The Effect of Self-Efficacy and Teaching Methods on Academic Performance in Private Education Institutions in the State of Kuwait

Abstract

This study aims to examine the effect of self-efficacy and teaching methods on the academic performance of students enrolled in private education institutions in the state of Kuwait. Self-efficacy refers to individuals' beliefs in their capabilities to accomplish specific tasks and overcome challenges. The required data was gathered by using a survey that targeted undergraduate college students. The targeted population involves undergraduate students at Algonquin College of Kuwait. Findings reveal a significant positive relationship between students' self-efficacy levels and their academic performance, highlighting the importance of fostering confidence and resilience in educational contexts. Moreover, the study identifies key teaching methods, such as active learning techniques and technology integration, that contribute to enhanced student engagement and comprehension. The interaction between self-efficacy and teaching methods underscores the need for educators to adopt evidence-based instructional practices that empower students and promote a growth mindset. The implications of these findings extend to educators, administrators, and policymakers seeking to optimize learning environments and facilitate student success in private education institutions. By prioritizing the development of students' self-efficacy beliefs and leveraging effective teaching strategies, educational stakeholders can cultivate a culture of academic excellence and student empowerment in Kuwait's private education sector.