Published Paper Details:

The researcher attempted to study the Academic Self Efficacy of Secondary School students in relation to their attitude towards Continuous and Comprehensive Evaluation (CCE) Programme perceived by students and this research was followed by survey method (descriptive). A sample of 150 secondary school teachers was taken based on stratified sampling from Bengaluru district Karnataka. For this reason, Academic Self-Efficacy Scale (2006) developed by Abdul Gafoor K. and P. Muhammed Ashraf and Students' Attitude Scale towards Continuous Comprehensive Evaluation developed by the researcher (2019) was used as research tool for the investigation along with personal information. The data were analyzed by employing mean, standard deviation, correlation, One-Way ANOVA along with Scheffe's Post hoc test and 't' test (independent) as statistical techniques. The level of significance was fixed at 0.05 level in all the cases. The correlation result confirmed a positive significant relationship between secondary school students' attitude towards CCE Programme and their academic self-efficacy and ANOVA result confirmed that there was significant difference in the Academic Self Efficacy of secondary school students having low, moderate and high attitude levels of CCE Programme. The students had favourable attitudes had higher academic self efficacy when compared to moderate and low attitude levels towards CCE Programme. This may be due to students perceived relevance and usefulness of CCE, feedback and self-regulation, social persuasion, emotional and physiological states. This can help students develop better self-regulation skills, which in turn can boost their academic self-efficacy. The ANOVA result also confirmed that there was a significant difference in the Academic Self Efficacy of secondary school students studying in government, private aided and private unaided schools. The government school students had higher academic self efficacy when compared to private aided and private unaided school students. The 't' test technique also showed that there was a significant difference in the Academic Self-Efficacy of secondary school boys and girls. The girls had higher academic self efficacy when compared to boys.