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Physical Science Teachers’ Self-efficacy Beliefs on Conducting Laboratory Experiments

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dc.contributor.author Lekhu, Motshidisi A
dc.date.accessioned 2018-12-06T06:32:19Z
dc.date.available 2018-12-06T06:32:19Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11462/1824
dc.description Published Article en_US
dc.description.abstract This non-experimental exploratory quantitative study examined secondary school Physical Science teachers’ self-efficacy beliefs in conducting selected key experiments. The respondents were 190 Physical Science teachers (males = 54.6%, teaching experience ranging from 1 to more than 30 years) from the central province of South Africa. They completed a science teaching efficacy belief scale and a self-rating scale on how confident they are in conducting the selected experiments. Data was analyzed for rank-order in different outlined experiments for Grade 10 to 12 as prescribed by the Curriculum and Assessment Policy Statement (CAPS) of the Physical Sciences. The influence of demographic factors on confidence to conduct practical work and self-efficacy beliefs was also established. Findings suggest that the teachers’ confidence to perform experiments was higher for Physics than for Chemistry, and that self-efficacy to perform experiments was influenced by demographic factors, mostly for Chemistry experiments rather than for Physics experiments. en_US
dc.format.extent 41 890 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher International Journal of Educational Sciences en_US
dc.relation.ispartofseries Volume 14;Issue 1-2
dc.subject Assessment en_US
dc.subject Beliefs en_US
dc.subject Confidence en_US
dc.subject Motivation en_US
dc.subject Preparedness en_US
dc.title Physical Science Teachers’ Self-efficacy Beliefs on Conducting Laboratory Experiments en_US
dc.type Article en_US

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