Self-efficacy and Writing Performance of Preparatory School Students in North Shoa Zone

Abstract

The main objective of this study was to investigate gender, self-efficacy, and performance in writing. To achieve this objective, data were collected using questionnaire and writing test. The subjects for the study were selected from North Shoa Zone Preparatory School students. Two hundred fifty-five students who were selected randomly filled in the questionnaire and wrote the compositions correctly. The data were analyzed using percentage, mean, standard deviation, independent t-test, one way ANOVA, post hoc comparison, and Pearson’s Moment Correlation Analysis techniques. The findings showed that students’ writing self-efficacy was average; however, most students’ performance of writing was found to be below average. In addition, boys and girls did not show a significant difference in their self-efficacy score of writing although these same groups indicated a significant variation in their performance of writing. The study further indicated that the students’ writing-self-efficacy was significantly correlated to their writing performance. Finally, students at different schools also showed different levels of abilities and self-efficacy beliefs of EFL writing. The study concluded that: (1) the writing performance of students in general and female students in particular was not up to the standard; (2) gender difference was not observed in the students’ self-efficacy belief of writing although it was apparently seen in their performance of writing; (3) students’ self-efficacy belief of EFL writing was a strong predictor of their performance of EFL writing. Accordingly, it is recommended that preparatory schools should design programs in which students make adequate writing practices, and English language teachers should also work at enhancing students’ self-efficacy belief of writing if they are to improve their writing capability.