Self-efficacy and Self-esteem as Determinants of Students’ Interest in Introductory Technology in Anambra State, Nigeria

Abstract

Despite the importance of introductory technology as vocational subjects and the basis of STEM education, students’ interest in the subject is not encouraging as many students have erroneous conception of the subject. Given this situation, this study investigated the self-esteem and self-efficacy as determinants of students’ interest introductory technology. Anchored on social cognitive theory, the study adopted a factorial design and 2-Way analysis of variance as design and statistical tool to examine the effects of self-esteem and self-efficacy on students’ interests in Introductory Technology. The sample of this study consist of 478 junior secondary II students (221 males, 257 females) whose ages ranged from 11 to 15yrs with a mean age of 12.50years and standard deviation of 1.20. Multi-stage sampling method was used in selecting the sample for the study. Data were collected with Interest Scale, Index of self-esteem scale and Self-efficacy scale. The result revealed that the observed mean difference in the students’ interest in Introductory Technology among students with high and low self-esteem was significant at F(3, 478) = 15.9, p < .05. Also, the mean difference in the students’ interest in Introductory Technology among students with high and low self-efficacy was significant at F(3, 478) = 12.0, p < .05. Equally findings revealed that there is interaction effect between self-esteem and self-efficacy on students’ interest in Introductory Technology at F(3, 478) = 7.5, p < .05. Findings imply that that self-esteem and self-efficacy impacted students’ interest in introductory technology subject. It is recommended that school management consider adoption of extra-curricular activities aimed at improving social skill competence of students to enhance students’ self-esteem and self-efficacy.Despite the importance of introductory technology as vocational subjects and the basis of STEM education, students’ interest in the subject is not encouraging as many students have erroneous conception of the subject. Given this situation, this study investigated the self-esteem and self-efficacy as determinants of students’ interest introductory technology. Anchored on social cognitive theory, the study adopted a factorial design and 2-Way analysis of variance as design and statistical tool to examine the effects of self-esteem and self-efficacy on students’ interests in Introductory Technology. The sample of this study consist of 478 junior secondary II students (221 males, 257 females) whose ages ranged from 11 to 15yrs with a mean age of 12.50years and standard deviation of 1.20. Multi-stage sampling method was used in selecting the sample for the study. Data were collected with Interest Scale, Index of self-esteem scale and Self-efficacy scale. The result revealed that the observed mean difference in the students’ interest in Introductory Technology among students with high and low self-esteem was significant at F(3, 478) = 15.9, p < .05. Also, the mean difference in the students’ interest in Introductory Technology among students with high and low self-efficacy was significant at F(3, 478) = 12.0, p < .05. Equally findings revealed that there is interaction effect between self-esteem and self-efficacy on students’ interest in Introductory Technology at F(3, 478) = 7.5, p < .05. Findings imply that that self-esteem and self-efficacy impacted students’ interest in introductory technology subject. It is recommended that school management consider adoption of extra-curricular activities aimed at improving social skill competence of students to enhance students’ self-esteem and self-efficacy.