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Language self-efficacy and academic performance | 1

De La Salle University Manila

Bro. Andrew Gonzales College of Education

Department of English and Applied Linguistics

SELF-EFFICACY AND ACADEMIC PERFORMANCE IN ENGLISH

OF FILIPINO HIGH SCHOOL STUDENTS

Submitted by

Ms. Dina Jedidah C. Alulod


Language self-efficacy and academic performance | 2

Introduction

Self-efficacy beliefs have been long believed as a key factor related to expected outcomes

academic performance (Lent et al as cited by Brown et al, 2007; De la Fuente & Cardelle-

Elawar, 2009). Previous researchers have explored the relationship between personality and

academic performance (Cattell & Butcher, 1968; Eysenck, 1967; Kline & Gale, 1977 as cited by

Premuzic, T. & Furnham, A., 2003), and this was further strengthened by Premuzic and Furnham

(2003) in their study which proved that personality traits show an important incremental validity

as predictors of academic performance. Lane and Lane (2001) also stated that self-efficacy

relates to performance accomplishments and performance and those with high self efficacy are

more eager and motivated; thus, they will have better performance or expected outcomes.

Self-efficacy refers to ones beliefs about his or her ability to successfully perform

specific tasks in specific situations (Hampton & Mason, 2003) and is believed to influence

choice of activity, task perseverance, level of effort expended, and ultimately, degree of success

achieved (Klassen, 2007) of learners. It also influences how persistent learners are in the face of

difficulties (Chowdhury & Shahabuddh, 2007). These beliefs affect students motivation to learn

and use strategies to perform better. If people have high positive self-efficacy about learning,

they believe that they have the power and abilities to reach this goal (Bernhardt, 1997). Self

efficacy is also defined as levels of confidence individuals have in their ability to execute courses

of action or attain specific performance outcomes (Bandura, 1977, 1982, 1997 as cited by Lane

and Lane, 2001). Bandura (1997) proposed that personal self-efficacy beliefs influence initiating

behaviour, how much effort will be applied to attain an outcome and the level of persistence
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applied to the task in the face of difficulties and setbacks. The more encouraged they are to do

something; the more effort will be seen in them to achieve it despite of certain hindrances.

As the title of the current study is Self-efficacy and academic performance in English of

Filipino high school students, it is imperative to show the relationship of the two variables in

the conceptual framework shown below:

Self-efficacy Academic
Performance

Figure 1. Conceptual framework of the study.

In reference to theoretical explanations and findings of previous studies, it has shown that

self-efficacy is a contributing skill to the success of ones academic performance. Although there

is a majority of literature that support the notion that self-efficacy has a significant relationship

with academic performance, there are also a number of literature that did not agree. A study

conducted by Strelnieks (2005) found that ones academic achievement depended on other

factors, such as gender and socio-economic status. As shown in previous studies, there have been

inconsistencies in the correlation of self-efficacy and academic performance. Therefore, further

study is required to show a clearer understanding of the two variables. Across the globe, self-

efficacy has attracted a number of research enthusiasts (Wong, 2005; Li & Qin, 2006; Alptekin,

2007; Rahimi & Abedini, 2009). However, relatively few documented studies have specifically

focused on the Philippine context. There is still more beyond in the observation of self-efficacy
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of language learners. This study therefore aims to investigate relationship between, self-efficacy

perceptions and academic performances of Filipino high school students, specifically to attain

the following objectives:

Objectives of the study

To find out the level of self-efficacy among students in the English.

To find out the difference between male and female students in English language self-

efficacy.

To determine the relationship between self-efficacy and English language academic

performance.

Hypotheses of the study

There will be a significant correlation between the mean scores of students' self-efficacy

and academic performance in English language learning.

There will be significant differences between the mean scores of self-efficacy and

academic performance in English with respect to gender (Male-Female).

Method

Subjects

The research was conducted in a mixed-gender institution in the Philippines. Study

participants consisted of Grade 9 students (n=149) of Br. Rafael Donato Night High School of
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De La Salle Santiago Zobel School. Of the 70 participants, there is a preponderance of female

(n=82) respondents compared to their male counterpart (n=67).

Data Measures

Initially, an instrument was fielded to the respondents for purposes of ascertaining their

self- efficacy. A 6-point Self-Efficacy Scale (SES) questionnaire was adapted from previous

studies of self efficacy in language learning (Nevill 2004; Al-Sibai 2005; Lavelle 2006; Wang

2008). Said instrument yielded a Cronbach Alpha test value of 0.74-0.94 for SES (Refer to Table

1). Respondents academic performance was based on actual grades they obtained from the

previous academic year and was made available by the Office of the Registrar.

