Authors: Edward Joseph Lopez, John Ace Martin, Edel Paclian
Abstract: This study was conducted to investigate whether gender differences exist in students’ academic self-efficacy and achievement in Social Studies. It employed a descriptive-correlational and comparative design, involving 100 Grade 8 students from West Fairview High School, Quezon City, representing both genders, respectively. The study focused on measuring the student's perceived academic self-efficacy in which they will answer a validated 4-point Likert scale survey. and their first-quarter grades in Araling Panlipunan 8, which will be determined their first -quarter Social Studies grades for the School Year 2025-2026. Data were analyzed using the Mean, Pearson r, and Independent Sample t-test. The results of revealed that both male and female students achieved a low level of perceived academic self-efficacy in social studies 8, with a general mean score of 2.80 and 2.79 accordingly. Considering a low level of academic self-efficacy, both genders recorded a satisfactory performance, with mean scores of 83.78 and 84.80, respectively. Moreover, self-efficacy was not found to be a strong determinant of academic performance for either gender. Furthermore, the independent samples t test indicated no significant difference in academic self-efficacy and academic performance between genders. Hence, the findings suggest that other factors, such as instructional strategies, learning environment, and study habits, may influence achievement more significantly than gender or self-efficacy alone. The study concludes that gender is not a reliable determinant of academic self-efficacy or academic performance and achievement in Social Studies. It recommends integrating confidence-building activities, differentiated instruction, and school-wide support programs to enhance student engagement. Future researches may explore broader variables and include larger samples across different schools and grade levels.
DOI: http://doi.org/10.5281/zenodo.18387589
