Effect of Self-Efficacy on Pupils' Adaptation to New Curriculum Changes in Selected Primary Schools in Aba, Abia State

Curriculum change is a common feature in educational reform, aimed at improving learning outcomes and aligning teaching with contemporary societal needs. However, the success of such reforms largely depends on pupils’ ability to adapt to new curriculum content and instructional strategies. One critical psychological factor influencing this adaptation is self-efficacy, defined as an individual’s belief in his capacity to execute tasks successfully. This study investigates the effect of self-efficacy on pupils’ adaptation to new curriculum changes in basic education, focusing on selected primary schools in the Aba metropolitan area of Abia State, Nigeria. A correlational research design was adopted, targeting pupils in Primary 4 to 6 from ten selected public and private primary schools, including Eziobu Primary School, Abia State University Primary School, Academic Planet School, and Daughters Of Mary Mother Of Mercy Nursery and Primary School Aba. A stratified random sampling technique was employed to select a representative sample of 200 pupils. Data were collected using a structured questionnaire divided into two sections: self-efficacy scale and curriculum adaptation scale, both validated for reliability. Quantitative data were analyzed using Pearson’s correlation coefficient and regression analysis to determine the relationship between self-efficacy and adaptation to curriculum changes. Findings revealed that pupils with higher levels of self-efficacy demonstrated significantly better adaptation to new curriculum changes, including understanding new content, participating actively in lessons, and completing assigned tasks. Curriculum change is a common feature in educational reform, aimed at improving learning outcomes and aligning teaching with contemporary societal needs. However, the success of such reforms largely depends on pupils’ ability to adapt to new curriculum content and instructional strategies. One critical psychological factor influencing this adaptation is self-efficacy, defined as an individual’s belief in his capacity to execute tasks successfully. This study investigates the effect of self-efficacy on pupils’ adaptation to new curriculum changes in basic education, focusing on selected primary schools in the Aba metropolitan area of Abia State, Nigeria. A correlational research design was adopted, targeting pupils in Primary 4 to 6 from ten selected public and private primary schools, including Eziobu Primary School, Abia State University Primary School, Academic Planet School, and Daughters Of Mary Mother Of Mercy Nursery and Primary School Aba. A stratified random sampling technique was employed to select a representative sample of 200 pupils. Data were collected using a structured questionnaire divided into two sections: self-efficacy scale and curriculum adaptation scale, both validated for reliability. Quantitative data were analyzed using Pearson’s correlation coefficient and regression analysis to determine the relationship between self-efficacy and adaptation to curriculum changes. Findings revealed that pupils with higher levels of self-efficacy demonstrated significantly better adaptation to new curriculum changes, including understanding new content, participating actively in lessons, and completing assigned tasks.