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@article{191991,
        author = {Yogisha S and M. C. Yarriswamy},
        title = {A Study on Effectiveness of Self-Reflection Practice on B.Ed. Students in Terms of Enhancing Self-Efficacy},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {9},
        pages = {45-51},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=191991},
        abstract = {The present study investigated the effectiveness of self-reflection practices in enhancing self-efficacy among B.Ed. students. In teacher education, self-efficacy plays a vital role in shaping instructional competence, classroom management, persistence, and professional confidence. Self-reflection is considered a powerful pedagogical strategy that enables student-teachers to critically analyze their experiences, beliefs, and instructional practices, thereby fostering self-awareness and professional growth. The study adopted a true experimental research design with a sample of 100 B.Ed. students selected from colleges affiliated to Kuvempu University, Karnataka. The participants were randomly assigned to an experimental group (n = 50) and a control group (n = 50). The experimental group was exposed to structured self-reflection practices such as reflective journaling, guided reflection, peer discussion, and mentor-supported reflection, while the control group followed conventional instructional practices. A standardized self-efficacy scale was administered as pre-test and post-test to both groups. Data were analyzed using independent samples t-test, paired samples t-test, and ANCOVA. The findings revealed no significant difference between the groups at the pre-test stage, confirming baseline equivalence. The control group showed no significant improvement in self-efficacy, whereas the experimental group demonstrated a statistically significant increase in self-efficacy scores. Furthermore, a significant difference was observed between the post-test scores of the experimental and control groups. The study concludes that structured self-reflection practices are highly effective in enhancing self-efficacy among B.Ed. students and recommends their systematic integration into teacher education programmes.},
        keywords = {Self-Reflection practice, Self-Efficacy.},
        month = {February},
        }