Author ORCID Identifier
https://orcid.org/0009-0001-4225-1399
Abstract
This quantitative study examined the impact of teaching practice on students’ self-efficacy at the outset of their undergraduate STEM programmes, considering prior academic performance and class setting. Data were collected through a self-efficacy survey (n = 483) and 15 non-participatory classroom observations at a large, modern university in Ireland. Observed classes included lectures, laboratories, and tutorials across physics (n = 3), computing and digital skills (n = 3), engineering (n = 2), biology (n = 3), chemistry (n = 2), and mathematics (n = 2). Statistically significant connections were identified between students’ past academic performance, the week of instruction, and their self-efficacy. Didactic teaching methods were linked to a higher prevalence of students with low confidence levels, both within lectures and practical classes, although this tendency was less pronounced in the case of lectures. Classification and Regression Tree (CRT) analysis indicated that optimal time management and engagement in active learning exercises were the strongest predictors of higher student confidence in lecture settings. The study’s findings hold significant implications for instructional strategies and practices, and these are briefly explored.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Lübeck, Gintarė; Seery, Michael K.; and Ryan, Barry J.
(2025)
"The Impact of Teaching Practice on Student Self-Efficacy in Undergraduate STEM Classrooms,"
Irish Journal of Academic Practice:
Vol. 13:
Iss.
1, Article 2.
doi:https://doi.org/10.21427/gwvz-rf82
Available at:
https://arrow.tudublin.ie/ijap/vol13/iss1/2
DOI
https://doi.org/10.21427/gwvz-rf82
DOAJ Index
1