摘要：This study has aimed to identify the relationship of self-efficacy in science with academic achievement amongst national secondary school students in the Rompin district. This study is a quantitative research using the survey method through a questionnaire. A total of 191 students from 4 schools in the Rompin were involved in this study. The data were analysed using descriptive and inferential statistics methods. This study found that practical work was the highest contributing factor to student self-efficacy (M = 3.77, SD = 0.572) whilst cognitive skills were the lowest contributor (M = 3.13, SD = 0.437). An independent sample t-test analysis showed that there were significant differences in the self-efficacy of science between male and female students. The study found that female students’ self-efficacy (M = 3.49, SD = 0.363) was higher than for males (M = 3.28, SD = 0.384). The Pearson correlation test showed that there was no significant relationship between self-efficacy and academic achievement, where r = 0.124 and p = 0.09. The implication of the findings from this study can assist the Ministry of Education Malaysia (MOE), schools, and teachers, especially science education teachers, in developing strategies to enhance student science self-efficacy and thus, increase students’ participation in Science streams.
