Analisis ciri-ciri Pembelajaran Kawalan Kendiri (PKK) pelajar Sains tingkatan empat daripada aspek motivasi dan strategi pembelajaran berasaskan profil demografi (IR)
This Self-Regulated Learning research was conducted to profile and analyze motivational aspects and learning strategies of science students in Malaysia. An improved instrument in Bahasa Melayu called The Motivation Strategies of Learning Questionnaire-Revised or MSLQ-R was developed for this purpose...
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| Format: | thesis |
| Language: | zsm |
| Published: |
2010
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=820 |
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| Summary: | This Self-Regulated Learning research was conducted to profile and analyze motivational aspects and learning strategies of science students in Malaysia. An improved instrument in Bahasa Melayu called The Motivation Strategies of Learning Questionnaire-Revised or MSLQ-R was developed for this purpose. This instrument was adapted from Motivation Strategies of Learning Questionnaire MSLQ developed by Pintrich et al., (1991). The Cronbach alpha values for the first pilot study were 0.817 for motivation and 0.922 for the learning strategies. In the second pilot study the aspect of motivation had a value of 0.894 the while learning strategies was 0.927. Both pilot studies revealed a high internal reliability of the instrument. The findings showed that the mean score of motivation (5.34) is higher than the mean score for the learning strategies (4.55). A multiple regresion test conducted on the hyphotesis showed that the two dimensions, namely motivation (=0.21, T=4.15, p <0.00) and learning strategies (=-0.23, T=-4.65, p <0.00) were significant predictors of Self-Regulated Learning. There was no significant difference between students of different demographic background on SRL as a whole, motivation (p >0.05, p >0.05) however a significant difference was shown in the learning strategies (p=0.01 <0.05). There was a significant difference between different genders in SRL. This difference was seen in motivation (p <0.05, p <0.05) but not in the learning strategies (p=0.07 >0.05). There is a significant difference between the different races (Malays, Chinese and Indians) on both motivation and learning strategies (p <0.05). A significant difference was also shown between high and low income groups (p=0.01 <0.05). The qualitative analysis suggests that there are SRL characteristics in the process of teaching such as goal setting, motivation and the overall teaching method. Data from students interviews showed that students were active practitioners of SRL, having characteristics such as making extrinsic goal orientation, control of learning, doing rehearsals, involved in peer learning and ability to seek help. However there are other aspects of SRL that was neglected. The implication of this findings can help students, teachers, student teacher and family to understand the SRL strategies that could come into play during teaching and learning. The impact of this study is to use SRL as a tool that can be practiced and integrated into the teaching and learning of science subjects in future. Furthemore, SRL strategies may help in enhancing students academic achievement disregarding their demographic profile and status. |
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