Table 1

Cronbach Alpha

Variable Tool Cronbach Alpha

Self-efficacy Reading (RSCS) 0.87

Writing 0.74

Listening (FCLAS) 0.90-0.94

Speaking (I/EMSEL) 0.80

Ethical Considerations

Approval to conduct the study was sought from the Office of the Principal. Upon

approval, questionnaires were fielded to the respondents under guidance of their English teacher

and the researcher.

Data Analysis
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Data yielded in this study were treated using descriptive and inferential statistics

specifically the use of mean, percentage and Pearson Product-Moment correlation.

Results

In the current study, correlation between self-efficacy perceptions and academic

performances was explored. Presented in Table 2 are their highest and lowest GWA of the

respondents. Of the 149 respondents, ranked first had 84 for GWA and 5.646 for self-efficacy,

while ranked fifth had 87 for GWA and 5.215 for self-efficacy. The lowest GWA was 91 with

2.676, self-efficacy.

Table 2

Highest and Lowest GWA (n=149)

Highest Lowest

Rank GWA Self-efficacy Rank GWA Self-efficacy

1 84 5.646 1 81 2.446

2 88 5.523 2 94 2.538

3 84 5.292 3 82 2.569

4 85 5.231 4 90 2.676

5 87 5.215 5 91 2.676

Results of the study (Table 3) demonstrates that learners self-efficacy and academic

performance, it was proven they are correlated (r= -0.1191, p < 0.3262) indicating no significant

relationship.
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Table 3

Correlation between self-efficacy and academic performance

Verbal
Variables Pearson r Decision Conclusion
Interpretation

Self-efficacy There is a significant


With Accept
0.514 moderate positive
Academic Performance correlation Hypothesis
relationship.

Results of the study (Table 4) demonstrates that learners self-efficacy has a significant

difference between the score of the girls and the boys, it was proven they are correlated (r=

0.000, p < 0.5) indicating no significant relationship.

Table 4

T-test showing difference between genders

Variable n Mean t-value df P


(two-tailed)
Girls 82
.438 5.110 132.339 .000
Boys 67

Discussion

The purpose of this study was to investigate the relationship between self-efficacy

perceptions and academic performances of Filipino Grade 9 high school students in English.
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There are several key findings in this study. First is the closeness of self-efficacy levels of the

respondents and great difference in their academic performances. An important issue to note here

is the self-efficacy level of Filipino Grade 9 high school students which ranges from 2.446 to

5.646, while their GWA ranges from 71 to 98. Pajares (2000), Hampton and Mason (2003),

Brown et al (2008) and Rahimi et al (2009) cited that self-efficacy is a vital force that affects

students success in school leading them to have better academic performance and can greatly

influence their language achievement. Social cognitive theory states that self-efficacy has the

most predictive power for performance (Bandura, 1997 as cited by Choi, 2005). Torres (1983 as

cited by Bernardo, 2008) provides evidence that Filipino youths personal educational choices

are strongly influenced by their parents. With the financial and moral support they receive from

their parents, the tendency to develop more self-efficacy beliefs is more likely. This also suggests

that if a learner experiences positive influences and a good environment, his self-efficacy level

and his performance will become dramatically proportioned. Notably, results of this study show

that ones self-efficacy is correlated to ones academic performance.

The final key finding worth noting relates to having high GWA but low average in the

self-efficacy scale and having low GWA but high in the self-efficacy scale. A respondent had a

GWA of 84 and 5.646, self-efficacy; while one had a GWA of 81 and 2.446, self-efficacy. One

may have a good academic performance, but has a low self-efficacy perception. This may be the

case of some Filipino learners who do not have a good understanding of their own learning

motives and strategies (Zhang & Bernardo, 2000 as cited by Bernardo, 2003) but can perform

well academically. It is also evident that knowledge of learning strategies does not always lead to

better academic performance. Some may be aware of what strategy to use when studying or

doing a task which helps the students perform better even if the self-efficacy perception is low. It
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is mastery and performance-approach goals that play a pivotal role in achieving a certain goal

(Bernardo, 2008). Self-efficacy could not be the sole exploration to good academic performance,

but having students who should have developed the necessary foundation skills.

The first finding seems to align with previous studies that showed significant

relationship. However, learners perception on the schooling program they chose may be

considered. Torres (1983 as cited by Bernardo, 2008) showed how Filipino students are greatly

controlled by their parents. Parents educational success has been shown to be particularly

influential in predicting childrens future or achievement (Jimerson, Egeland, & Teo, 1999;

Linver, Brooks-Gunn, & Kohen, 2002; Yeung, Linver, & Brooks- Gunn, 2002; Corwyn &

Bradley, 2003 as cited by Davis-Kean & Sexton, 2009). Taking into consideration the influence

and dictation of parents, some learners chose to perform depending on their motivation dictated

by their parents. Parents expectations from their children are strong predictors of academic

achievement (Alexander et al, 1994 as cited by Davis-Kean & Sexton, 2002). Considering that

not all students experience being dictated and influenced by their parents, academic achievement

of learners mat actually vary.

