Sunday, October 12, 2008

FACTORS THAT INFLUENCES STUDENT'S PERFORMANCE IN UiTM MALACCA




UNIVERSITY TECHNOLOGY MARA
(MALACCA CITY CAMPUS)

FACULTY OF BUSINESS MANAGEMENT
BACHELOR OF BUSINESS ADMINISTRATION (HONS) FINANCE

“FACTORS THAT INFLUENCE STUDENT’S PERFORMANCE IN UiTM MALACCA”

PREPARED FOR
Assoc. Professor Haji Sa’aban Haji Salim
BEL 422 Lecturer UiTM Melaka
In Fulfilment for BEL 422
BY
Nurul Fazlin Ab. Mutalib 2007281524
Puteri Syahabanun Baharin 2007281602
Siti Rohani Abdul Aziz 2007281567
Wan Nurashikin Mahmood 2007281566

16th October 2008



ABSTRACT


This study was carried out to identify the most factors that influence the student performance. The 50 respondents are comes from UiTM students in Malacca City Campus. The research was conducted by giving out the questionnaire to respondents for different courses, age, background and etcetera. A set of questionnaire was designed to gain primary data from the respondents about the factors that influence their performance the most. The overall findings of the study indicates that peers influence was the most factors that majority of students experience while achieving some certain level of performance. In conclusions, some suggestions have been made to enhance the achievement of students and recommendation for future research has also been included in the final part of the report.



TERM OF REFERENCE


On 10th July 2008, Siti Rohani, Nurul Fazlin, Puteri Syahabanun and Wan Nurashikin from Faculty Business Study (Finance), were instructed by Prof. Assoc. Hj Sa’aban Hj Salim, BEL 422 lecturer, UiTM Malacca to carry out the study on “The Factors that Influence Student’s Performance”.

The study must include all the relevant information including findings, conclusions and recommendation and must be submitted on or before 16th October 2008.



ACKNOWLEDGEMENT


In the name of Allah The Most Beneficent and Most Merciful. Thanks to Allah The Most Merciful for giving us the courage to complete this course work. Upon to complete of this coursework, I wish to record my highest appreciation to our respective lecturer Associate Professor Haji Sa’aban Bin Haji Salim not only for conducting his class successfully but for his diligence, kindness, and motivation for me to complete this assignment.
My thanks also go to my parents and family for giving me such worth while, motivation, financial support and love throughout our thick and thin. May Allah bless all of you. I further extend my thanks to my friends, relative, and house mate for their indirect contribution and helping us in completing this assignment.
Last but not least to official of our university's library for letting me to make revision and some copies of reference for us to complete this assignment. Lastly their valuable contribution and sincerity are instrumental and achieving idea of this project. May Allah bless you all .Thank you.



LIST OF TABLES

Table 1.0 In Class working Activities
Table 2.0 The Respondent’s Gender
Table 3.0 The Respondent’s Age
Table 4.0 The Respondent’s Course
Table 5.0 The Current CGPA
Table 6.0 The Dean List Achievement
Table 7.0 The Level of Father’s Education
Table 8.0 The Level of Mother’s Education
Table 9.0 The Average of Parent’s Income per Month.
Table 10.0 The Factors That Affecting The Student Performance
Table 11.0 The Frequency The Respondents Absent From The Class In One Semester
Table 12.0 The Time Spend To Study Per Day
Table 13.0 The Times Spend To Watching Television Per Day
Table 14.0 “My Academic Performance Is Influenced By My Peers”
Table 15.0 “My Academic Performance Is Influenced By My Family Background”
Table 16.0 “I Study Only When There Are Exams or Test”
Table 17.0 “Are You Satisfied With Your Academic Performance”
Table 18.0 “The Major Satisfaction In My Life Comes From My Academic Performance”
Table 19.0 “My Academic Achievement Enables Me to Make Significant Contribution To Society”
Table 20.0 “The Action Should Be Taken By UiTM”
Table 21.0 “The Major Factor That Influences Achievement in Academic”



LIST OF FIGURES

Figure 1.0 The Respondent’s Gender
Figure 2.0 The Respondent’s Age
Figure 3.0 The Respondent’s Course
Figure 4.0 The Current CGPA
Figure 5.0 The Dean List Achievement
Figure 6.0 The Level of Father’s Education
Figure 7.0 The Level of Mother’s Education
Figure 8.0 The Average of Parent’s Income per Month.
Figure 9.0 The Factors That Affecting The Student Performance
Figure 10.0 The Frequency The Respondents Absent From The Class In One Semester
Figure 11.0 The Time Spend To Study Per Day
Figure 12.0 The Times Spend To Watching Television Per Day
Figure 13.0 “My Academic Performance Is Influenced By My Peers”
Figure 14.0 “My Academic Performance Is Influenced By My Family Background”
Figure 15.0 “I Study Only When There Are Exams or Test”
Figure 16.0 “Are You Satisfied With Your Academic Performance”
Figure 17.0 “The Major Satisfaction In My Life Comes From My Academic Performance”
Figure 18.0 “My Academic Achievement Enables Me to Make Significant Contribution To

Society”
Figure 19.0 “The Action Should Be Taken By UiTM”
Figure 20.0 “The Major Factor That Influences Achievement in Academic”



