Pedagogical Research

• Abualrob, M., & Al-Saadi, S. H. (2019). Performance-based assessment: Approach and obstacles by higher-elementary science teachers in Palestine. Journal of Education and Learning, 8(2), 198-206. https://doi.org/10.5539/jel.v8n2p198
• Ali, S. (2022). E-learners’ self-efficacy for online courses: Self-efficacy for IT use as a predictor for academic self-efficacy. Pakistan Journal of Distance and Online Learning, 7(2), 87-104.
• AlKhateeb, M. A. (2018). The effect of using performance-based assessment strategies to tenth-grade students’ achievement and self-efficacy in Jordan. Kıbrıslı Eğitim Bilimleri Dergisi [Cypriot Journal of Educational Sciences], 13(4), 489-500. https://doi.org/10.18844/cjes.v13i4.2815
• Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150. https://doi.org/10.1016/j.tate.2018.03.020
• Arhin, A. K. (2015). The effect of performance assessment-driven instruction on the attitude and achievement of senior high school students in mathematics in Cape Coast Metropolis, Ghana. Journal of Education and Practice, 6(2), 109-116.
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
• Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942. https://doi.org/10.1080/03075079.2014.999319
• Berman, S. (2008). Performance-based learning: Aligning experiential tasks and assessment to increase learning. Corwin Press.
• Butakor, P. K., & Ceasar, J. (2021). Analysing Ghanaian teachers’ perceived effects of authentic assessment on student performance in Tema Metropolis. International Journal of Curriculum and Instruction, 13(3), 1946-1966.
• de Fátima Goulão, M. (2014). The relationship between self-efficacy and academic achievement in adults’ learners. Athens Journal of Education, 1(3), 237-246. https://doi.org/10.30958/aje.1-3-4
• Espinosa, L. F. (2015). Effective use of performance-based assessments to identify English knowledge and skills of EFL students in Ecuador. Theory and Practice in Language Studies, 5(12), 2441-2447. https://doi.org/10.17507/tpls.0512.02
• Etherton, K., Steele-Johnson, D., Salvano, K., & Kovacs, N. (2022). Resilience effects on student performance and well-being: The role of self-efficacy, self-set goals, and anxiety. The Journal of General Psychology, 149(3), 279-298. https://doi.org/10.1080/00221309.2020.1835800
• Fitriyana, N., Wiyarsi, A., Sugiyarto, K. H., & Ikhsan, J. (2021). The influences of hybrid learning with video conference and” chemondro-game” on students’ self-efficacy, self-regulated learning, and achievement toward chemistry. Journal of Turkish Science Education, 18(2), 233-248. https://doi.org/10.36681/tused.2021.62
• Freiberger, V., Steinmayr, R., & Spinath, B. (2012). Competence beliefs and perceived ability evaluations: How do they contribute to intrinsic motivation and achievement? Learning and Individual Differences, 22(4), 518-522. https://doi.org/10.1016/j.lindif.2012.02.004
• Heydarnejad, T., Tagavipour, F., Patra, I., & Farid Khafaga, A. (2022). The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy. Language Testing in Asia, 12(1), 1-21. https://doi.org/10.1186/s40468-022-00202-4
• Hollandsworth, J., & Trujillo-Jenks, L. (2020). Performance-based learning: How it works. https://www.facultyfocus.com/articles/teaching-and-learning/performance-based-learning-how-it-works/
• Hussein, A. & Tawfik, F. (2016). The degree of use of alternative assessment strategies by home economics teachers and the relationship with their female students’ self- efficacy in Najran region. Arts and Design Studies, 39, 38-52.
• Kazempour, M., & Sadler, T. D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: A multi-case study. Teaching Education, 26(3), 247-271. https://doi.org/10.1080/10476210.2014.996743
• Mahasneh, A. M., & Alwan, A. F. (2018). The effect of project-based learning on student teacher self-efficacy and achievement. International Journal of Instruction, 11(3), 511-524. https://doi.org/10.12973/iji.2018.11335a