Conclusion

Summary

In the present study, we investigated relationship between self-efficacy perceptions and

academic performances of Filipino Grade 9 high school students in English. Findings showed

that the respondents self-efficacy bear significant relationship to their academic performance.

The findings suggested that there is a plausible moderately correlated significant relationship

between the academic performance and perceived self-efficacy beliefs. Despite the variables
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being moderately correlated, there is still a room for further researches on the relations of

language self-efficacy and academic performance. The results of the study seem contrary and

parallel to results of other studies that have found a relationship between and among the given

variables. Furthermore, relationship between self-efficacy perceptions and academic

performances may be affected by other extraneous variables which were not concluded at the

time the data were gathered.

Implications

Some important practical implications can be drawn from the findings of this study.

Results of this study vary from other loci. A study in Malaysia (Wong, 2005) was investigated

which had the same results as this study in terms of the relation between self-efficacy beliefs,

academic performance and language learning strategies which showed significant results. The

study could help in the development of language learners specifically the language teachers. The

self-efficacy beliefs of a learner cannot be the sole basis of determining ones academic

performance. Other variables may include learning motivation, goal orientation, and interest. The

study can help determine other factors that can affect academic performance. Academic

performance can be affected by variables in one locus and other set of variables in another locus.

The paper has successfully achieved its purpose of determining relationship of language self-

efficacy beliefs and academic performance between themselves.


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Suggestions for Further Researchers

Further research about this posed recommendation can inform teachers with a better

understanding of their students academic performance. Replication of this study involving other

levels of high school students in other mixed-gender institutions in the Philippines would provide

generalizability of findings.
Language self-efficacy and academic performance | 12

REFERENCES

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language acquisition. Journal of Theory and Practice in Education, 3(1), 4-11.

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of

Social and Clinical Psychology, 4, 359373.

Bernardo, A. (2003). Approaches to Learning and Academic Achievement of Filipino Students.

The Journal of Genetic Psychology, 164(1), 101-116.

Brown, S., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. (2007). Social cognitive

predictors of college students academic performance and persistence: A meta-analytic

path analysis. Journal of Vocational Behavior, 72, 298-308.

Cavaco, A., Chettiar, V., & Bates, I. (2003). Achievement, motivation and self-efficacy

perception amongst Portuguese pharmacy students. Pharmacy Education, 3(2), 109-116.

Chiu, M., Chow, B., & Chang, C. (2007). Universals and specifics in learning strategies:

Explaining adolescent mathematics, science, and reading achievement across. Learning

and Individual Differences, 17, 344-365.

Chou, H. (2001). Effects of training method and computer anxiety. Computers in Human

Behavior, 17, 51-69.

Choi, N. (2005). Self-efficacy and self-concept as predicators of college students academic

performance. Psychology in the Schools, 42(2), 197-205.


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Chowdhury, M. & Shahabuddin, A.M. (2007). Self-efficacy, motivation and their relationship to

academic performance of Bangladesh college students. College Quarterly, 10(1), 1-9.

Cohen, A., (1998). Strategies in learning and using a second language. Addison Wesley

Longman, New York.

De la Fuente, J., & Elawar, M. (2009). Research on actionemotion style and study habits:

Effects of individual differences on learning and academic performance of undergraduate

students. Learning and Individual Differences, 19, 567-576.

Furnham, A., Premuzic, T., McDougall, F. (2003). Personality, cognitive ability, and beliefs

about intelligence as predictors of academic performance. Learning and Individual

Differences, 14, 49-66.

Hampton, N., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy,

self-efficacy beliefs, and academic achievement in high school students. Journal of Social

Psychology, 43, 101-112.

Hong-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an

intensive English learning context. System 34, 399-415.

Klassen, R. (2007). Using predictions to learn about the self-efficacy of early adolescents with

and without learning disabilities. Contemporary Educational Psychology, 32, 173-187.

Lane, J., & Lane, A. (2001). Self-efficacy and academic performance. Social, Behavior and

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Lavelle, E. (2006). Teachers self-efficacy for writing. Electronic Journal of Research in

Educational Psychology, 4(1), 73-84.

OMalley, J., Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge

UniversityPress, Cambridge.

Premuzic, T. and Furnham, A. (2003). Personality predicts academic performance: Evidence

from two longitudinal university samples. Journal of Research in Personality, 37, 319

338.

