Examining The Relationship Between Textbook Formats, Students’ Self-Efficacy And Academic Performance In Higher Education

Ideally, educators would have sufficient data to understand how textbook formats (Ebook and Pbook) can transform negative student behaviors resulting from low self-efficacy to improve their academic performance (Alegre, 2014; Masa’deh et al., 2022). The problem driving this study is the lack of empirical data on the relationship between textbook format, student self-efficacy, academic performance, and behavioral factors that undermine student success in a self-regulated learning environment (Masa’deh et al., 2022). Also, there is a need for data that could inform strategies for solutions to poor student self-efficacy regarding textbook type and low academic performance (Alegre, 2014). This study used a quantitative research method to examine the relationship between textbook formats (Ebook and Pbook) and students’ self-efficacy regarding academic performance. The quantitative method featured ten research objectives operationalized using a 16-item self-report electronic survey. The researcher recruited 211 students from a southeastern university to participate in this study. The three key variables driving this study are textbook formats, student self-efficacy, and academic performance. The study determined these variables’ relationships and compared the self-efficacy scores between Ebook and Pbook users. The researcher found no significant difference between Ebook and Pbook users’ self-efficacy regarding academic performance. This finding may benefit teachers, students, university decision-makers, stakeholders, and textbook (Ebook and Pbook) publishers.