Effects of Growth-Mindset Feedback and Mastery-Based Assessment on Academic Self-Efficacy among Secondary School Students in the Ibadan land, Nigeria

Abstract

The study investigated the effect of Growth-Mindset Feedback and Mastery-Based Assessment on Academic Self-Efficacy among Junior Secondary School Students in the Ibadanland. To ascertain the degree of treatment efficacy, a randomized sample of 100 junior secondary school II students with 26, 41 and 33 participants were respectively picked from each selected school that exposed to Growth-Mindset feedback, Mastery-Based Assessment and Control group respectively from three different junior secondary school II in three different local government areas in Ibadanland. The quasi-experimental study design was employed with 3X2X3 the treatment and gender and socio-economic status as the moderating variables. The instrument used for data collection are Self-efficacy prepared by the Filani (1995), Academic self-efficacy scale (ASeS), developed by Kim and Chung (2018) and Socio-economic status scale, prepared by Fehintola (2020). The three instruments were standardised scales with reliability coefficients of 0.80, 0.84 and 0.73 respectively and were used for data collection. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. Three hypotheses were formulated and tested at α = 0.05 level of significance. Results showed that there were no significant differences in the two treatments used however, Mastery-Based Assessment was more significant in enhancing academic self-efficacy among junior secondary school II students. Also, the results showed that gender has no significant difference but socio-economic status was significant in enhancing academic self-efficacy among junior secondary school II students. It was therefore concluded that Growth-Mindset Feedback and Mastery-Based Assessment can be used to enhance academic self-efficacy among students and recommendations are also offered.