Probing Students’ Self-Efficacy, Creativity and Performance in Biology through Metacognitive Blogging

Abstract

The purpose of this study was to investigate, in two different fourth year high school biology classes, the impact that using a metacognitive blogging teaching approach had on students' overall performance in the subject of biology, as well as their sense of self-efficacy and their creative potential. The research design that was utilized was a two-group, pretest-posttest quasi-experimental design. Both metacognitive and traditional teaching strategies were utilized during the course of the study. The purpose of the path analysis was to determine how the various teaching strategies impacted the students' sense of self-efficacy, creativity, and overall performance in Biology. According to the findings of the research, the teaching method has the most significant impact on biology performance, while self-efficacy also has a significant impact on biology performance. The study also found that creativity has a significant connection to the teaching method, but that creativity only has an indirect impact on biology performance. The relationship between creative ability and self-efficacy is not particularly strong. According to the results of the research, using a metacognitive blogging teaching style is a successful method for boosting students' performance in Biology as well as their creative output. As a consequence of conducting a route analysis, the emergent framework for teaching biology through the use of metacognitive blogging reveals these links. For the purpose of improving learners' metacognition, it could be beneficial to conduct additional research on the usage of blogs as a metacognitive tool. In addition, researchers might look at other factors that, if improved, might result in higher levels of self-efficacy, creativity, and academic performance among students studying Biology.