LIST OF ABBREVIATIONS


CGPA - Cumulative Grade Point Average
DL - Dean List
PhD. - Doctor of Philosophy
PMR - Penilaian Menengah Rendah
SPM - Sijil Pelajaran Malaysia
SPSS - Statistical Package for Social Sciences
UiTM - Universiti Teknologi MARA



1.0 INTRODUCTION

1.1 Background of the Study

The education profession has experienced significant changes and revisions of curriculum and program requirements in the past decade. The changes brought new educational challenges and opportunities. Although some colleges experienced enrollment declines from time to time, most postsecondary enrollments have notably increased in all parts of the country and every community. The major objective of this study is to examine factors affecting student behavior and performance at City campus of University Technology of Mara.
This study seeks to examine the effects of socioeconomic background and university environmental variables on college performance. The study includes factors reflecting students' family socioeconomic background, parents' education, students' attendance percentage in class, influence of peers and out-of-class experiences to examine the assumption that academic development is a result of complex and interactive conditions in-and-out of classrooms.


1.2 Statement of Problem


Educational standards are continuously revised and often raised while competition for high-achieving students has intensified. The initiatives are intended to meet challenges stemming from increased demand for educational reforms and new programs. Indeed, the key to enhanced learning is the creation of an environment that encourages students to pursue educational activities in-and-outside classrooms. Thus, for example at South Carolina State University (SCSU) School of Business, professional development programs, internship programs, and an office of student services have been created, integrated, and structured to attract, retain, and help students in their professional and academic development.
In the increasingly competitive markets for high quality students entering colleges or universities, there is a need to identify and evaluate the effects of the factors affecting performance and satisfaction in college.


1.3 Purpose of Study


Given the performance of UiTm Malacca City Campus are influenced by wide variety of factors such students' family socioeconomic background, parents' education, students' attendance percentage in class, influence of peers and out-of-class experiences. In response to this possible concern, a special research committee was set up recently to investigate the issues further. The purpose of the study describe in this research report was to assess the current most influenced factors that gave impact on performance of student in UiTM Malacca City Campus. Thus, the recognition of those factors will assist the both side either management of UiTM and students itself to enhance the current level of performance.


1.4 Objective of Study


The objectives of this study are listed below.
1. To describe the current level of students’ performance in UiTM Malacca.
2. To investigate extend of factor that influence performance the most.
3. To find out if there are any internal factors contributed to the performance level.
4. To explore the current and near future state of enhancement that may serve as solution to increase the status of UiTM as whole.


1.5 Research Question


The research questions are identified as below.
1. What is the current level of students’ performance in UiTM Malacca?
2. What are the factors that influence performance the most?
3. Are there any internal factors that contributed o the performance level?
4. What are the possible current and near state of enhancement that may serve as solution to increase the status of UiTM as whole?


1.6 Significance of Study


Although currently there is no concrete evidence to show the exact factors that influence the performance of students the most, the findings of this study are important to assist the UiTM management as well as students to generate new formulation in order to enhancing the overall students’ performance. This study may bring new ideas due to its trace for the most factors that affect the quality of study among the students then the weaknesses could be capitalized to create strength.


1.7 Scope of the Study


This study involved the participation of 50 respondents that vary in terms of courses taking by students in UiTM Malacca City Campus. The respondents, who were between the age of 20 and above 26 years old, were randomly, selected by the researcher themselves. The data are collected through giving out questionnaires that distributed by hand starting from July till August 2008. This study are carry out about four month before presentation were been made.




2.0 LITERATURE REVIEW

2.1 Peers Influence

Epple, Newlon, and Romano (2002) states grouping students in classrooms by ability can likewise have significant impacts on student achievement, depending on the magnitude of peer influences.[1]

Figlio (2005) focuses on the effects of peer behaviour on student outcomes. Employing data from a single large Florida school district, he estimates the impact of peer disruptive behaviour on individual student behaviour and test scores. He controls for student heterogeneity via student fixed effects, but does not include time-varying student covariates or teacher controls. He employs a novel identification strategy; the fraction of boys with female-sounding names in a classroom is used as an instrument for peer behaviour. He finds that peer disruptive behaviour is associated with both an increased likelihood that a student is suspended and a reduction in achievement test scores.[2]

Stinebrickner and Stinebrickner (2001) found “compelling evidence of peer effects in first semester grades” for women, but not men, at Berea College (p. 8). They speculated that women may be more accepting of roommates with different backgrounds.[3]

Zimmerman (1999, 2001) found there were somewhat contradictory to Goethe results but again it proved that students performance depends on number of different factors, it says that weak peers might reduce the grades of middling or strong students.[4]


Sacerdote’s (2000) study with Dartmouth students found that roommates in the top 25% on academic indices lift one’s own grades, and no gender differences were reported.[5]

2.2 Attendance In Class


Devadoss and Foltz (1996) report significant positive effects of class attendance on student performance from a survey-based analysis of students, across for US universities.[6]

Romer (1993) presented quantitative evidence on absenteeism and performance in economics courses at 3 universities in the US. Romer reported absenteeism to be ‘rampant’, with an overall absence rate of about one-third. Romer also reported evidence consistent with the hypothesis that absence affects student performance adversely, while acknowledging that no causal effect had been demonstrated given the endogenous nature of the relationship between attendance and performance. [7]

