Teaching Methods, Self-Efficacy and Students’ Perceived Performance in Shorthand in Public Polytechnics in Southwest, Nigeria
No Thumbnail Available
Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Lead City University Ibadan
Abstract
This study investigated the teaching methods, self-efficacy and Students’ Perceived Performance in shorthand in public polytechnic, southwest Nigeria. A descriptive survey design was employed, and respondents were selected from a population of 4,244 using Taro Yamane’s formula. Data were collected through a structured questionnaire and analyzed using Descriptive and Inferential Statistics, including Regression Analysis. Findings revealed that Students’ Perceived Performance in shorthand was generally low, with a grand mean score of 2.13 across the sub-constructs of autonomy, competence, and relatedness. Teaching methods show that traditional teaching methods such as dictation, transcription, and repetitive drills remain the most commonly used instructional approach in shorthand classes. Self-efficacy exerted a stronger and statistically significant influence on perceived performance than teaching methods (R = .764, R² = .584, p < .001). Regression analysis revealed that teaching methods had a statistically significant influence on students’ perceived shorthand performance (R = .568, R² = .323, F(1,356) = 169.611, p < .001). A multiple regression analysis combining both variables showed a strong joint influence on perceived performance (R = .792, R² = .629, F(2,355) = 301.301, p < .001). Together, teaching methods and self-efficacy accounted for 62.9% of the variance in performance outcomes. The standardized beta coefficients (β = .247 for teaching methods and β = .640 for self-efficacy) revealed that while both are significant predictors, self efficacy remains the stronger determinant. The study concludes that Students’ Perceived Performance in shorthand, public polytechnics Southwest Nigeria is jointly influenced by
teaching methods and self-efficacy beliefs. In line with Bandura’s Social Cognitive Theory and Constructivist Learning Theory, learning occurs optimally when cognitive belief and instructional context interact positively.
Keywords: Teaching Methods, Self-Efficacy, Perceived Performance, Technology Enhanced Learning, Authentic Learning.
Word count: 271
Description
Keywords
Teaching Methods, Self-Efficacy, Perceived Performance, Technology Enhanced Learning, Authentic Learning.
Citation
Kate Turabian