Predictors of Experimental Self-Efficacy Using Quality of Learning Experience and Student Engagement

Aims: This study aimed to determine the influence of quality learning experience and student engagement on students’ experimental self-efficacy. It sought to identify the stronger predictor between the two. Study design: Descriptive-correlational and predictive research design. Place and Duration of Study: Selected public Senior High Schools in the Division of Bukidnon, Philippines, during the School Year 2024-2025. Methodology: The study involved 317 Senior High School students selected through Slovin’s formula using stratified sampling. Data were collected using adapted survey instruments that measured quality learning experience (15 items), student engagement (12 items), and experimental self-efficacy (12 items). Descriptive statistics, Pearson r, and multiple regression analysis were employed. Results: This study investigated the influence of student engagement and quality of learning experiences on students’ experimental self-efficacy, using Bandura’s Social Cognitive Theory as its guiding framework. A descriptive-correlational design was employed, and data were gathered using validated survey instruments measuring engagement, learning experiences, and experimental self-efficacy. Findings revealed that both student engagement and learning experiences were rated high by students. However, results from multiple regression analysis showed that student engagement was the strongest significant predictor of experimental self-efficacy (B = 0.961, β = 0.740, t = 7.978, p