Kirby and McElroy (2003) clarifies that attending lectures yields a positive and significant impact on exam performance. They found that the average effect of absences on performance is modest, but that there are substantial adverse effects when absence exceeds certain threshold levels.[8]
Park and Kerr (1990) found the role of class attendance was statistically significant in explaining student grades in those classes.[9]


Martins and Walker (2006) find no significant effects of class attendance on performance for students in the Economics Department at a leading UK University, and also find no significant effects of smaller classes on improved performance.[10]

Schmidt (1983) measured the impact of time commitments by students to various course activities on the students' performance in the given class. The most valuable and important time commitment in a course was the time actually spent in the classroom. That time was the most important determinant of student success and each unit of time in the class itself provided, among all the class related activities, the greatest improvement in student performance. The next most important time spent on a class was any time spent in discussion sections that accompanied the lectures. Third in importance was any time spent studying outside of class preparing for the class session itself.[11]

2.3 Family Income


Tony Schwartz (1999) clarifies the strongest correlation that exists to future success is family income. This should come as no surprise. Children who grow up in more affluent or highly educated families enjoy advantages that begin at birth with a more intellectually stimulating environment. They go on to attend better schools, enjoy more cultural opportunities and travel more widely. Their parents also have the educational background and resources to help them along the way and to expose them to a culture of high expectations and high achievement.[12]


2.4 Parents Education


Zajonc (1976) describes family background variables are investment in human capital. Zajonc found that more educated parents would transfer some of their skills and knowledge to their children.[13]


2.5 Classroom

Betts and Zau (2004) estimate classroom-level effects on standardized test-score gains in San Diego, controlling for student fixed effects and for several observed teacher characteristics, but they do not employ teacher fixed effects. They also limit their tests to elementary school students, on the grounds that only elementary students spend most of their time in a single classroom and therefore, presumably, are more susceptible to the influence of classroom peers than are students who move across classrooms throughout the day.[14]



3.0 RESEARCH METHODOLOGY

3.1 Introduction


This section discusses the methodology of the research. The main purpose of the research is to investigate the factors that influence student’s performance in UiTM Malacca. To asses and evaluate the factors, a city campus of UiTM situated in the Malacca was chosen. Data for research was collected through questionnaire.

3.2 Research Instruments


This research utilized the quantitative research methodology. The instrument used to collect the data was questionnaire. A set of questionnaire containing 20 questions divided into 3 sections was developed. The questionnaire was checked by Assoc. Professor Haji Sa’aban Haji Salim to asses its validity before it was distributed.

3.3 Respondents of the Study
The respondents of the study were part 2 until last year undergraduates from different courses at UiTM City Campus, Malacca. In 14th August 2008, a total of 50 questionnaires were distributed to students at different courses of the university. The courses involved were Bachelor in Admin Science, Bachelor in Accounting, Bachelor in Finance, Bachelor in Human Resource, Bachelor in Insurance, Bachelor in International Business, Bachelor in Marketing and Bachelor in TESL. A total of 50 students from these various courses returned the questionnaires. Of these numbers, 15 were male students while the rest of 35 were female students.

3.4 Research Procedure


Before the actual data collection period, the questionnaire was checked by our professor to asses the validity of the research instrument. During the actual study, the questionnaires were distributed at various locations on campus such as at the library. The respondents have been given about ten minutes to answer the questionnaire.

3.5 Data Analysis


To analyse the data, a total of five variables were taken into consideration namely peer influence, attendance in class, study hours after class, family income and parent’s education. Data were entered into the computer using SPSS software. Results were presented through frequency counts and other descriptive statistics.

3.6 Unit of Analysis


The unit of analysis refers to the level of aggregation of the data collected during the subsequent data analysis stage. Our study in about the factors that influence student’s performance and here the unit of analysis is the individual. We were looking at the data gathered from each individual and treating each student’s response as an individual data source.

3.7 Sample Size


A sample is a subset of the population. It comprised some members selected from it. In other words, some, but not all, elements of population would form the sample. Our study drawn 50 members from a population of hundreds students to asses the factors that influence their performance, then these 50 members will be the sample. In a simple word, our sample size of this study is 50 students.

3.8 Sampling Technique


Sampling is the process of selecting a sufficient number of respondents from the population. The reasons for using a sample, rather than collecting data from the entire population, are self-evident. In research investigations involving several hundreds and even thousands of respondents, it would be practically impossible to collect data from, or test, or examine every respondent. In our study, we used a simple random sampling technique because every student has a known and equal chance of being selected as a respondent. In other words, respondents were selected randomly.



4.0 FINDINGS AND DISCUSSION


Based on our study we reveal the following findings:

4.1 The gender of the respondent.

Frequency

Percent
male
15
30.0
female
35
70.0
Total
50
100.0







TABLE 2.0: THE RESPONDENT’S GENDER













FIGURE 1.0: THE RESPONDENT’S GENDER


Based on the pie chart above, 70% of the research respondents were female while another 30% were male.









