Elemen motivasi pembelajaran dan strategi pembelajaran yang mempengaruhi pencapaian matematik pelbagai etnik
Mathematics achievement is a measurement of knowledge required in the development of a country. The purpose of this study is to identify mathematical achievement score profile, learning motivation profile and learning strategy profile among various ethnic groups in Miri, Sarawak. This study examine...
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| Format: | Thesis |
| Language: | eng eng eng |
| Published: |
2020
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| Online Access: | https://etd.uum.edu.my/8379/1/Deposit%20Permission_s93608.pdf https://etd.uum.edu.my/8379/2/s93608_01.pdf https://etd.uum.edu.my/8379/3/s93608%20references.docx |
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| Summary: | Mathematics achievement is a measurement of knowledge required in the development of a country. The purpose of this study is to identify mathematical achievement score profile, learning motivation profile and learning strategy profile
among various ethnic groups in Miri, Sarawak. This study examines the equation modeling of motivation, learning strategy toward mathematic achievement. Instructional motivational instruments were modified from the Motivation Strategy Questionnaire for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia and McKeachie (1991). The study involved 602 students randomly selected in various ethnic at 13 secondary schools, Miri, Sarawak. A total of 199 Malay-Sarawak ethnic, 174 Chinese-Sarawak ethnic, 126 Dayaks and 126 Orang Ulu ethnic groups. Hypothesis model was tested using Partial Least Square software (SEM-PLS) to test
the model of measurement and structural equation model. Overall, the mathematical achievement of the four ethnic groups is modest with mean 1.95. The findings show that the mean achievement of ethnic Chinese-Sarawak mathematics is high. The highest point for the Malay-Sarawak ethnic is the dimensions of extrinsic orientation goals, Chinese-Sarawak ethnicity, Dayak and Orang Ulu are the dimensions of the
control of learning beliefs. Students' motivational variables in the study were at moderate high levels. The Malay-Sarawak ethnic learning strategy is the dimension of seeking help, ethnic Chinese-Sarawak is a self-reliant, Dayak and Orang Ulu are peerto-peer learning. Multivariate analysis shows that there is a significant difference between ethnic Malay-Sarawak, ethnic Chinese-Sarawak, Dayaks and Orang Ulu for the intrinsic orientation goals dimension, value of the assignment, and test concerns. The analysis of the study found that non-intermediate relationship between learning strategies and learning motivation toward mathematic achievement. This finding is
beneficial to students, parents, and educators at schools, departments and Education Ministries as guides to produce students who can develop their potential in mathematic
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