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Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

Author

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  • Esef Hakan Toytok

    (Educational Management, Department of Educational Sciences, Siirt University, 56100 Siirt, Turkey)

  • Sungur Gürel

    (Assessment and Evaluation in Education, Department of Educational Sciences, Siirt University, 56100 Siirt, Turkey)

Abstract

The purpose of this study is to determine whether students’ academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children’s University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children’s University, academic self-efficacy levels are measured in terms of “self-efficacy in ability”, “context”, and “education quality domains”. Changes in treatment group students’ academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch’s t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children’s University has failed to increase students’ academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.

Suggested Citation

  • Esef Hakan Toytok & Sungur Gürel, 2019. "Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design," Sustainability, MDPI, vol. 11(3), pages 1-12, February.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:3:p:778-:d:203003
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    Cited by:

    1. Ana Uka & Arban Uka, 2020. "The Effect of Students’ Experience with the Transition from Primary to Secondary School on Self-Regulated Learning and Motivation," Sustainability, MDPI, vol. 12(20), pages 1-16, October.
    2. Bengü Türkoğlu, 2019. "Opinions of Preschool Teachers and Pre-Service Teachers on Environmental Education and Environmental Awareness for Sustainable Development in the Preschool Period," Sustainability, MDPI, vol. 11(18), pages 1-35, September.

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