Utilizing Exam Reflection (ER) Tool to Increase Students' Self-Efficacy for Learning

Coping with the discontinuity of learning and considering the issues of reflection, this study is conducted to develop an Examination Reflection (ER) tool and determine its effectiveness in increasing students' self-efficacy for learning. This intervention promotes a reflective practice that triggers self-regulatory skills to students which leads to increasing their self-efficacy for learning. This study used quasi-experimental design specifically the non-equivalent control group design. The participants came from grade seven students of Captain Albert Aguilar National High School (CAANHS) in Las Pinas City. Appropriate statistics were used to compare demographic profiles of both groups (control and experimental) such as age, gender, family size, first quarter average, study time and examination preparation. The mean for the pre and post self-efficacy for each group were reported and were compared. Only the experimental group has shown a significant gain in their self-efficacy. The result of ANCOVA reveals a significant difference between post self-efficacy of the experimental and control group after controlling their pre-self-efficacy. A thematic analysis was conducted to provide qualitative support on the quantitative findings in this study. Three main themes are identified and discussed in no particular order. The computed partial eta square indicates a large effect size. This implies that the students who received the treatment have higher post self-efficacy compared to those who did not. Thus, utilizing Examination Reflection (ER) tool is highly effective in increasing students’ self- efficacy for learning.