Speaker
Dr
Sam Ramaila
(University of Johannesburg)
Main supervisor (name and email)<br>and his / her institution
N/A
Apply to be<br> considered for a student <br> award (Yes / No)?
No
Please indicate whether<br>this abstract may be<br>published online<br>(Yes / No)
Yes
Level for award<br> (Hons, MSc, <br> PhD, N/A)?
N/A
Would you like to <br> submit a short paper <br> for the Conference <br> Proceedings (Yes / No)?
Yes
Abstract content <br> (Max 300 words)<br><a href="http://events.saip.org.za/getFile.py/access?resId=0&materialId=0&confId=34" target="_blank">Formatting &<br>Special chars</a>
This study examined university science students’ self-efficacy in relation to physics learning as learning is a dynamic process underpinned by a myriad of pedagogic factors. Students’ self-efficacy beliefs were established through the administration of the Survey of Self-Efficacy in Science Courses – Physics (SOSESC-P) questionnaire. Questionnaire items are categorized according to the four dimensions in the form of Mastery Experiences, Vicarious Learning, Social Persuasion and Physiological State. Students’ self-efficacy beliefs appeared to be characterized by varied and fragmented views in terms of the four dimensions specified. Implications for effective learning are discussed.
Primary author
Dr
Sam Ramaila
(University of Johannesburg)
Co-author
Prof.
Umesh Ramnarain
(University of Johannesburg)
