Abstract:
Self-efficacy is an important attribute capable of shaping a person’s behaviour. Perceived academic efficacy which plays an influential role in students' school success and academic choices has been found to be associated with levels of motivation, persistence, engagement, and academic achievements for science disciplines. This study, therefore, sought to investigate science learning self-efficacy of high school students in Ghana. A cross-sectional survey was used to collect quantitative data from 1,507 SHS 1 and SHS 2 students from six public schools in the Central Region. Questionnaires were used to collect data from students. Data were analysed using percentages, means, standard deviations, and a One-way Multivariate Analysis of Variance. The results from the study showed that students had positive perception about their science learning self-efficacy but were not confident in terms of practical skills. It is, therefore, recommended that teachers take active steps by planning and structuring science lessons to include more practical as a means to enhance students efficacy in practical skills to boost their overall perception of their science learning self-efficacy.
