Research and Teaching: Engaging Students -- An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course in a Nonmajors Physics Course

by: Heidi Fencl and Karen Scheel

Self-efficacy is a key predictor of achievement and retention in most academic areas, including the sciences. In this study, the effects of teaching strategies on self-efficacy and course climate were examined. Question and answer, collaborative learning, conceptual problems, electronic applications, and inquiry labs were found to make significant, unique contributions to self-efficacy and/or classroom climate.


Type Journal ArticlePub Date 9/1/2005Stock # jcst05_035_01_20Volume 035Issue 01

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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