Self-Efficacy and Technical Learning Outcomes in Junior High Automotive Program: The Mediating Role of Conceptual Understanding

This study investigated the relationship between self-efficacy and technical learning outcomes among Grade 10 students enrolled in the Automotive Program at Lutucan Integrated National High School, with emphasis on the mediating role of conceptual understanding. Using a descriptive-correlational research design with mediation analysis, the study examined how students’ beliefs in their capabilities influence technical learning outcomes and whether conceptual understanding serves as an intermediary factor in this relationship. Data were gathered through validated survey questionnaires measuring self-efficacy and conceptual understanding, while technical learning outcomes were assessed using performance-based evaluation results and academic records. Statistical tools employed included frequency and percentage, weighted mean, standard deviation, Pearson Product-Moment Correlation, and mediation analysis to determine the direct and indirect relationships among variables. Descriptive findings indicated that students generally demonstrated high levels of self-efficacy and conceptual understanding, along with satisfactory technical learning outcomes. Results of the mediation analysis revealed that conceptual understanding fully mediated the relationship between self-efficacy and technical learning outcomes. Specifically, self-efficacy did not directly predict technical performance when conceptual understanding was considered. Instead, self-efficacy enhanced students’ conceptual grasp of automotive principles, which subsequently contributed to improved technical competence. The findings highlight the importance of strengthening both self-efficacy and conceptual understanding in technical-vocational education to enhance students’ technical learning outcomes and overall competence in automotive servicing.