2025 IJRSE – Volume 14 Issue 11
Divine Word College of San Jose Special Issue
Available Online: 27 May 2025
Author/s:
Francisco, Niki Aira P.*
Divine Word College of San Jose, Philippines (francisconikiaira@gmail.com)
Tolentino, Darlyn Joy D.
Divine Word College of San Jose, Philippines (tolentinodarlyn0525@gmail.com)
Pardito, Luigi Miguel D.
Divine Word College of San Jose, Philippines (luigimiguelpardito@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
Academic self-efficacy and laboratory engagement are essential to promote cognitive and psychomotor development among science students. Despite advancements in educational technology, laboratory performance has decreased. This study aims to determine the relationship between academic self-efficacy and laboratory engagement among Bachelor of Secondary Education (BSEd) Science majors at Occidental Mindoro State College. It sought to determine whether there is a significant relationship between students’ belief in their academic abilities and active participation in laboratory activities. A quantitative-correlational research design was used. The researcher’s questionnaire was distributed to 45 students in three sections to collect data. The weighted mean and Pearson Product-Moment Correlation Coefficient were calculated to determine the strength and significance of the relationship between variables. The study found a significant positive correlation (r = 0.69, p < 0.001) between academic self-efficacy and laboratory engagement. This suggests that students confident in their academic abilities are more likely to participate in laboratory tasks actively. This emphasizes the importance of self-belief in improving hands-on learning and practical application in science education. The study recommends that educators and administrators use strategies that enhance academic self-efficacy, such as giving constructive feedback, setting attainable goals, and recognizing student achievements. Laboratory activities should be student-centered, collaborative, and geared toward developing critical thinking. Furthermore, integrating laboratory tasks with specific learning objectives and providing mentorship and academic support can improve engagement and overall academic performance.
Keywords: academic self-efficacy, laboratory engagement, science education, academic performance, student motivation
DOI: https://doi.org/10.5861/ijrse.2025.25510
Cite this article:
Francisco, N. A. P., Tolentino, D. J. D., Pardito, L. M. D., & Galay-Limos, J. A. (2025). Academic self-efficacy and laboratory engagement of BSEd students major in Science in Occidental Mindoro State College. International Journal of Research Studies in Education, 14(11), 105-111. https://doi.org/10.5861/ijrse.2025.25510
* Corresponding Author