The effect of deliberate instruction of science disciplinary literacy strategies on science self-efficacy of science students
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2025-04-23
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Abstract
This study evaluates the effect of disciplinary literacy instruction on student self-efficacy in high
school biology. An action research project, this study employed a mixed-methods approach, integrating
both quantitative and qualitative methodologies. The quantitative component included a self-efficacy
assessment adapted from the Metacognition, Self-Efficacy, and Learning Processes in Science survey by
Thomas et al. (2008), administered as a pre- and post-test to measure changes in students’ self-efficacy in
biology class. The qualitative component consisted of student reflective journals and focus group
conversations, with insights from the researcher's reflective journal entries. These data provided insight
into students' experiences with and opinions of various disciplinary literacy tools. Findings indicate that
self-efficacy in biology increased following the implementation of disciplinary literacy instruction. These
results suggest that explicitly teaching students how to approach scientific texts through a disciplinary
literacy framework can enhance their confidence and engagement with science content. This study
contributes to the growing body of research on literacy-based science instruction and its role in growing
student self-efficacy.
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Education