Influence of Academic Sefl-Efficacy and Classroom Climate on Science Literacy Among Senior High School Students

AUTHOR(S)

JUDILLE D. WALING ROGAR R. GARCIA, EdD

ABSTRACT

—— Poor science literacy remains a concern in education. The influence of academic selfefficacy and classroom climate on science literacy among senior high school students was verified. A diagnostic research design, random sampling, a survey technique, and multiple linear regression analysis were used in this study. The data collected from 258 senior high school students showed that science literacy was significantly influenced by the determinant variables, partly and partially supporting the Social Cognitive Theory. Future research may include additional variables and qualitative studies to explain the remaining 97% of the variance in science literacy and further explore factors influencing student learning. At the same time, school administrators, policymakers, and teachers may collaborate to promote inclusive, supportive learning environments that enhance students’ science literacy. Keywords: Influence of academic self-efficacy, classroom climate, science literacy, senior high school students