Why Instructors Should Tend to Student Self-efficacy and How

“It is particularly exciting to note that teaching strategies used in the classroom can and do make a difference to students' self-efficacy." (Fencl and Scheel, 2005)

Research shows that the type of learning environment and teaching method can improve self efficacy in the classroom (Bandura). A similar result was reported by Fencl and Scheel. They describe a required, nonmajors' physics course where the effects of different teaching methods on the classroom climate and self-efficacy were measured. The students' response indicated that a question and answer format, inquiry-based lab activities and conceptual (rather than quantitative) problems had a significant effect on creating a positive climate in the classroom. In addition to those pedagogies, collaborative learning and the use of electronic applications showed a positive correlation with increased self-efficacy in their student sample. Fencl and Scheel point out that the teaching methods that showed a measurable positive effect share the common feature of engaging students in a comfortable or creative manner. Moreover, pedagogies such as collaborative learning and inquiry-based activities have also been shown to have a strong correlation with how well students learn physics [Fencl and Scheel, 2005].