Exploring student’s self-efficacy in response to modular events during introductory level science modules

Project leader(s): Sam Johnson
Theme: Supporting students
Faculty: STEM
Status: Current
Dates: October 2024 to January 2026

Self-efficacy is an individual’s belief that they can successfully complete a particular task. Self-efficacy has been shown to be strongly predictive of performance and retention. Current studies are largely cross-sectional and do not explore how self-efficacy changes throughout a module. Evidence suggests students are more likely to withdraw when their self-efficacy is low; if self-efficacy trends throughout the module could be identified then interventions could be moved or added to areas in the timeline where self-efficacy drops to help students remain on the course. Introductory level science modules see high withdrawal rates; understanding the student experience could assist in supporting their ongoing studies.

A pilot study begun in 2023 used a short questionnaire sent every week for 14 weeks to consenting students studying on SDK100: Science and Health. Questions asked students to rate their confidence completing specific module tasks. These questions were tailored to the module timeline. A second group were asked to complete short reflective diaries reflecting on the same tasks. Results showed that on average the students’ self-efficacy dropped across the first 14 weeks of study. Qualitative data included an example of a student who wanted to complete the course but whose belief in their own ability decreased throughout the timeline and finished the study withdrawing from the module. The pilot, however, had a low response rate. The approach for this project will use a similar design to the pilot, however the questionnaires will be shortened and module team/ tutors will be asked to prompt and remind students to complete them. It will also include providing small incentives for diary participants with the aim of increasing participant numbers. I’d also like to explore the option of expanding the study to include SK190 for comparison, however this is yet to be confirmed.

Based on this data average self-efficacy levels will be mapped to the module timeline to identify ‘high risk’ areas for low self-efficacy. This will then be used, as part of a larger doctoral study, to inform both the design and timing of interventions aiming to increase self-efficacy. Examples of interventions include reflective coversheets for TMAs and coping skills tutorials, however the nature of the interventions will be decided based on the qualitative data gained in this study.