INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE SELF-EFFICACY AND PHYSICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE

<doi>10.24250/jpe/1/2026/GE/</doi>

Abstract

This study investigated the relationship between science
self-efficacy and physics achievement among secondary
school students in Delta State, Nigeria. A quantitative
analytic correlational survey design was employed with a
sample of 176 students from 12 schools. Data were
collected using the Physics Self-Efficacy Questionnaire
(PSE-Q), a Physics Achievement Test (PAT), and a
Questionnaire on Instructional Practices and
Environmental Factors (QIPEF). Results revealed a nonsignificant
relationship between self-efficacy and
achievement (r = .046, p > .05), challenging Social
Cognitive Theory predictions in this context. However,
teacher-centered instructional practices and
environmental/psychological factors significantly predicted
self-efficacy (R² = .284 and R² = .522 respectively),
suggesting that self-efficacy is highly malleable and
responsive to contextual improvements. No significant sex
differences in self-efficacy were observed. The findings
indicate a 'confidence-competence' paradox wherein
students possess adequate self-efficacy that is not
translated into academic performance, highlighting the
critical role of instructional and environmental
interventions. Implications for physics education policy
and practice are discussed.