Effect of Teachers’ Self-Efficacy on Motivation and Performance among Selected Senior High School Biology Students in Ashanti Mampong Municipality of Ghana

  • Michael Adiyiah
  • Mutangana Dieudonne
  • Yaw Ameyaw
Keywords: academic motivation, self-efficacy, academic performance, individualized instruction, learning

Abstract

The effect of teachers’ self-efficacy on students’ performance in all fields of educational instruction has been a major concern and of particular interest to many researchers worldwide. Lately, data on Senior High students’ Biology performance has been on serious decline nationwide. The purpose of this study was to examine the effect of teachers’ self-efficacy on students’ motivation and performance in biology. Six Senior High biology teachers and one hundred and twenty students from Amaniapong and St. Joseph Seminary Senior High schools in the Ashanti Mampong municipality of Ghana were used for the study. The data collection involved the use of three instruments namely teacher self-efficacy questionnaire, students’ motivation questionnaire and photosynthesis achievement test items. The results were analysed using Pearson product-moment correlation and one-way ANOVA. The findings of the study revealed that teacher’s self-efficacy has a strong and positive influence on students’ motivation and enhances academic performance in biology. The results of this study with their educational implications as well as appropriate recommendations for further research studies are provided and discussed.

Published
2021-09-24
Section
Articles

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print ISSN: 2026-6081