Undergraduate Physics Self-Efficacy Measurement and Gender Influence

Abstract

Using achievement framework, self-efficacy has to do with students’ conviction in their cognitive skills to learn and carry out the academic course work. Except students are convinced that their effort will yield the desired consequences, there is little or no enticement to engage in those actions. Can a student that feels hopeless in physics sustain his or her interest in Electrical Engineering? Human behaviour is influenced by factors that are embedded in the core belief that he/she has the capability to accomplish that behaviour. Little attention has been given to Self-efficacy in tertiary physics in Nigeria. This study adapted and validated (using EFA and CFA) a short Physics Self-Efficacy Questionnaire before administering it to three hundred and seven(307) first-year General Physics I students at the Federal University Wukari (male = 157 and female = 150). Females reported lower self-efficacy than males. The finding revealed that there is a significant difference in Physics self efficacy as reported by male and female (t = 7.7711, df =305, p =0.0001, 2 tailed). The effect size is large (d = 0.888). This study posited that gender is a factor to consider in the study of physics self-efficacy, and this may have far reaching effect on research on self-efficacy, and on teaching and learning of tertiary physics.