4.2 The age of the respondent.

Frequency
Percent
18 - 20 years old
9
18.0
21 - 23 years old
23
46.0
24 - 26 years old
12
24.0
Above 26 years old
6
12.0
Total
50
100.0








TABLE 3.0: THE RESPONDENT’S AGE

















FIGURE 2.0: THE RESPONDENT’S AGE


Based on figure 2.0, there were 18% of the respondents in the range of 18 to 20 years old. 46% of the respondents were in the range of 20 to 23 years old. While 24% of the respondents between the range of 24 to 26 years old. The rest were 12% of the respondents in the range above 26 years old.







4.3 The course taken by the respondent.

Frequency
Percent
Admin Science
5
10.0
Accounting
8
16.0
Finance
11
22.0
Human Resource
7
14.0
International Business
6
12.0
Insurance
5
10.0
Marketing
4
8.0
TESL
4
8.0
Total
50
100.0

















TABLE 4.0: THE RESPONDENT’S COURSE























FIGURE 3.0: THE RESPONDENT’S COURSE

Based on the above chart, 10% of the respondents were taken Bachelor in Admin Science. While 16% of the respondents were taking Bachelor in Accounting whereby 22% of the respondents were taken Bachelor in Finance.14% of the respondents were taken Bachelor in Human Resource. 12% of the respondents were taken Bachelor in International Business. 10% of the respondents were taken Bachelor in Insurance. 8% of the respondents were taken Bachelor in Marketing. 8% of the respondents were taken Bachelor in TESL.
4.4 The current CGPA of the respondent.

Frequency
Percent
3.50 and above
14
28.0
3.00 - 3.49
24
48.0
2.50 - 2.99
8
16.0
Below 2.50
4
8.0
Total
50
100.0










TABLE 5.0: THE CURRENT CGPA





















FIGURE 4.0: THE CURRENT CGPA


Based on figure 4.0 above, 8% of the respondents have achieved below than 2.50 of their CGPA. While the other 16% of the respondents have achieved between 2.50 to 2.99 of their CGPA. 48% of the respondents have achieved between 3.00 to 3.49 of their CGPA. 28% of the respondents have achieved 3.50 and above of their CGPA.

4.5 The dean list achievement of the respondent.

Frequency
Percent
Yes
32
64.0
No
18
36.0
Total
50
100.0








TABLE 6.0: THE DEAN LIST ACHIEVEMENT






















FIGURE 5.0: THE DEAN LIST ACHIEVEMENT

A pie chart above shows that 64% of the respondent have achieved dean list while another 36% never achieved dean list.







4.6 The level of father’s education of the respondent.

Frequency
Percent
PMR
9
18.0
SPM
15
30.0
Diploma
8
16.0
Degree
5
10.0
Master
7
14.0
PHD
4
8.0
Others
2
4.0
Total
50
100.0












TABLE 7.0: THE LEVEL OF FATHER’S EDUCATION





















FIGURE 6.0: THE LEVEL OF FATHER’S EDUCATION


Figure 6.0 shows the level of the father’s education of the respondents in PMR, SPM, Diploma, Degree, Master, PhD and others. From the figure, we found that the highest father’s education of the respondents are from SPM (30%) followed by PMR (18%), Diploma (15%), Master (14%), Degree (10%), PhD (8%) and others (4%).
4.7 The level of mother’s education of the respondent.

Frequency
Percent
PMR
16
32.0
SPM
10
20.0
Diploma
7
14.0
Degree
4
8.0
Master
6
12.0
PHD
3
6.0
Others
4
8.0
Total
50
100.0












TABLE 8.0: THE LEVEL OF MOTHER’S EDUCATION





















FIGURE 6.0: THE LEVEL OF MOTHER’S EDUCATION


Figure 7.0 shows the level of the mother’s education of the respondents in PMR, SPM, Diploma, Degree, Master, PhD and others. From the figure, we found that the highest mother’s education of the respondent is from PMR by 32%. The second highest is in SPM levels of education (20%) followed by Diploma (14%), Master (12%), Degree and others (8%), PhD (8%).
4.8 The level of parent’s income of the respondent.

Frequency
Percent
Below RM 1000
7
14.0
RM 1000 - RM 2500
8
16.0
RM 2501 - RM 4000
15
30.0
RM 4001 - RM 5500
9
18.0
Above RM 5500
11
22.0
Total
50
100.0














TABLE 9.0: The average of parent’s income per month.
























FIGURE 8.0: The average of parent’s income per month


Figure 8.0 shows the average of parent’s income of the respondents per month. The chart shows that 30% of the respondent’s parents earned income in the range of RM 2501 to RM 4000. Only 22% of respondent’s parent earned income above RM 5500. For the range of RM 4001 to RM 5500, RM 1000 to RM 2500 and below RM 1000, there were 18%, 16%and 14% respectively.

4.9 Factor affecting student’s performance.

Frequency
Percent
Parent's Education
6
12.0
Family Income
6
12.0
Study Hours After Class
8
16.0
Attendance in Class
14
28.0
Peer Influence
16
32.0
Total
50
100.0










TABLE 10.0: THE Factors that affecting the student performance



















FIGURE 9.0: THE Factors that affecting the student performance

Figure 9.0 shows the factors affecting student performance among UiTM students. There are several factors that we want be to evaluate which factor is the most affecting on UiTM student’s performance. There are parent’s education, study hour after class, attendance in class, peer influence and family income. From the chart, we can see that majority of the respondents choose their achievement in academic is influenced by peer influence that carry 32% followed by attendance in class (28%), study hour after class(16%), parent’s education and family income (12%).



