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Writing remains the primary medium through which students of most academic disciplines
engage with the knowledge base of those disciplines. Academic writing is important and plays a major
part in developing an academic identity (Krause, 2001;Sommers &Saltz, 2004). Common expressions
we frequently hear from students are, I hate writing! I cant do this! I dont understand it or Im
not good at it What would cause a student to feel so passionate and apprehensive about writing? Many
students appear to have negative beliefs about their writing abilities due to possible factors such as
academic inexperience, language barriers, and cultural differences. Consequently, we believe these
When confronted with completing required task like academic writing, students tends to have a
lack of confidence, preconceived notions and consistent negative criticism about their academic writing
capabilities or otherwise referred as Pajares and Johnson (1993) noted low perceived writing self-
efficacy beliefs. Perceived writing self-efficacy beliefs are defined as students judgments of their
writing capabilities and skills needed to perform various writing tasks (Pajares & Johnson, 1993). This
judgments of their capabilities to organize and execute courses of action required to attain designated
types of performances" (p. 391). While there are some students who have a high degree of confidence
in their capabilities, it is not just confidence that is a necessary attribute to achieve success.
Bandura (1997) argued that it is not only confidence that one must possess, yet perceived self-
efficacy. Perceived self-efficacy pertains to the beliefs one holds about his or her agentive capabilities
that will lead to the realization of designated levels of achievement. Thus, the strength of these beliefs
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and certainty of the level of capability are the two primary aspects of self-efficacy beliefs. Judgments of
personal efficacy affect what students do by influencing the choices they make, the effort they expend,
the persistence and perseverance they exert when obstacles arise, and the thought patterns and
emotional reactions they experience. First-generation students were also significantly more likely to
see
themselves as novice writers. There were strong positive correlations between all the
measures of writing beliefs and in particular between reading and writing self-efficacies. Beliefs
about writing were positively associated with deep learning, and, to a lesser extent strategic learning.
The common problems for students are most likely about grammar, tenses, and vocabulary. Students
are afraid to make mistakes in their essay causing them to be extremely cautious when using new
words. A strong sense of confidence, for example, may serve students well when writing an essay
because it engenders greater interest in and attention to writing, stronger effort, and greater
perseverance and resiliency in the face of adversity. On the other hand, some students are facing
problems when elaborating on points that is suitable to the main topic. They are having problems when
it comes to support the main idea because they cannot express it clearly and afraid of the elaborations
that may go sideways. However confident students are most likely to feel less apprehensive and have
stronger feelings of self-worth about their writing. For these reasons, Bandura (1986) described self-
efficacy as a mediating mechanism of personal agency mediating between the prior influences that
are the sources of its creation and subsequent behaviour. Thus, students need to know the ways to
improve themselves in terms of self-efficacy that can help them to perform better in academic writing.
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Chapter 1.2: Objectives
students.
3. To make out the self-efficacy level of module 1 students.
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Chapter 2
Quantity approach:
A case study research about self-efficacy among college students in Kedah Matriculation College
(KMC).Data was obtained through questionnaire method. We distributed the questionnaire forms 10
question randomly to 15 female and 15 male respondents which are from science student. The age for
We decided to proceed with this research because we found that some students face difficulties writing
in English. The questionnaires are given to students at the area of (KMC).The questionnaire contains
instructions to the students on how to answer the question. The students are chose randomly to answer
the questionnaire.
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Chapter 2.2: Population and samples
N:5000
N:780
Sample :
n:30
CLUSTER SAMPLING
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2.4:QUESTIONARY
SECTION A:
SECTION B:
DIRECTIONS: Tick the boxes below. By using the scale from 1 to 5.How show are you can
Note: Self-efficacy in writing is the level of confidence in oneself of his or her own writing.
1= I definitely can't 2=I can't 3= I don't know 4=I can 5=I definitely can
No Statements Scale
1 2 3 4 5
.
1. Spell all words in whole page correctly without any error.
2. Words punctuate in using of it in writing on one page
3. Use correctly parts of speech as nouns, verbs, adverbs, or adjectives.
4. Use verbs tenses, prefixes and suffixes correctly (eg. Disagree &
clearly)
5. Write simple and complex sentences with good grammar.
6. Write a solid paragraph that has a good topic sentences or main idea.
7. Write a paragraph with a lot of contain that suitable with the topic of
sentences.
8. Organize sentences into paragraph that clearly expresses the idea
9. Write a well-sequenced and well-organized start from introduction,
body, and conclusion.
10. Get ideas across in a clear manner by staying focused of the main
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topic without getting off the topic.
11. Coincidently write a good essay.
Chapter 3
The research was carried out to look into self-efficacy or self confidence of PST module one students in
academic writing. The questionnaire was given out to 30 PST module 1 students (15 boys and 15 girls)
on 15th December 2015 in the library. To gain the data needed, the analyses of the findings were
arranged based on the Research Objectives. Discussions were done immediately at the end of the
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Chapter 3.1.1:Findings
Q1) Spell all words in whole page correctly without any error.
45%
40%
35%
30%
25%
Percentage (%)
20% Male
Female
15%
10%
5%
0%
1 2 3 4 5
Scale
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Q2) Word punctuate in using of it in writing on one page.
50%
45%
40%
35%
30%
Percentage 25%
Male
20%
Female
15%
10%
5%
0%
1 2 3 4 5
Scale
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Q3)Use correctly parts of speech as nouns, verbs, adverbs, or adjectives
60%
50%
40%
Percentage 30%
Male
20% Female
10%
0%
1 2 3 4 5
Scale
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Q4) Use verb tenses, prefixes and suffixes correctly (eg. Disagree & clearly)
50%
45%
40%
35%
30%
Percentage 25%
Male
20%
Female
15%
10%
5%
0%
1 2 3 4 5
Scale
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Q5) Write simple and complex sentences with good grammar.
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45%
40%
35%
30%
25%
Male
20% Female
15%
10%
5%
0%
1 2 3 4 5
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Chapter 3.1.2 Discussions
Objective 2: To clarify the difference in writing performance between male and female of Science
Module 1 students.
Q6) Write a solid paragraph that has a good topic sentences with good grammar
45
40
35
30
25
Percentage
20 Male
15 Female
10
0
1 2 3 4 5
Scale
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Q7) Write a paragraph with a lot of content that are suitable with the topic of sentence.
35%
30%
25%
20%
Percentage
15% Male
Female
10%
5%
0%
1 2 3 4 5
Scale
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Q8) Organize sentences into paragraph that clearly expresses an idea.
45
40
35
30
25
Percentage
20 Male
15 Female
10
0
1 2 3 4 5
Scale
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Q9) write a well-sequenced and well-organized start form introduction, body and conclusion.
70
60
50
40
Male
30 Female
20
10
0
1 2 3 4 5
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Q10)Get idea across in a clear manner by staying focused of the main topic without getting off the
topic.
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50
45
40
35
30
Percentage 25
Male
20
Female
15
10
5
0
1 2 3 4 5
Scale
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Chapter 3.2.2: Discussions
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Chapter 3.3.1: Findings
50%
45%
40%
35%
30%
Percentage 25%
Male
20%
Female
15%
10%
5%
0%
1 2 3 4 5
Axis Title
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