Influence of self-efficacy elements on students’ English academic performance in online learning

The main purpose of this research is to determine the influence of self-efficacy elements which are performance accomplishments, vicarious learning, social persuasion and emotional arousal on students’ English academic performance in online learning as it has begun to drop especially during this Cov...

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Main Author:	Sekar, Santhekumar
Format:	Thesis
Language:	English
Published:	2021
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/99778/1/SanthekumarMPP2021.pdf
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id	my-utm-ep.99778
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spelling	my-utm-ep.997782023-03-19T10:54:19Z Influence of self-efficacy elements on students’ English academic performance in online learning 2021 Sekar, Santhekumar L Education (General) The main purpose of this research is to determine the influence of self-efficacy elements which are performance accomplishments, vicarious learning, social persuasion and emotional arousal on students’ English academic performance in online learning as it has begun to drop especially during this Covid-19 season. The research is also aimed to study the level of self-efficacy elements among students. 350 primary level two respondents from five selected primary schools in Johor Bahru district were chosen for this research using cluster sampling technique. The research data was collected using a 5-point likert scale questionnaire adapted from 24-item Sources of Self-Efficacy Scale developed by Usher and Pajares (2009) and Online Learning Self-Efficacy Scale (OLSES) by Zimmerman and Kulikowich (2016). The collected data was analysed using descriptive statistics (mean and standard deviation) and multiple regressions analysis. The result showed that the overall level of performance accomplishments, vicarious learning experiences and social persuasion among students (n=350) was negatively skewed with a mean score of 3.37 (SD=.72), 3.86 (SD=.86) and 3.46 (SD=.85) respectively. While, the overall level of emotional arousal (n=350) among students was positively skewed with a mean score of 2.66 (SD=.79). The four variables have significant influence on the students’ English academic performance in online learning, F (4, 345) = 34.406, p < .0005, R2 = .529. Several gaps such as the effects of students’ demography towards their level of selfefficacy and effects of different technologies in influencing students’ level of selfefficacy in online learning can be focused in future research. 2021 Thesis http://eprints.utm.my/id/eprint/99778/ http://eprints.utm.my/id/eprint/99778/1/SanthekumarMPP2021.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150153 masters Universiti Teknologi Malaysia Faculty of Social Sciences & Humanities - School of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Sekar, Santhekumar Influence of self-efficacy elements on students’ English academic performance in online learning
description	The main purpose of this research is to determine the influence of self-efficacy elements which are performance accomplishments, vicarious learning, social persuasion and emotional arousal on students’ English academic performance in online learning as it has begun to drop especially during this Covid-19 season. The research is also aimed to study the level of self-efficacy elements among students. 350 primary level two respondents from five selected primary schools in Johor Bahru district were chosen for this research using cluster sampling technique. The research data was collected using a 5-point likert scale questionnaire adapted from 24-item Sources of Self-Efficacy Scale developed by Usher and Pajares (2009) and Online Learning Self-Efficacy Scale (OLSES) by Zimmerman and Kulikowich (2016). The collected data was analysed using descriptive statistics (mean and standard deviation) and multiple regressions analysis. The result showed that the overall level of performance accomplishments, vicarious learning experiences and social persuasion among students (n=350) was negatively skewed with a mean score of 3.37 (SD=.72), 3.86 (SD=.86) and 3.46 (SD=.85) respectively. While, the overall level of emotional arousal (n=350) among students was positively skewed with a mean score of 2.66 (SD=.79). The four variables have significant influence on the students’ English academic performance in online learning, F (4, 345) = 34.406, p < .0005, R2 = .529. Several gaps such as the effects of students’ demography towards their level of selfefficacy and effects of different technologies in influencing students’ level of selfefficacy in online learning can be focused in future research.
format	Thesis
qualification_level	Master's degree
author	Sekar, Santhekumar
author_facet	Sekar, Santhekumar
author_sort	Sekar, Santhekumar
title	Influence of self-efficacy elements on students’ English academic performance in online learning
title_short	Influence of self-efficacy elements on students’ English academic performance in online learning
title_full	Influence of self-efficacy elements on students’ English academic performance in online learning
title_fullStr	Influence of self-efficacy elements on students’ English academic performance in online learning
title_full_unstemmed	Influence of self-efficacy elements on students’ English academic performance in online learning
title_sort	influence of self-efficacy elements on students’ english academic performance in online learning
granting_institution	Universiti Teknologi Malaysia
granting_department	Faculty of Social Sciences & Humanities - School of Education
publishDate	2021
url	http://eprints.utm.my/id/eprint/99778/1/SanthekumarMPP2021.pdf
_version_	1776100647835271168

Influence of self-efficacy elements on students’ English academic performance in online learning

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