A Correlation Study Between Senior High School Students’ Self-efficacy And Participation In Biology Classroom

It is generally known that student non-engagement is one of the most direct and continuing problems in the teachers’ teaching activities. Therefore, the research how to improve students’ participation in the classroom teaching has significance. There have been many studies show that learning self-efficacy has playing a critical role in students’ participation in class. Meanwhile, by taking a review to research at home and abroad, there are many researches on learning self-efficacy and class participation, but a limited number of them have explored the relationship between learners’ self-efficacy and their classroom participation. By studying the characteristics of biology learning self-efficacy and class participation and their relationship for senior high school student in different sexes, grades and subjects, the methods for improving the biology class participation were discussed in this paper.This paper is based on the investigation of students in grade one and grade two in Shichuan Deyang No.5 Middle School. The research tools used in investigation were the “high school biology learning self-efficacy questionnaire” and “high school biology classroom participation in the survey questionnaire”. Classroom observation,interviews and questionnaires were be used to explore the relationship between high school biology learning self-efficacy and classroom participation and their own status.And the survey results are as follows:(1) The present level of senior high school students’ biology self-efficacy is not high. The students’ scores in sense of basic ability and sense of control are only concentrated in the passing level. There was no significant difference in the level of students’ high school biology learning self-efficacy with different grades and genders.There was an extremely significant positive correlation between self efficacy and biological test scores in Senior High School Biology(pearson correlation coefficient=0.39, Sig=0.000).(2) The present level of senior high school students’ biology class participation is also not high. The students’ scores in behavior cognitive and emotional participation are only concentrated in the passing level. There were significant differences in class participation with different grades and genders. The level of behavior and emotional participation of Senior One is higher than Senior Two. However, about cognitive participation, Senior Two is higher than Senior One. The sense of pleasure and anxiety of the female students were significantly higher than that of the male students. There was an extremely significant positive correlation between class participation andbiological test scores in senior high school biology(pearson correlation coefficient=0.31, Sig=0.000).(3) There is a significant positive correlation between high school students’ self efficacy and classroom participation, and students’ biology self-efficacy can predict the students’ classroom participation.According the survey results can be drawn: the overall level senior high school students’ biology self-efficacy and their classroom participation are also not high.Senior high school students’ biology self-efficacy and their classroom participation have positive correlation with their biological achievement. Students’ biology self-efficacy can predict their classroom participation. Improving senior high school students’ biology self-efficacy can enhance their class participation, which can help to improve students’ learning achievement.Synthesizing above all outcomes, some biology pedagogical implications are provided in the last of this paper.