Self-Efficacy, Engagement, and Academic Achievement of Learners in Science in an Alternative Delivery Modality

Abstract : This paper explored senior high school learners’ level of self-efficacy and level of engagement in science when classes were transitioned to alternative delivery modality due to impending natural phenomenon. Acknowledging the critical importance of science education as a lever with which to develop scientific literate, empowered citizens, the study probed how learners’ confidence and engagement in science learning were impacted by distance and hybrid learning contexts. The study used a descriptive-comparative-correlational research design and data were collected from senior high school learners from a public secondary school situated in an urbanized city in the central Philippines. Learners exhibited high self-efficacy in science under the alternative delivery modality, with males reporting slightly higher confidence than females, though socioeconomic status showed no effect. Engagement was consistently strong across sexes but varied by socioeconomic groups, indicating financial background influenced participation. Academic achievement ranged from satisfactory to very satisfactory, with females outperforming males and most socioeconomic groups achieving higher ratings except the poor group. Statistical analysis revealed sex significantly influenced self-efficacy, while socioeconomic status affected engagement. A moderately strong positive correlation was found between self-efficacy and engagement, underscoring the role of confidence in fostering participation. However, neither self-efficacy nor engagement significantly predicted academic achievement, suggesting other factors drive performance outcomes. These results emphasize the necessity of developing engaging and user-friendly instructional resources such as interactive micro-learning modules that would help increase students’ self-efficacy and science engagement, particularly in a setting where class transitions occur.