TEACHERS' SELF- EFFICACY AND JUNIOR SECONDARY SCHOOL STUDENTS' LEARNING OUTCOMES IN BASIC SCIENCE IN SOUTHWESTERN NIGERIA

Abstract

The study examined the influence of teachers' self-efficacy on
junior secondary school students' learning outcomes in Basic
Science in Southwestern Nigeria. These were with a view to
providing empirical information on the position of effective
teachers' self-efficacy in improving students' learning outcomes in
Basic Science. Descriptive survey research design was used in this
study. The study's population consisted of all Basic Science
teachers and junior secondary school II (JSS2) students in
Southwestern Nigeria. The sample size consisted of 27 JSS 2 Basic
Science teachers and 850 JSS 2 students in their intact classes
using multistage sampling procedure. Three States were selected
from southwestern Nigeria. One senatorial district was chosen in
each state, and three Local Government Areas (LGAs) were
chosen from each senatorial district. Three junior secondary
schools were chosen from each of the LGAs. One Basic Science teacher and one intact class were finally selected. Instruments
used for data collection were: Basic Science Teachers' Self
Efficacy Rating Scale (BSTSERS); Basic Science Achievement
Test (BSAT); and Students' Attitude to Basic Science
Questionnaire (SABSQ). The results showed that there was a
significant influence of teachers' self-efficacy on students'
academic achievement in Basic Science in Southwestern Nigeria
F = 218.298, p < 0.05). The results also revealed that there
(1, 848)
was a significant influence of teachers' self-efficacy on students'
attitude towards Basic Science F
(1, 848)
= 12.514, p < 0.05).
The study concluded that the teachers' self-efficacy is high which
brings positivity in students' learning outcomes.