Investigating the relationships among students' self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling

Date

2016-11-01

Author

Boz, Yezdan
Aydemir, Nurdane
Aydemir, Murat

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/47638

Journal

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION

DOI

https://doi.org/10.1080/02635143.2016.1174931

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

Y. Boz, N. Aydemir, and M. Aydemir, “Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling,” RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, pp. 307–324, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/47638.