• Maier, A., Adams, J., Burns, D., Kaul, M., Saunders, M., & Thompson, C. (2020). Using performance assessments to support student learning: How district initiatives can make a difference. Learning Policy Institute. https://doi.org/10.54300/213.365
• Manowaluilou, N., & Reeve, E. M. (2022). Pre-service teachers’ self-efficacy support systems resulting in a desire to become teachers. International Education Studies, 15(2), 41-53. https://doi.org/10.5539/ies.v15n2p41
• Ngman-Wara, E. I. D. (2012). Pre-service secondary school science teachers science teaching efficacy beliefs. African Journal of Educational Studies in Mathematics and Sciences, 10, 91.
• Oppong Frimpong, S. (2021). The role of teaching and learning materials and interaction as a tool to quality early childhood education in Agona East District of the Central Region of Ghana. African Educational Research Journal, 9(1), 168-178. https://doi.org/10.30918/AERJ.91.20.112
• Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11(2), 239-266.
• Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71-82. https://doi.org/10.3991/ijet.v15i08.12525
• Siaw, W. N., Yeboah, A., Konama, A., & Nartey, E. D. (2022). Effect of junior high school science teachers’self-efficacy on pupils performance. Journal of Critical Reviews, 9(3), 38-55.
• Suryadi, B., & Santoso, T. (2017). Self-efficacy, adversity quotient, and students’ achievement in mathematics. International Education Studies, 10(10), 12-19. https://doi.org/10.5539/ies.v10n10p12
• Taibu, R., & Ferrari-Bridgers, F. (2020). Physics language anxiety among students in introductory physics course. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), em1835. https://doi.org/10.29333/ejmste/111993
• Taale, K. D. (2012). Regular classroom assessment as a means of enhancing Teacher Trainees’ understanding of concepts in electricity and magnetism. African Journal of Educational Studies in Mathematics and Sciences, 10, 111-126.
• Tenaw, Y. A. (2013). Relationship between self-efficacy, academic achievement and gender in analytical chemistry at Debre Markos College of teacher education. African Journal of Chemical Education, 3(1), 3-28.
• Yan, Z., Lee, J. C.-K., Hui, S. K. F., & Lao, H. (2022). Enhancing students’ self-efficacy in creativity and learning performance in the context of English learning: The use of self-assessment mind maps. Frontiers in Psychology, 13, 871781. https://doi.org/10.3389/fpsyg.2022.871781
• Yavuz, S., & Guzel, U. (2020). Evaluation of teachers’ perception of effective communication skills according to gender. African Educational Research Journal, 8(1), 134-138. https://doi.org/10.30918/AERJ.82.20.010
• Yeboah, A., & Siaw, W. N. (2020). The impact of inquiry-based method of teaching on the academic performance of primary education students of Atebubu College of Education in general chemistry. European Journal of Basic and Applied Sciences, 7, 1.

APA

Adjei, Y., Osei-Himah, V., Duku, P., & Siaw, W. N. (2023). The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics. Pedagogical Research, 8(4), em0168. https://doi.org/10.29333/pr/13388

Vancouver

Adjei Y, Osei-Himah V, Duku P, Siaw WN. The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics. PEDAGOGICAL RES. 2023;8(4):em0168. https://doi.org/10.29333/pr/13388

AMA

Adjei Y, Osei-Himah V, Duku P, Siaw WN. The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics. PEDAGOGICAL RES. 2023;8(4), em0168. https://doi.org/10.29333/pr/13388

Chicago

Adjei, Yeboah, Valentina Osei-Himah, Prince Duku, and Wilson Nketia Siaw. "The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics". Pedagogical Research 2023 8 no. 4 (2023): em0168. https://doi.org/10.29333/pr/13388

Harvard

Adjei, Y., Osei-Himah, V., Duku, P., and Siaw, W. N. (2023). The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics. Pedagogical Research, 8(4), em0168. https://doi.org/10.29333/pr/13388

MLA

Adjei, Yeboah et al. "The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics". Pedagogical Research, vol. 8, no. 4, 2023, em0168. https://doi.org/10.29333/pr/13388