The influence of self-efficacy on learning in selected secondary schools in Thabong and Mangaung

Abstract

The aim of this study was to assess learners' self-efficacy for self-regulated learning in selected secondary schools in Thabong and Mangaung. The aim of the research was addressed by the study, through the examination of the differences of learners' sense of efficacy for self-regulated learning in four sampled schools. The four schools were grouped into high performing schools and low performing schools. Lastly the study highlighted the importance of self-regulated learning in Outcomes­based Education. The study tested learners' efficacy of self-observation, self-judgement and self­evaluation. These dimensions were named, LESO, LESJ and LESE. A pool of questions was formulated. The research tested the dependent variables (gender, grades and school) and independent variables (LESO, LESJ and LESE) through a three-way ANOVA. The results revealed a significant difference between the two groups of schools with regard to gender. Female learners showed more self-regulatory skills than male learners. High performing schools learners showed statistically higher levels of self-efficacy for self-regulated learning than learners from the low performing schools. The discussion and interpretation of the results, as well as suggestions for future research, are based on the data analysis of the study. The male gender is used throughout the study for the sake of time saving and clarity, and does not reflect sexism.