Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Pharmacy

Keywords

Senior High School; Self-Efficacy; Non-STEM Pharmacy Students; Motivation; Pharmacy Competencies

Abstract

This study aimed to explore the lived experiences of the non-STEM Pharmacy students in terms of their Self-Efficacy in the BS Pharmacy program. Specifically, the study aimed to determine the significance of mastery experiences, vicarious experiences, social persuasion, and both physiological and emotional states of the students on their self-efficacy in the BS Pharmacy program. The researchers employed a qualitative-transcendental phenomenological research design to gather the insights and experiences of the respondents through interviews. One-on-one, semi-structured interviews were conducted using an interview guide based on Bandura’s Self-Efficacy Theory of Motivation. The respondents of the study were seven (7) non-STEM pharmacy students, three (3) in the third year level, two (2) in the second year level, one (1) in the first year level, and one (1) in the fourth year level. There were four (4) respondents from the HUMSS strand and three (3) respondents from the ABM strand.

All gathered data were analyzed using thematic analysis where it generated five (5) main themes namely: (1) Limited Development of Pharmacy Competencies, (2) Lack of Model Figure in the Pharmacy Field, (3) External Influence on Students’ Motivation, (4) Emotional and Behavioral Barriers to Self-Efficacy, and (5) Compensatory Pharmacy Skills. The study suggests that the aforementioned themes had a significant contribution to the respondents’ level of self-efficacy in the college program.

First Advisor

Maria Teresa F. Mateo

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