Social learning theory, as described by Albert Bandura, delineates three determinants involved in our learning � personal, behavioral, and environmental. It is suggested that there are reciprocal relationships among the determinants. Bandura also outlines an important idea called self-concept, which is a measure of our beliefs about our abilities based on our past performances. Previous work has shown a link between chemistry self-concept and chemistry achievement in undergraduate students. The relationship between student achievement in chemistry and instructional methods has also been studied. However, little is known about chemistry self-concept in the high school population, or the link between chemistry self-concept and instructional methods. In this pilot study, we used chemistry self-concept, measured by the Chemistry Self-Concept Inventory, to represent the personal determinant; student achievement, measured by chemistry quizzes, to represent the behavioral determinant; and instructional methods and quality, measured by the Reformed Teaching Observation Protocol, to represent the environmental determinant. The quantitative methods addressed research questions aimed to determine the relationships among each of the determinants in the high school population. The qualitative methods served in finding the link between specific instructional methods and chemistry self-concept. In this longitudinal study involving two high school teachers and their students, data for each determinant were collected roughly every 5-6 weeks throughout the school year. The results of six rounds of data collection and analysis will be presented.

Chemistry self-concept, chemistry achievement, and instructional methods in high school classrooms: A longitudinal study

246th National Meeting (2013)

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