Abstract
Self-efficacy plays a crucial role in academic success and overall well-being. This study investigated the potential of game-based learning (GBL) to enhance self-efficacy in Form Four students from a secondary school in Seberang Perai Selatan, Pulau Pinang. By gaining insight into students' self-efficacy profiles, educators can adapt their teaching strategies, provide targeted support and create a positive learning environment that promotes self- confidence and performance in science tasks. The collected data were analysed using descriptive statistics and, Pearson’s correlation. Following a GBL activity, 59 students completed a general self-efficacy (GSE) survey. Descriptive analysis revealed an average GSE score (M = 3.10, SD = 0.65), indicating that students have average self-efficacy when trying to solve the game’s problems. Pearson’s correlation analysis identified significant positive correlations between items focussing on confidence in academic and non-academic tasks, suggesting a holistic strengthening of self-efficacy through GBL. This study lays the groundwork for further research exploring how specific GBL design elements impact different aspects of self-efficacy and contribute to long-term learning outcomes.
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