, it cannot provide a
statistical data or numerical forms that yield unbiased results.
Questionnaires and interviews are the main tool for gathering data and it is
dependent on the honesty and sincerity of the students.

DEFINITATION OF TERMS
REFERENCE
Google Scholar
Bandura, A. (1997). Self-efficacy: the exercise of control. New \York: W.
H. Freeman andCompany.
Schunk, D. H., and Pajares, F. (2002). “The development of academic

self-efficacy,” in Development of Achievement Motivation,
edsA.Wigfield and j. Eccles (San Diego:Academic Press).
Zimmerman, B. J., and Cleary, T. J. (2006).“Adolescents’ development

of personal agency,” in the role of self-efficacy belief and self-
regulatory Skill.

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COLEGIO DE SAN JOSE DEL MONTE

In partial fulfillment of the requirements for the subject

Practices of the Grade 11 students of City of San Jose del Monte

National Science High School to develop their self-efficacy on

San Diego, Heaven Jan Samantha C.

The idea of self-efficacy refers to people’s beliefs in their

capabilities to produce certain effects and to learn or perform behaviors at

judgment about one’s physical or personality attributes (Zimmerman and

Cleary, 2006). Nevertheless, notes that self-efficacy is linked to particular

performance domains and activities and is thus crucial to human

functioning. Since it is significant to human, persons with high self-

efficacy tends to perform effectively and successfully.

A key idea, however, in human functioning is perceived efficacy.

are goals, aspirations, outcome expectations, affective proclivities, and

perception of impediments and opportunities in the social environment. It

is, therefore, concerned with people’s beliefs in their capabilities to

their lives. Bandura (1997)

BACKGROUND OF THE STUDY

The major purpose of this phenomenological study is to identify,

their Self-efficacy on academic performances. Research aims to answer

the following specific questions:

1. What are the study habits of students usually do after school?

2. What are the sources of the students to enhance their academic

4. How do the students prepare their mental aspect to develop self-

SIGNIFICANCE OF THE STUDY

In this study, it is explained how the topic is significant and what

will be the benefits of the outcome of the study to the beneficiaries.

This study is a significant endeavour towards the following group:

develop their self efficacy in academics through this study, also, to

give them an idea about self- efficacy and its importance.

- This research will give them an awareness on how do

their students improve their self- efficacy on academics and be

-This research can provide the future researchers as their

basis to their own study. It will help them to understand deeper

in their academic performances.

Grade 11 students. Knowing their experience can be a sample for other

students to develop their self- efficacy on academics. Considering their

aspect is needed for them to develop self-efficacy. As they develop self-

efficacy they can be more effective and successful in academic

Figure 1. Shows the framework for the research

H0: The students have a study habit after school.

H1: The students don't have a study habit after school.

H2: The students have a sources to enhance their academic self-

H3: The students don't have a sources to enhance their academic

H5: There's no factors that affect the development of self-efficacy

H6: Students prepare their mental aspect to develop self-efficacy on

H7: Students don't prepare their mental aspect to develop self-

SCOPE AND LIMITATIONS

This study focused on the practices of grade 11 students on

how they develop and utilize their Self-efficacy on academic

performances. The study only included grade 11 students and conducted at

location. Since the study is a qualitative research, it cannot provide a

statistical data or numerical forms that yield unbiased results.

dependent on the honesty and sincerity of the students.

Schunk, D. H., and Pajares, F. (2002). “The development of academic

Zimmerman, B. J., and Cleary, T. J. (2006).“Adolescents’ development

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