100% found this document useful (1 vote)

3K views54 pages

Final Project: " The Relationship Between Student Motivation, Teaching Method and Attendance On Academic Performance"

This document outlines the research methodology for a study examining the relationship between student motivation, teaching methods, attendance, and academic performance. It includes chapters that introduce the background of the problem, objectives, research questions, variables, instruments, data collection methods, and analysis plan. The study will survey students to understand how their motivation, the teaching methods experienced, and class attendance influence their academic performance. Descriptive analysis, reliability and validity testing, and regression analysis will be used to analyze the data and determine the significance and strength of the relationships between the variables.

Uploaded by

Haykal

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

100% found this document useful (1 vote)

3K views54 pages

Final Project: " The Relationship Between Student Motivation, Teaching Method and Attendance On Academic Performance"

Uploaded by

Haykal

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 54

FINAL PROJECT

“ THE RELATIONSHIP BETWEEN STUDENT MOTIVATION, TEACHING METHOD

AND ATTENDANCE ON ACADEMIC PERFORMANCE”

RESEARCH METHODOLOGY

BPMN3143 (A181)

GROUP J (3)

LECTURER:
Dr. OUSSAMA SAOULA

PREPARED BY:

Name No. Matric

Randi Ilham 251787
Rani Safitri 251772
Ryan Casidi 251775
Silvi Ayuni 251779
Muahammad Ibnu Fajri 251803
Muhammad Haykal Ariabrastama 237177
CONTENTS

CHAPTER 1 ........................................................................................................................................... 4
1.1 Introduction .................................................................................................................................. 4
1.2 Background of the problem .......................................................................................................... 4
1.3 Problem Statement ....................................................................................................................... 5
1.4 Purpose of the research ................................................................................................................ 5
1.5 Objectives of Research.................................................................................................................. 6
1.6 Research Questions ...................................................................................................................... 6
1.7 Scope of the Study ........................................................................................................................ 6
1.8 Significant of the Study ................................................................................................................. 6
2.1. Literature Review ......................................................................................................................... 7
2.2 Background of UUM...................................................................................................................... 7
2.3 Theoretical Background ................................................................................................................ 7
2.3.1.Student Performance ............................................................................................................. 7
2.3.2 Student Motivation ................................................................................................................ 8
2.3.3 Teaching method ................................................................................................................... 9
2.3.4 Attendance ........................................................................................................................... 10
2.4 . Research Framework ................................................................................................................ 11
2.5 Research Hypothesis ................................................................................................................... 12
CHAPTER 3 ......................................................................................................................................... 13
3.1 Introduction ................................................................................................................................ 13
3.2 Research Design .......................................................................................................................... 13
3.3 Population of Study .................................................................................................................... 13
3.3.1 Unit of analysis of this study ................................................................................................ 13
3.3.2 Sampling technique.............................................................................................................. 13
3.3.3 Sample size........................................................................................................................... 14
3.4 Operational Definition of Variables ............................................................................................ 14
3.4.1 Dependent Variable....................................................................................................... 14
3.4.2 Independent Variable .......................................................................................................... 14
3.5 Research Instrument and Measurement .................................................................................... 15
3.5.1 Information Respondent ...................................................................................................... 16
3.6 Data Collection Methods ............................................................................................................ 19
3.7. Data Analysis Method ................................................................................................................ 19
3.7.1 Questionnaire Checking ....................................................................................................... 19
3.7.2 Data Editing .......................................................................................................................... 20
3.7.3 Data Coding .......................................................................................................................... 20
3.7.4 Data Transformation ............................................................................................................ 20
3.7.5 Data Transcribing ................................................................................................................. 21
3.8 Data Processing ........................................................................................................................... 21
3.8.1 Descriptive Analysis ............................................................................................................. 21
3.8.2 Normality Test...................................................................................................................... 21
3.8.3 Reliability Test ...................................................................................................................... 21
CHAPTER 4 ......................................................................................................................................... 22
4.1 Introduction ................................................................................................................................ 22
4.2 Descriptive Analysis .................................................................................................................... 22
4.2.1 Demographic Profile of the Respondent ............................................................................. 22
4.2.2 Age of the Respondents ....................................................................................................... 23
4.2.3 Gender of the Respondents ................................................................................................. 24
4.2.4 Race of the Respondents ..................................................................................................... 24
4.2.5 Education of the Respondents ............................................................................................. 25
4.2.6 Year of Study of the Respondents ....................................................................................... 26
4.2.7 School of Study of the Respondents ................................................................................... 27
4.2.8 Academic Performance of the Respondents ....................................................................... 27
4.3 Normality Test............................................................................................................................. 28
4.4 Reability test ............................................................................................................................... 29
4.4.1 Realibility of Student Academic Performance ..................................................................... 29
4.4.2 Reliability of Teaching Method ............................................................................................ 31
4.4.3 Reliability of Student Motivation ......................................................................................... 32
4.4.4 Reliability of Attendance ...................................................................................................... 33
4.5 Validity ........................................................................................................................................ 34
4.5.1 Validity of Student Performance.......................................................................................... 35
4.5.2 Validity of Student Motivation ............................................................................................. 37
4.5.3 Validity of Teaching Method ................................................................................................ 38
4.5.4 Validity of Attendance ......................................................................................................... 39
4.6 Regression Analysis (Anova) .............................................................................................. 42
4.7 Hypothesis............................................................................................................................ 44
CHAPTER 5 ......................................................................................................................................... 46
5.1 Table Summary of Results ........................................................................................................... 46
5.2 Summary of Inferential Analyses ................................................................................................ 46
5.3 Major Findings ............................................................................................................................ 46
5.3.1 Motivation positively affecting student academic performance in Universiti Utara Malaysia
...................................................................................................................................................... 46
5.3.2 Teaching methods positively affecting student academic performance in Universiti Utara
Malaysia ........................................................................................................................................ 47
5.3.3 Attendance of student positively affecting student academic performance in Universiti
Utara Malaysia .............................................................................................................................. 48
5.4 Discussion.................................................................................................................................... 48
5.4.1 To examine factors influencing the student performance of education in Universiti Utara
Malaysia. ....................................................................................................................................... 48
5.4.2 To investigate the relationship between student motivation and academic performance.
...................................................................................................................................................... 48
5.4.3 To investigate the relationship between teaching method and academic performance. .. 49
5.4.4 To investigate the relationship between attendance and academic performance............. 49
5.5 Limitations of the Study .............................................................................................................. 49
5.6 Recommendations for Future Studies ........................................................................................ 50
REFERENCES .................................................................................................................................... 52
CHAPTER 1

