Guidelines for student self-efficacy in the teaching and learning environment of undergraduate Natural Sciences

Abstract

In this thesis, the researcher conducted an in-depth study on student self-efficacy in the teaching and learning environment of undergraduate students in Natural Sciences at the University of the Free State (UFS). This was done with the aim to develop guidelines to improve student self-efficacy. Self-efficacy refers to people’s beliefs in their capabilities to achieve (Bandura 1993). Students with high self-efficacy generally have adequate levels of academic achievement and use more effective learning strategies (Bressington 𝘦𝘵 𝘢𝘭. 2018:48). Self-efficacy theory postulates a bi-directional influence between self-efficacy and achievement (Olivier 𝘦𝘵 𝘢𝘭. 2019:326). The current status of undergraduate student self-efficacy and issues influencing it, was determined. This research originated in response to the recognition of a gap regarding guidelines to improve student self-efficacy. Self-efficacy theory, in conjunction with its determining issues, provided the platform to develop guidelines to improve student self-efficacy to bridge the identified gap.

The study used a mixed-methods sequential explanatory research design with a quantitative and qualitative phase. This design answered the research questions within a pragmatist paradigm. The research methods in Phase 1 of the study comprised a literature study, instrument development and a questionnaire, yielding quantitative data. In Phase 2, semi-structured interviews with students and lecturers were conducted, yielding qualitative data.

This study generated comprehensive knowledge of issues interrelated with self-efficacy among undergraduate students in Natural Sciences. These interrelated issues were incorporated to develop three guidelines to improve self-efficacy in these students. It also culminated in developing guidelines with emphasis on self-regulated learning, self-regulated motivation, student engagement, student autonomy and future careers in the teaching and learning environment. The guidelines were developed to assist lecturers in supporting the issues that are interrelated with self-efficacy. By implementing guidelines developed in this study to improve self-efficacy in undergraduate students in Natural Sciences, a valuable contribution may be made to the teaching and learning environment. Recommendations for future research in this regard were made.