4.10 Frequency absent from class in one semester.


Frequency
Percent
0 - 3 times
24
48.0
4 - 6 times
10
20.0
7 - 10 times
7
14.0
Above 10 times
9
18.0
Total
50
100.0









TABLe 11.0: THE Frequency the respondents absent from the class in one semester





















Figure 10.0: THE Frequency the respondents absent from the class in one semester

Figure 10.0 shows the frequency of the UiTM student absent from class in one semester. Majority of the respondents are absent from class for the range 0 to 3 times in one semester that carry out by 48%. For the range 4 to 6 times, 7 to 10 times and above 10 times, there were 20%, 14% and 18% respectively.






4.11 Time spend to study per day.

Frequency
Percent
0 - 1 hour
9
18.0
2 - 3 hours
19
38.0
4 - 5 hours
12
24.0
Above 5 hours
10
20.0
Total
50
100.0









TABLE 12.0: THE TIME SPEND TO STUDY PERDAY
























FIGURE 11.0: THE TIME SPEND TO STUDY PERDAY


The figure 11.0 shows the times spend by respondent to study per day. The majority of respondent (38%) spend about 2 to 3 hours per day to study. 18% of the respondents spent about 0 to 1 hour per day to study, 24% spent about 4 to 5 hours per day to study and 20% spent above 5 hours per day to study.

4.12 Time spend to watching television per day.

Frequency
Percent
0 - 1 hour
16
32.0
2 - 3 hours
12
24.0
4 - 5 hours
14
28.0
Above 5 hours
8
16.0
Total
50
100.0









TABLE 13.0: THE TIME SPEND TO WATHING TELEVISION PER DAY























FIGURE 12.0: THE TIMES SPEND TO WATHING TELEVISION PER DAY


Figure 12.0 show the time spend by respondent to watching television per day. From the graph we found that 32% of the respondents spent about 0 to 1 hour per day to watching television. Meanwhile 24% of the respondents spent about 2 to 3 hours per day to watching television, 28% of the respondents spent about 4 to 5 hours per day to watching television and 16% respondent spent above 5 hours per day to watching television.
4.13 “My academic performance is influenced by my peers”

Frequency
Percent
Strongly Agree
15
30.0
Agree
20
40.0
Disagree
7
14.0
Strongly Disagree
3
6.0
No Comment
5
10.0
Total
50
100.0











TABLE 14.0: “MY ACADEMIC PERFORMANCE IS INFLUNCED BY MY PEERS”




















FIGURE 13.0: “MY ACADEMIC PERFORMANCE IS INFLUNCED BY MY PEERS”


Figure 13.0 show the student performance is influence by their peers. Majority of the respondents (40%) agreed that their performance influenced by peers and 30% of the respondents were strongly agreed. For the respondent that disagreed and strong disagreed there were 14% and 6 percent respectively. Meanwhile only 10% of the respondents were no comment.
4.14 “My academic performance is influenced by my family background”

Frequency
Percent
Strongly Agree
7
14.0
Agree
5
10.0
Disagree
20
40.0
Strongly Disagree
13
26.0
No Comment
5
10.0
Total
50
100.0













TABLE 15.0: “MY ACADEMIC PERFORMANCE IS INFLUENCED BY MY FAMILY BACKGROUND”























FIGURE 14.0: “MY ACADEMIC PERFORMANCE IS INFLUENCED BY MY FAMILY BACKGROUND”


Figure 14.0 show the student performance is influenced by their family background. From the chart we found that majority of the respondent (40%) was disagreed and 26% of the respondents were strongly disagreed. For respondent that agreed and strongly agreed is 10% and 14% respectively. Ten percent of the respondents were no comment that their academic performance is influenced by their family background.

4.15 “I study only there are exams or test”

Frequency
Percent
Strongly Agree
12
24.0
Agree
8
16.0
Disagree
15
30.0
Strongly Disagree
12
24.0
No Comment
3
6.0
Total
50
100.0















TABLE 16.0: “I STUDY ONLY WHEN THERE ARE EXAMS OR TEST”






















FIGURE 15.0: “I STUDY ONLY WHEN THERE ARE EXAMS OR TEST”

Figure 15.0 show student studies only there are exams or test. Majority of respondent (30%) are disagreed that they studied only there are exams or test. For respondent that strongly agreed and strongly disagreed there was same percentage which is 24%. Meanwhile for respondent that agreed and no comment is 16% and 6% respectively.





4.16 “Are you satisfied with your academic performance?”

