Effect of Academic Self-efficacy and Motivation on achievement in Chemistry at Secondary level

Muhammad Younes, Tahira Ellahi


The study was undertaken to explore the impact of self-efficacy and motivation of secondary school students on their achievement level in Chemistry at secondary level. Self-efficacy of students, their motivational level and their confidence in Content Knowledge were taken as variables. All the secondary schools of Khyber Pakhtunkhwa were the universe of the study. 240 Secondary level students were randomly selected as sample of the study. The scales Motivated Strategies for Learning Questionnaire (MSLQ) and Content Knowledge were used as research instrument. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure two variables i.e., Self-efficacy (SE) and Motivation (MOT), whereas, Content Knowledge Confidence Survey was used to measure the level of confidence and the same test was used to measure the achievement level of secondary school students (here students score). The Pearsons correlation results for Self-efficacy and Students Achievement estimated at r=.317 at p<.001; while Content Knowledge Confidence with Students Achievement estimated at r=0.312 (p<0.001), showing positive relationship. Meanwhile, the results showing a moderate positive relationship of motivation with students achievement i.e., r= 0.24 (p=0.000).

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