Abstract
Students in general lack confidence in their abilities and skills pertaining to specific tasks. Self-confidence surveys can help assess students’ confidence in learning relevant skills and materials. Based on this, a self-confidence survey was introduced as part of a group task designed to develop learners’ collaborative competencies in a course, ‘Environmental Impact Assessment’. Students were assigned to work together on three consecutive tasks (Screening, Scoping, and Impact Assessment) that were designed in sequence to achieve the course learning outcomes. Eighty-one student respondents completed the survey across three consecutive semesters in the same course (Batches 1–3). Inferential statistics were used to understand students’ confidence perceptions during the group learning task. Overall, the results showed that student confidence perception develops as they progress in performing tasks; however, the development curve varies across batches. Batch 1 demonstrated the highest overall increase in self-confidence, rising by 31.29% from the initial Screening assessment to the final Impact Assessment stage, indicating continuous growth throughout the process. Batch 3 showed a significant positive trend, recording a 15.19% increase in self-confidence from the initial assessment to the impact stage, correlating with strong performance in the final Task. Conversely, Batch 2 displayed the lowest overall change (+2.83%), including a slight decrease (–0.90%) in the final stage, suggesting inconsistent progression. These results highlight differential rates of self-confidence development across the batches participating in sequential assessment tasks.
Presenters
Hameed Sulaiman Seyed MohamedAssociate Professor, Biology, Sultan Qaboos University, Masqat, Oman Ghiyatha Al Wardi
Lecturer, College of Applied Sciences and Pharmacy / Applied Biotechnology, University of Technology and Applied Science, Oman
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Students’ Perception, Self-confidence, Collaborative Learning