Frequency
Percent
Strongly Agree
9
18.0
Agree
16
32.0
Disagree
14
28.0
Strongly Disagree
8
16.0
No Comment
3
6.0
Total
50
100.0










TABLE 17.0: “ARE YOU SATISFIED WITH YOUR ACADEMIC PERFORMANCE”















FIGURE 16.0: “ARE YOU SATISFIED WITH YOUR ACADEMIC PERFORMANCE”

Figure 4.16 shows that 18% of the respondents were strongly agreed and 32% of the respondents were agreed that they satisfied with their academic performance. On the other hand, about 28% of the respondents were disagreed while 16% of the respondents were strongly agreed that they satisfied with their academic performance. Another 6% of the respondents were not comment that they satisfied wit their academic performance.
4.17 “The major satisfaction in my life comes from my academic performance”

Frequency
Percent
Strongly Agree
13
26.0
Agree
14
28.0
Disagree
13
26.0
Strongly Disagree
8
16.0
NoComment
2
4.0
Total
50
100.0









TABLE 18.0: “THE MAJOR SATISFACTION IN MY LIFE COMES FROM MY ACADEMIC PERFORMANCE”














FIGURE 17.0: “THE MAJOR SATISFACTION IN MY LIFE COMES FROM MY ACADEMIC PERFORMANCE”

Figure 17.0 shows the result of the major satisfaction in my life comes from my academic performance. About 16% of respondent are strongly disagreed the major satisfaction in their life comes from their academic performance. For respondent that strongly agreed and disagreed there was same percentage which is 26%. Meanwhile for respondent that agreed and no comment is 28% and 4% respectively.

4.18 “My academic achievement enables me to make significant contributions to society”

Frequency
Percent
Strongly Agree
9
18.0
Agree
23
46.0
Disagree
7
14.0
Strongly Disagree
7
14.0
No Comment
4
8.0
Total
50
100.0










TABLE 19.0: “MY ACADEMIC ACHIEVEMENT ENABLES ME TO MAKE SIGNIFCANT CONTRIBUTION TO SOCIETY”













FIGURE 18.0: “MY ACADEMIC ACHIEVEMENT ENABLES ME TO MAKE SIGNIFCANT CONTRIBUTION TO SOCIETY”

Based on figure 18.0, majority of the respondents (46%) agreed and 18% of the respondents were strongly agreed that their academic achievement enables them to make significant contributions to society. For the respondent that disagreed and strongly disagreed there were 14% and 14% respectively. Meanwhile only 8% of the respondents were no comment.
4.19 In your opinion, what should UiTM take in order to improve student’s performance?

Frequency
Percent
Give Reward to Student
8
16.0
Improve Study Method
8
16.0
Seminar
6
12.0
Others
7
14.0
No Respond
21
42.0
Total
50
100.0









TABLE 20.0: “THE ACTION SHOULD BE TAKEN BY UiTM”















FIGURE 19.0: “THE ACTION SHOULD BE TAKEN BY UiTM”

Based on the bar chart above, 16% of the respondents said that UiTM should give reward to an excellent student; the other 16% said that UiTM should improve study method used and 12% said that UiTM should organize more seminars for students in order to improve student’s performance. Beside that, 14% said other factors. Meanwhile, about 42% of the respondents were reluctant to answer this question.
4.20 In your opinion, what is the major factor that influences achievement in academic of UiTM’s students?

Frequency
Percent
Quality of Lecturer
10
20.0
Student's Attitude
7
14.0
Time Management
7
14.0
Others
8
16.0
No Respond
18
36.0
Total
50
100.0









TABLE 21.0: “THE MAJOR FACTOR THAT INFLUENCES ACHIEVEMENT IN ACADEMIC”













FIGURE 20.0: “THE MAJOR FACTOR THAT INFLUENCES ACHIEVEMENT IN ACADEMIC”

Figure 20.0 shows 20% of the respondents said that quality of lecturer; the other 14% said that student’s attitude and 14% said that time management is the major factor that influences in achievement academic of UiTM’s students. About 16% of the respondents answered other factors will influences in achievement academic of UiTM’s students. Lastly, another 36% of the respondents were not responding to this question.

5.0 CONCLUSIONS

Based on the finding, we conclude the following;

5.1 This study has investigated about the most factors that influence the achievement of students in UiTM Malacca City Campus. A set of questionnaires have been develop by the researchers for 50 respondents respectively. Out of the amount, female students are the majority respondents than male students.

5.2 The respondents’ ages are range from 18 to above 26 years old. The majority of those respondents are at the age of 21 to 23. While the least the respondents are above 26 years old.

5.3 The most of the respondents are come from Bachelor of Finance because the researchers are initially from that course, so the questionnaires are mostly done by their own friends. The least respondents are come from Tesl students because that is the smallest faculty in UiTM City Campus.

5.4 Most of the respondents are having average performance in terms of their result because currently the highest percentage is come with 3 to 3.4 pointer students. While least of the respondents get below 2.50 pointer.

5.5 The findings show that most of the respondents are having great achievement when more than half of the respondents ever get Dean list in previous final exam. The varieties of achievement are importance for better understanding of factors that mostly affect their performance.

5.6 The study has shown that most of the father’s respondents are get the higher education level until SPM. In prior, the opportunity to further study in very difficult due to some constrains such insufficient money, less higher institution learning and so on. Furthermore, the male students are not interested to further study because the job opportunity more interested than study.

5.7 The study has shown that most of the mother’s respondents are get the higher education level until PMR. Previously, the opportunity to further study is lower. In addition, the female students stop learning until PMR due some reasons such female student are not encourage to further study since they have commitment on their family.

5.8 Based on finding, majority of the parent of respondent earned monthly income in the range RM 2501 to RM 4000. This is due to the affect of the level education of respondents’ parent. The higher of education it will result the higher level of monthly income.

5.9 The respondents were agreed that the most factors that influence their performance is influence from their peer. This is because most of the time, student spent their time with their peers for some activities such group discussing, chatting, playing and so forth. Therefore, the peers are always together and can be motivate or not motivate us as well as influence in academic. The positive peers will motivate their friends to become better.

