Characterization of perceived physics self-efficacy of introductory physics students

Abstract

Questionnaires to evaluate the perceived physics self-efficacy were prepared and calibrated. These questionnaires were given to students who were taking introductory physics courses during the first semester of AY 2001–2002. A total of three hundred and sixty data sets were processed and analyzed. Based on the sample, the mean perceived physics self-efficacy of students enrolled in the different introductory courses did not statistically differ from each other. The data also showed that the mean perceived physics self-efficacy of male respondents was significantly higher than the mean perceived physics self-efficacy of female respondents. A moderate linear correlation (r=+0.50) between perceived general self-efficacy and perceived physics self-efficacy was also observed. There were also moderate linear correlation among self-efficacy in physics examinations, physics laboratory experiments and physics projects. There were weak linear correlations among perceived physics self-efficacy, expected grade and average math grade.