PRE-SERVICE TEACHERS' SELF-EFFICACY, ATTITUDES AND ACADEMIC PERFORMANCE WITH REGARD TO UNDERGRADUATE RESEARCH MODULES

The study investigated the significant role that self-efficacy and attitude play in determining pre-service teachers' performance within research modules at HEIs. Almost 90 per cent of final year education students (n = 128) at private HEIs, emphasise their dislike for research. They also express their struggle in understanding research modules and how the research modules in their training relate to the teaching profession. This concurrent mixed-method study uses both qualitative and quantitative research to help explain the findings regarding pre-service teachers' apprehensions and challenges relating to research modules. The study also determines preservice teachers' self-efficacy and attitude by administering a survey before the commencement of the research methodology module and qualitative questionnaire upon completion of the research module. By determining pre-service teachers' self-efficacy and attitude, the effectiveness of the research modules is also determined. The relationship between pre-service teachers' self-efficacy, attitude and research module performance as an aspect of the B.Ed. Foundation Phase education curriculum is established. The generic nature of research methodology modules within the B.Ed. curriculum allows this case study's findings to be useful to any other discipline's research methodology modules at other HEIs. This study adds to the advancement of institutional research across HEIs and motivates interdisciplinary collaboration across South Africa.