World Applied Sciences Journal 35 (8): 1568-1573, 2017 ISSN 1818-4952 © IDOSI Publications, 2017 DOI: 10.5829/idosi.wasj.2017.1568.1573 Corresponding Author: Dr. K.H. Loh, School of Liberal Arts and Sciences, Faculty of Arts and Social Sciences, Taylor’s University, Malaysia. 1568 The Relationship Between Academic Self-Efficacy and Learning Performance in Problem-Based Learning Environment K.H. Loh School of Liberal Arts and Sciences, Faculty of Arts and Social Sciences, Taylor’s University, Malaysia Abstract: This research aims to investigate the relationship between Academic Self-Efficacy (ASE) of university students in PBL Environment and their Learning performance. Learning performance comprises of learning satisfaction, learning attitude and learning score. The data was collected from 78 students of both genders, with average age of 18 years old and from various countries, selected from the second year of their undergraduate study participated in this research. The learning performance of participated students was captured at the end of PBL activities. A questionnaire adapted from Klobas was used to measure the academic self-efficacy ( =.71). The data was analyzed using Bivariate Pearson’s correlation coefficients in SPSS to determine the degree of correlation or association between Academic Self-efficacy and learning performance. The analysis of the data indicated that a significant relationship exists between Academic self-efficacy and Learning Performance (r=0.32, at 0.01 level) Key words: Academic self-efficacy Learning performance Problem-based learning Outcome-based education INTRODUCTION the key to PBL in higher education as it transforms A paradigm shift from traditional lecture system learners. to outcome-based education (OBE) have been occurred The academic achievement of the students in PBL in the past decades, whereby student centered approach environment is measured through the learning such as problem-based learning (PBL) is being adopted to performance at the end of their PBL activities. It is measure the learning outcome and students’ performance. expressed as a function of the sum of learning In the OBE system, students' learning will be measured in satisfaction, learning attitude (subjective measure) and terms of what they are capable of doing at the end of learning score (objective measure) throughout the learning, not what has been taught. Thus, problem learning process in the PBL environment. based learning (PBL) is being increasingly adopted in Academic self-efficacy refers to students’ beliefs in higher education as one of the teaching and learning their capabilities to learn, to accomplish a task, or to strategy in OBE. succeed in an activity. It is the “self-evaluation of one’s PBL environment is defined as a constructivist ability and/or chances for success in the academic learning environment designed in such a way as to environment” [2]. It is worthwhile to investigate the stimulate a situation for the students to gain or acquire relationship between the learning performance and content knowledge of the subject area through the academic self-efficacy in the PBL environment. philosophy of “learning how to learn the material” for its Academic self-efficacy is the “self-evaluation of students [1]. In this environment, learning is triggered one’s ability and chances for success in the academic by a carefully selected and well-designed problem environment” [2]. In his study of academic self-efficacy of that demand from the learner in acquisition of critical college students, [2] found that academic self-efficacy had knowledge, problem-solving proficiency, self-directed the highest correlation (r =.496) as a predictor of GPA, learning strategies and team participation skills. It has which is a common measure for academic success. Parajes become an important notion that learning how to learn is [3] found academic self-efficacy to be a strong predictor university students to become independent and lifelong