Rahimi, A., & Abedini, A. (2009). Interface between EFL learners self-efficacy concerning

listening comprehension and listening proficiency. Novitas-Royal, 3(1), 14-28.

Schunk, D.H. (1991). Self-efficacy and academic motivation. Education Psychologist, 26(3 &4),

207-231.

Schunk, D. & Pajares, F. (2002). The development of academic self-efficacy. Development of

Achievement Motivation. 15-31.

Strelnieks, M., (2005). The relationship of students domain specific self-concepts and self-

efficacy to academic performance. Unpublished doctoral dissertation.

Wang, F. (2008). Motivation and English achievement: An exploratory and confirmatory factor

analysis of a new measure for Chinese students of English learning. North American

Journal of Psychology, 10(3), 633-646.

Wong, M. (2005). Language learning strategy and language self-efficacy: Investigating the

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APPENDIX A

Language Self-Efficacy Scale

Name: _________________________ Gender: ______ Year and Section: _________

Language Self-Efficacy Scale

Moderately Agree
Strongly Disagree

Slightly Disagree
Directions: .Read each statement and check the

Strongly Agree
Slightly Agree
response that tells HOW TRUE OF YOU THE

Moderately
STATEMENT IS.

Disagree
Questions:
1. Writing an essay or paper is always a slow
process.
2. Studying grammar and punctuation would
greatly improve my writing.
3. Having my paper evaluated scares me.
4. I expect good grades on essays or papers.
5. I need special encouragement to do my best
writing.
6. I do well on essay tests.
7. I can write simple, compound and complex
sentences.
8. My writing rarely expresses what I think.
9. I often do writing assignments at the last minute
and still get a good grade.
10. If the assignment calls for 1000 words, I try to
write just about the many.
11. I think I am a good reader.
12. I can tell that my teacher likes to listen to me
read.
13. My teacher thinks that my reading is fine.
14. I can read faster than other kids.
15. I like to read aloud.
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16. When I read, I can figure out words better than


other kids.
17. I feel good inside when I read.
18. My classmates think that I read pretty well.
19. I seem to know more words and other kids when
I read.
20. When I read, I need less help than I used to.
21. Reading makes me feel happy inside.
22. My classmates like to listen to me read.
23. I understand what I read as well as other kids
does.
24. My teacher thinks I am a good reader.
25. Reading is easier for me than it used to be.
26. I feel comfortable when I read.
27. I think reading is relaxing.
28. When I read, I recognize more words than I used
to.
29. Reading makes me feel good.
30. I enjoy reading.
31. I never feel quite sure of myself when I am
speaking in my foreign language class.
32. I don't worry about making mistakes in language
class.
33. I tremble when I know that I'm going to be
called on in language class.
34. I keep thinking that the other students are better
at languages than I am.
35. I am usually at ease during tests in my language
class.
36. I start to panic when I have to speak without
preparation in language class.
37. It embarrasses me to volunteer answers in my
language class.
38. I would not be nervous speaking in the foreign
language with native speakers.
39. I am afraid that my language teacher is ready to
correct every mistake I make.
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40. I can feel my heart pounding when I'm going to


be called on in language class.
41. I always feel that the other students speak the
language better than I do.
42. I get nervous and confused when I am speaking
in my language class.
43. I get nervous when I don't understand every
word the language teacher says.
44. I am afraid that the other students will laugh at
me when I speak the foreign language.
45. I would probably feel comfortable around native
speakers of the foreign language.
46. I have a special ability for improving listening
skill.
47. In a listening practice, although I understand
almost every word, the big problem is that I do
not have the ability to keep all of them in my
mind.
48. I have the ability to concentrate on the content to
which I listen.
49. I believe that my proficiency in listening skill
will improve very soon.
50. I am sure that if I practice listening more, I will
get better in the course.
51. I can understand the tape in listening classes
better than other students.
52. I cannot understand an English film without
English subtitles.
53. No one cares if I do well in listening courses.
54. My listening teacher thinks that I am smart.
55. My classmates usually get better grades than I
do.
56. Even if the listening practice in the class is
difficult and I cannot understand it completely, I
can find a strategy to answer most of the related
questions.
57. I am very stressful during the listening class.
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58. I enjoy listening practice, when the speaker


speaks fast.
59. I enjoy doing listening practice with a proficient
partner.
60. I am one of the best students in our listening
course.
61. When I am doing a listening practice with a tape
at home, it is not important that how difficult it is
because I repeat it so much that I can understand
it.
62. I enjoy meeting tourist because I can understand
them well.
63. The more difficult the listening practice it is, the
more challenging and enjoyable it is.
64. In a listening class, when the teacher asks a
question I raise my hand to answer it even if I
am not sure about it.
65. Women are more proficient than men at
listening.

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