Effect of Solar System Scope Application as an Instructional Material on Students’ Solar System Academic Achievement and Self-Efficacy

This study explored the impact of the Solar System Scope (SSS) application on Grade 11 students’ academic achievement and self-efficacy towards the solar system concepts within their Physical Science subject. The study employed a quasi-experimental pretest-posttest design to compare the academic achievement of students who received instruction through traditional methods with those who received instruction through the SSS application. The data showed that students who were taught using the SSS application attained significantly higher levels of academic achievement in their posttest. Thus, findings revealed a significant improvement in academic achievement among students engaged with the SSS program compared to those following traditional instruction methods, as suggested by the significant difference in their pretest and posttest scores. The study also demonstrated a significant difference between the posttest scores of the SSS group and the conventional instruction group, indicating the effectiveness of the SSS application in enhancing students’ understanding of solar system concepts. Furthermore, students were found to have a strong belief in their capability to accomplish activities and overcome difficulties while using the application, as indicated by their self-efficacy towards agreement with all of the statements related to self-efficacy (M = 3.36). Finally, the examination of the relationship between students’ academic achievement in learning solar system concepts and their self-efficacy post-SSS application usage indicates an absence of significant correlation.