SCIENTIFIC MEDIA LITERACY SKILLS, SELF-EFFICACY, AND THEIR RELATIONSHIPS WITH SCIENCE ACHIEVEMENT AMONG MATTHAYOM 2 STUDENTS IN SAMUT PRAKAN PROVINCE
DOI:
https://doi.org/10.55003/JIE.25216Keywords:
Scientific media literacy skills, Self-efficacy, Science achievement, Mixed methods researchAbstract
This embedded mixed-methods study used a quantitatively driven design. The quantitative strand involved 951 students selected through stratified random sampling by school size from schools under the Secondary Educational Service Area Office Samut Prakan. The qualitative strand involved 12 purposively selected students whose test scores represented different skill levels. Research instruments included a 30-item scenario-based scientific media literacy test covering skills in accessing, analyzing, evaluating, creating, and participating; a 15-item self-assessment scale of perceived capability in the same five skill areas; and a semi-structured interview protocol. The reliability coefficients of the test and the self-assessment scale were 0.82 and 0.89, respectively. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, Pearson correlation, and Spearman rank correlation at the .01 significance level, while interview data were analyzed through content analysis. The results indicated that students’ overall scientific media literacy was at the comprehension level ( = 13.41, SD = 5.35; 44.70%). The largest proportion of students was at the comprehension level (48.16%), followed by the analysis and interpretation level (33.12%).
Their overall self-efficacy was high ( = 17.41, SD = 3.48; 69.64%), although evaluating and creating skills were only moderate. Scientific media literacy had a positive, statistically significant but low correlation with self-efficacy (r = .210, p < .01) and science achievement (rs = .309, p < .01). Qualitative findings showed that students commonly encountered science and health information through TikTok, Instagram (IG), and YouTube, checked information mainly via Google, teachers, trusted adults, or artificial intelligence (AI) tools, and varied considerably in evaluating evidence, source credibility, underlying persuasive intent, and responsible sharing behavior. These findings suggest that science instruction should explicitly integrate source verification, evidence evaluation, ethical media creation, and responsible participation in online scientific communication.
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