Mediating Effect of Pedagogical Content Knowledge on the Relationship Between Language Learning Beliefs and English Self-Efficacy of Students
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 4, Issue 3
Abstract
The purpose of this study was to determine the mediating effect of pedagogical content knowledge on the relationship between language learning beliefs and English self-efficacy of students. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 400 student-respondents belonging to the senior high school department, particularly Grade 11 students of the nine national high schools under the Division of Davao Del Sur. The researcher utilized stratified random sampling technique and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a high level of mean scores for all variables of language learning beliefs, pedagogical content knowledge, and English self-efficacy. Also, results revealed that there are significant relationships between language learning beliefs and English self-efficacy, between language learning beliefs and pedagogical content knowledge, and between pedagogical content knowledge and English self-efficacy. Further, it was revealed that there was no mediation on the effect of pedagogical content knowledge on the relationship between language learning beliefs and English self-efficacy of students. This implies that the language learning beliefs does not convey pedagogical content knowledge
Authors and Affiliations
Denevieve Joy Gerona, Ana Helena Lovitos
Keywords
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- EP ID EP728146
- DOI https://doi.org/10.5281/zenodo.7063235
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