1.1 Introduction

The ultimate goal of Evolving education is to improve the achievement of all young people.
To achieve this goal, many high-quality schools will be needed. But talking about "student
performance" and "school quality" means walking into the bush. Both terms are often
narrowly defined, often equated with high scores on reading and math tests. The emotions in
this discussion went high, mainly because of public support for the falling test. Both terms
have accumulated heavy luggage. This is very unfortunate, because the concept of student
achievement and school quality is very important in the nation's quest to improve public
education. We must define - expand, deepen these terms in such a way that they serve as the
guide flare we need. This memo defines what we mean by Developing Education when we
use those terms not an argument why this definition is the right one, nor is it a proposal or
strategy for how to improve achievement and quality. Our goal here is only to define two
terms.

Student performance has become a hot topic in education today, especially with increased
accountability for classroom teachers. The main goal for the teacher is to increase the level of
ability and prepare students for adulthood. Defining student performance and the factors that
influence progress is very important to become a successful teacher. Student performance
measures the amount of academic content students learn in the specified amount of time.
Each class level has learning objectives or instructional standards that educators need to
teach. Standards are similar to a 'must do' list that can be used by teachers to guide
instruction. Student achievement will increase when quality instruction is used to teach
instructional standards.

1.2 Background of the problem

Academic performance of students is challenging to measure since students performance is a

product of socio-economic, psychological and environmental factors (Hijazi, 2006). Alfan
and Othman (2005) stated that in Malaysia, a number of studies were conducted to determine
factors influencing the students performance from the university level and also in the post
secondary level, the sixth form, for example Onn (1999) and Ho (2000).

4
Generally, students are consist of two groups, for example those who improve and those who
do not improve. Inconsistency of students performance in Universiti Utara Malaysia has
motivated the researcher to do a research on the students performance. This research examine
the factors which affect students' academic performance and find out what needs to be done
to improve academic achievermcent in Universiti Utara Malaysia.

In this study, the researcher conduct a study on the Cumulative Grade Point Average (CGPA)
ofstudents. The study is to find out factors influencing students performance from third until
seventh semester. In this study also, researcher try to investigate some identified factors that
can be controlled by the students and may affect their performance .

1.3 Problem Statement

Typically, Hijazi and Noqvi (2006) claimed that there is an increasing trend of dropping
grades in Malaysian higher educational institutions. Thus, deterioration of student academic
performance is the problem that would seek for solutions. This research has been conducted
to analyse the factors influencing academic performance. It also examined the possible
determinants that have certain degree of relevance in affecting student academic
performance.

Achievement motivation is a ubiquitous feature of daily life. In the classroom, at the

workplace, and on the ballfield individuals strive to be competent in their effortful activities.
In the past decade, many theorists have utilized a social-cognitive, achievement goal
approach in accounting for individuals' competence-relevant strivings. "Achievement goal" is
commonly defined as the purpose of task engagement (Maehr, 1989), and the specific type of
goal adopted is posited to create a framework for how individuals interpret, experience, and
act in their achievement pursuits (Dweck, 1986; Nicholls, 1989).

1.4 Purpose of the research

The aim of this study to analyze factors which affect students' academic performance and
find out what needs to be done to improve academic achievermcent in Universiti Utara
Malaysia.

5
1.5 Objectives of Research

i. To investigate the relationship between student motivation and academic

performance.
ii. To investigate the relationship between teaching methods and academic performance.
iii. To investigate the relationship between attendance of studnet and academic
performance.

