Effects of Pauk’s OK4R and Concept-Mapping Study Techniques On Students’ Academic Self-Efficacy in Ogun State, Nigeria

Abstract

The study investigated effects of Pauk’s OK4R and Concept-Mapping study techniques on students’ academic self-efficacy. Using a 3x2 pre-test, post-test experimental design, three postulated hypotheses were tested at 0.05 level of significance. The sample consisted of 108 students randomly selected from three senior secondary schools. The Academic Self-Efficacy Scale (ASES) by Caban (2004) was adopted in the study. Data were analysed using the Factorial Analysis of variance. Results revealed that there were no significant main effects of: (i) treatment (F_(2,103) = 1.026; p > 0.05) and  (ii) gender (F_(1,103) = 3.307; p > 0.05) on participants’ academic self-efficacy. There were also no significant interaction effects of treatment and gender (F_(2,103) = 1.063; p < 0.05) on participants’ academic self-efficacy. It is recommended that students should be exposed to study skills/ techniques especially Pauk’s OK4R and Concept-Mapping in order to improve their academic self-efficacy. It is therefore necessary for schools to organize periodic seminars and workshops in this regard.

KeyWords: Pauk’s OK4R; Concept-Mapping; Study Techniques; Academic Self-Efficacy