5.10 Most of the student are absent in class in the range of 0 to 3 times in one semester. This is because the attendance class of student is compulsory to the student for them before they take the exam. Otherwise, the lecture in class in important to them to be more understand of the subject. Then, during the class, they can make the discussion with their lecturer.

5.11 Majority of the respondent stated they only spend 2 to 3 hours to study per day. It is because most of the students are get tired when study for a long hours. Beside that they also cannot focus to study too long hours because they have another commitment to do that why the times spend by student to study is more on 2 to 3 hours only per day.

5.12 From the finding found that majority of the respondents spent about 0 to 1 hour per day to watching television. It is because majority of the respondents are so busy with their classes and assignment that why they have no time to watching television.

5.13 Majority of the respondents agreed and 30 percent strongly agreed that their performance influenced by peers because most times that spends by student is with their peers.

5.14 Majority of the respondent was disagreed that student performance is influenced by their family background. It is because there are different attitudes for the different people.

5.15 From the finding, 24 percent of respondent are strongly agreed that they studied only there are exams or test because they have no time to study and not interested to study earlier.

5.16 Most of the respondents were agreed that they satisfied with their academic performance. It is because their achievement and effort are constant. They also did not put a high target in their academic achievement.

5.17 More than 50% of the respondents agreed that the major satisfaction in their life comes from academic performance because people will respect the person in a high level of education with the excellent academic performance.

5.18 Based on the finding, most of the respondents were agreed that an academic achievement enables them to make significant contributions to the society. It is because they want to share their knowledge with others.

5.19 About 42% of the respondents were reluctant to answer this open ended question. It is because they do not want to give their opinions and comments and this a trend among the respondents in UiTM City Campus, Malacca.

5.20 Based on the finding, the quality of a lecturer will give an impact on student’s performance beside attitude of the respondent.



6.0 RECOMMENDATIONS

Based on the conclusion, we recommend the following;

6.1 There are imbalance in the numbers of respondents between male and female students where the female students monopoly the questionnaires given. These circumstances are normal because according to world population, female are exceeding male. The researchers suggest that UiTM are increase the enrolment for male students so that the numbers of our students can be balance.

6.2 Since the UiTM Malacca City Campus is specially initiated for Degree level students, the range of students’ ages is limited. That is the reason on why the factors that affect them are almost the same and it is quite difficult to develop the factors that contribute to the performance. For future research, it is suggested that the research area would be broad up so that the findings can be improve over time.

6.3 The findings obviously show that the most respondents are taking Finance course because the researchers are also Finance students. It is hard to get cooperation from different courses of respondents when they do not want to answer the questionnaires seriously since they think that the study are not giving benefits to them. It is suggested that the students in UiTM Malacca have better social consciousness in giving cooperation of others.

6.4 The CGPA is quite sensitive issues to certain students. They may feel that their results are really confidential and no one should know about it. According to this situation, it is suggested that researcher on future could gives more tricky questions on getting the true information of them.

6.5 Since the respondents of female are monopoly the numbers of questionnaires, this polar of findings are expected. This is indicates that the average performance of female students are higher than male. So, male students should be harder working in order to balance the situation and compete with female.

6.6 Nowadays, the opportunity to further study is widely. Therefore, for those fathers who are interested to further study, his can do it now. By doing this, father can improve their family in term of income and so on. Moreover, in the same times hopeful; they are motivating their children to study hard.

6.7 Mother should change the negative perspective to positive perspective in order to encourage their children to study more not to be like them. Today, mother should realize that their century is over, and now the world become more challenges and need them as mother of respondents to motivate and encourage their children to make self improvement to adopt the world challenges.

6.8 In order to increase the monthly income, the parent can further study to increase their level of education. The higher levels education, it will contribute to the promotion in their job as well as increase in their income.

6.9 The student are should choose the right peers in order to improve their lifestyle, attitudes and so on. The student are encourage analyze the attitudes of their friends before they become close. The positive peers can influence them to be better person.

6.10 To encourage the student in order to make the zero percent of absenteeism among the UiTM students, all the individuals need to contribute their commitment such student themselves need to motivate themselves the importance to attend the class. Other than that, the UiTM’s rules that have authority to give penalty to those who are frequent absent in class and so forth.

6.11 Students should take some vitamins to add more energy for their body so they can spend more times to study per day. Therefore, they can enhance their academic performance.

6.12 Student should manage their time effectively to make sure they can spend time to watching television especially for programme that give some knowledge for student such news.

6.13 Student should choose the right peers. It is because the positive peer can influenced and motivated them to be a good person.

6.14 If the student see that family background cannot give impact to them so they should encourage themselves to make improvement in their life especially in term of education.

6.15 Student should manage their time well to make sure they have time to study and avoid to study at last minute. By doing this they are well prepared as well as confident to take the exam or test.

6.16 Student should be willing to target for a high achievement and carry the challenge and risk. With the high target, student will give more effort and concentration for in order to achieve their goal.

6.17 Student should increase their academic achievement so that he or she can be a role model to other students.

6.18 Students with an excellence academic performance should contribute to society by organize a seminar or workshop related to an academic issue. By doing this, student enables to make significant contributions to the society.

