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Self-Efficacy Level of Chemistry Students

Author

Listed:
  • Noor Fazzlin Zaluddin

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Nurfarhanah Abdul Hadi

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Zuliana Amira Zainal Aripin

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Muhammad Farihin Azlin

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Muhammad Haziq Aiman Nor Halim

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Insyirah Ash’ari

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Julit Jagat

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Nor Hasniza Ibrahim

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Johari Surif

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

  • Han Shin Ni

    (Faculty of Educational Sciences and Technology, University Technology Malaysia, Malaysia)

Abstract

This study examined the self-efficacy levels of chemistry students and their impact on academic performance. A quantitative survey was conducted among 168 secondary school students in Johor Bahru and Kulai, using a structured questionnaire with 16 items. The results indicated that most students demonstrated high self-efficacy in performing laboratory experiments and understanding fundamental chemical concepts. However, lower confidence was observed in interpreting chemical equations and linking macroscopic, microscopic, and symbolic representations. The findings suggested that students with higher self-efficacy were more engaged and performed better academically. The study highlighted the importance of effective teaching strategies, hands-on learning, and teacher support in strengthening students’ confidence in chemistry. Enhancing self-efficacy could lead to improved motivation and learning outcomes, contributing to a more effective chemistry education framework.

Suggested Citation

  • Noor Fazzlin Zaluddin & Nurfarhanah Abdul Hadi & Zuliana Amira Zainal Aripin & Muhammad Farihin Azlin & Muhammad Haziq Aiman Nor Halim & Insyirah Ash’ari & Julit Jagat & Nor Hasniza Ibrahim & Johari, 2025. "Self-Efficacy Level of Chemistry Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 6180-6189, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:6180-6189
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