Self-Efficacy and Attitudes Toward Science as Predictors of Science Process Skills among Grade 11 Senior High School Students

AUTHOR(S)

FLOREDIE S. GAMAYOT ROGAR R. GARCIA, EdD

ABSTRACT

—— Low science process skills remain a pressing global educational concern. This study determined the levels, relationships, and predictive influence of self-efficacy and attitudes toward science on the science process skills of Grade 11 senior high school students, employing a descriptive-predictive design with correlation and multiple linear regression analysis. A total of 250 Grade 11 students were selected through stratified random sampling. The findings revealed that both self-efficacy and attitudes toward science were significantly related to, and predictive of, science process skills, collectively explaining 34.6% of the variance in science process skills. The results affirm the Social Cognitive Theory, though with limitations in the dimension of environmental influences. Future quantitative studies may incorporate additional variables to explain the remaining variance in science process skills. Educational institutions are encouraged to integrate educational interventions that strengthen students’ confidence and positive attitudes toward science. Keywords: Self-Efficacy and attitudes towards science, Predictors of science process skills, grade 11 senior high school students