6.19 UiTM should organize a seminar for students about the report writing and highlight the importance of answering open ended question in a questionnaire. The feedback of the respondent on open ended question will give a lot contribution to a researcher.

6.20 The lecturer should focus on how they can contribute to student’s achievement. They also have to use an effective and efficient study method to make a subject attractive.



BIBLIOGRAPHY


1.Betts, and Andrew Zau. 2004. “Peer Groups and Academic Achievement: Panel Evidence from Administrative Data.” unpublished manuscript

2. Devadoss, S. and Foltz, J. (1996), “Evaluation of factors influencing student class attendance and performance”, American Journal of Agricultural Economics, 78, 499-507.

3. Epple, Elizabeth Newlon, and Richard Romano. 2002. “Ability Tracking, School Competition and the Distribution of Educational Benefits.” 83 Journal of Public Economics, 1-48.

4. Figlio. 2005. “Boys Named Sue: Disruptive Children and Their Peers.” NBER working paper no.11277. Cambridge, MA: NBER.

5. Kang H. Park and Peter M. Kerr, “Determinants of Academic Performance: A Multinomial Logit Approach” The Journal Of Ecnomic Education, Spring 1990, pp. 101-111.

6. Kirby, A and B. McElroy (2003), The Effect of Attendance on Grade for First Year Economics Student in University College Cork, The Economic and Social Review, 34, 311-326.

7.Martins, P. and Walker, I. (2006) “Student achievement and education production: a case study of the effect of class attendance”,

8. Robert M. Schmidt, "Who Maximizes What? A Study in Student Time Allocation" American Economic Review, May, 1983, pp. 23-28.

9. Romer, D. (1993) “Do students go to class? Should they?” Journal of Economic Perspectives, 7,167-174

10. Sacerdote, B. (2000) Peer effects with random room assignment: results for Dartmouth roommates. NBER working paper no. 7469.

11. Stinebrickner, R., & Stinebrickner, T. (2001) Peer effects among students from disadvantaged backgrounds. Mimeo

12. Tony Schwartz (1990, January 10), What really Mattters, The New York Times, p.30

13. Uma Sekaran (2007) Research Method For Business: A Skill Building Approach, fourth edition, India

Zajonc, R. B., "Family Configuration and Intelligence," Science, 2 April 1976, 227-236.

15. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.




APPENDICES


Appendix A: Questionnaire


RESEARCH QUESTION

We, the Bachelor of Finance students of UiTM Bandaraya Malacca Campus, are carrying a study on “Factors that Influence Student’s Performance in UiTM Malacca” as fulfillment for BEL492 course. Kindly respond to the question by ticking the boxes.

GROUP MEMBERS:
NURUL FAZLIN BT AB. MUTALIB 2007281524
PUTERI SYAHABANUN BT BAHARIN 2007281602
SITI ROHANI BT ABDUL AZIZ 2007281678
WAN NURASHIKIN BT MAHMOOD 2007281566




PART A

Please tick only one box.

1. Gender
Male Female

2. Age
18 - 20 years old 24-26 years old
21 - 23 years old Above 26 years old

3. Course
Admin Science International Business
Accounting Insurance
Finance Marketing
Human Resource Tesl

4. Current CGPA?
3.50 and above 2.50 – 2.99
3.00 – 3.49 Below 2.50

5. Have you ever achieved Dean List?
Yes No
(if yes please answer the question 7)

6. How many times you achieved Dean List?
1 times 2 times
3 times 4 times

7. Father’s education?
PMR Master
SPM PHD
Diploma Others : ……………………….
Degree


8. Mother’s education?
PMR Master
SPM PhD
Diploma Others : ……………………….
Degree

9. Parents’ income?
Below RM 1000
RM 1000 – RM 2500
RM 2501 – RM 4000
RM 4001 – RM 5500
Above RM 5500

10. Factor that you think influences your study performance.
(You can thick as many boxes as you think appropriate)
Parent’s education
Family income
Study hours after class
Attendance in class
Television Viewing


PART B

Please tick only one box.

11. Frequency absent from class for one semester.
0 - 3 times 7 – 10 times
4 - 6 times above 10 times

12. How many hours you spent to study on your own per day?
0 – 1 hours 4 – 5 hours
2 – 3 hours Above 5 hours

13. How many hours you spent to watch television per day?
0 – 1 hours 4 – 5 hours
2 – 3 hours Above 5 hours

Please indicate the level of agreement with each statement by ticking (/) the appropriate columns.

1 Strongly Agree
2 Agree
3 No Comment
4 Nor Agree Nor Disagree
5 Strongly Disagree



14.My grades improve influenced by my parent’s education
5
4
3
2
1

15.My grades improve influenced by my family income
5
4
3
2
1

16.My grades improve when I spent more hours in my study after class
5
4
3
2
1

17.My grades improve influenced by my attendance to class
5
4
3
2
1

18.My grades improve when I spent more time on watching television
5
4
3
2
1
PART C

19. In your opinion, what is the action that UiTM should take in order to improve student’s performance?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. In your opinion, what is the factors that influence achievement in academic of UiTM’s students? Why?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________



THANK YOU FOR YOUR COOPERATION.



Appendix B: SSPS



Appendix C: Work Schedule

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