Chemistry Self-Efficacy, Anxiety, and Learning Motivation as Predictors of Chemistry Achievement among Nursing Student in One University in Bulacan

R’mon Ian C. Santos; Maria Eliza P. Cruz-Ocampo

doi:10.55927/fjst.v5i9.153

Authors

R’mon Ian C. Santos Schools Division Office of Pampanga
Maria Eliza P. Cruz-Ocampo College of Education, San Beda University, Manila

DOI:

https://doi.org/10.55927/fjst.v5i9.153

Keywords:

Self-Efficacy, Anxiety, Motivation, Achievement, Chemistry

Abstract

Chemistry is an essential subject for nursing students as this includes concepts involved in the work process of nurses. However, chemistry remained to be a challenging subject for nursing students due to several factors. Thus, this study aimed to assess the level of chemistry self-efficacy, anxiety, and motivation as predictors of chemistry achievement. Employing a descriptive-quantitative research design, 102 nursing students were the respondents of this study identified through purposive and stratified sampling from a population of 135. This study utilized questionnaire and tests as the instruments of this study. Weighted mean and multiple regression were used to analyze and interpret the data. The results revealed that nursing students have slight self-efficacy, moderate anxiety, and great motivation. The chemistry achievement of the students was relatively satisfactory. When taken as a whole, these variables predict chemistry achievement while when solely, only self-efficacy predicts chemistry achievement. This study recommends the crafting of suitable interventions to improve chemistry achievement by providing programs to increase self-efficacy and motivation while minimizing anxiety

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