1.6 Research Questions

i. How the motivation influence academic performance in Universiti Utara Malaysia ?

ii. How the teaching methods affect performance of students in Universiti Utara
Malaysia?
iii. Why the attendance of student can influence academic performance in Universiti
Utara Malaysia?

1.7 Scope of the Study

To answer the research question, a survey was conducted among student at University Utara
Malaysia. This research focus on student at University Utara Malaysia. The focus of this
research work is to primarily study the influence of student motivation, teaching method, and
attendance on the student academic performance in Universiti Utara Malysia.

The relevance of the study can contribute to both theory and practice. From the theory
perspective, this study aims to contribute the debates by exploring the effect of student
motivation, teaching method, and attendance on the student academic performance in the
Malaysian context. For additional, it seeks what role student motivation, teaching method,
and attendance on the student academic performance in influencing student academic
performance.

1.8 Significant of the Study

This research was conducted to study the factors that influence academic performance of
students who are pursuing their education. Thus, this study will relatively contribute to the
management of educational institutions to clearly understand the factors that influence
students 'academic performance and enable them to conduct further investigations into factors
while implementing some changes to them to improve students' performance. For example,
changes in teaching methods can further enhance student understanding. In addition,
information from this research can serve as a reference for future researchers

6
CHAPTER 2

2.1. Literature Review

This chapter identify and discuss available and relevant literature from a variety of sources
such as Hijazi and Noqvi (2006). The review content a summary of the relevant literature on
the topic of student performance among semester three and above student in Universiti Utara
Malaysia.

2.2 Background of UUM

The main campus is on 1,061 hectares in Sintok, Kedah. The campus is 48 km north of Alor
Setar and 10 km south of Bukit Kayu Hitam and near the Malaysia-Thailand border. Other
cities near UUM are Jitra and Changlun.

Because of its vast land area, the university has used 107 hectares of forest to develop open
facilities for use by outsiders. Thus the campus has developed into an open campus where
outsiders and tourists visit. Among its facilities are the picnic area, nine-hole golf course, go-
kart circuit, shooting and archery area, and riding site.

The training base and facilities for the Malaysian National Service Program (PLKN) are on
campus.

2.3 Theoretical Background

2.3.1.Student Performance

Determinants of students' performance have been the subject of ongoing debate among
educators, academics, and policy makers. There have been many studies that sought to
examine this issue and the findings of these studies point out to hard work and discipline,
previous schooling, parents’ education, family income and self motivation as factors that can
explain differences in students' grades. For example, Siegfried and Fels (1979) concluded that
the student’s aptitude is the most important determinant of his/her learning. In a study of high
school students who are in an economics class and want to take another economics course,
Beron (1990) found that there is a link between the perceived usefulness of an additional
course in economics and the performance of the students in a current economics course.

7
Next, Adam and Nel (2009) conducted a study on student’s perception and performance on
blended and online learning. The study been concentrating to improve educator knowledge of
the antecedents and consequences of blended learning in higher education. The study showed
that, there are the situations where integrated use of blended learning involving face-to-face
teaching, digital media and digital communication with simple navigation between the
content items leads to positive students perceptions and it is contrast to negative student
perceptions in the situation where learners must navigate in online learning, and where there
is little or no face-to-face instruction.

Then, Alfa and Othman (2005) identified the performance of undergraduate students at the
Faculty of Business and Accounting, University of Malaya and the factors that influence the
performance of undergraduate students. This study found that showed that predictor variables
did explain variance in the final CGPA stunden. In addition, it was found that knowledge
before entering university such as economics, mathematics and accounting was very
important in assisting students in conducting courses in both business and accounting
programs. In addition, this study also revealed that female students work better than male
students; while Chinese students performed better than Malay and Indian students.

2.3.2 Student Motivation

According to Stipek (1996), the initial approach to studying motivation is rooted literature on
extrinsic reinforcement. In this literature, all behaviors, including achievement, believed to be
governed by strengthening contingencies. This supporter approaches include B.F. Skinner,
who identified various types of reinforcers. Positive reinforcers, or awards, are consequences
that increase the likelihood of the behavior they are given made dependent on, whereas a
negative reinforcer is a consequence that increases probability of certain behavior by
removing or reducing some negative external stimulus. Punishment, on the other hand, refers
to unpleasant consequences which reduce the possibility behavior given. Under this
framework, the teacher's job is clear: using good values and praise to respect desired behavior
and bad value or lose privileges as punishment. Like the Stipek record, this approach is
limited to the extent that appreciation and punishment are not as effective all students, and
desired behaviors (such as attention) are difficult to reinforce. Even, the benefits of extrinsic
rewards tend to rot over time (Stipek, 1996).

8
As Stipek (1996) explains, the limitations of extrinsic reinforcement lead to development of
new approaches to motivating people, including cognitive behavior modification (CBM).
This approach recognizes that the effects of gift contingency are mediated by cognitive
variables, such as verbal abilities. Thus, the aim of CBM is to change open behavior by
manipulating cognitive processes. With this approach, students take more responsibility for
their own learning by monitoring their behavior, setting goals, spreading metacognitive
strategy, and manage their own prizes. Give students control over themselves learning is
believed to produce maintenance of learning behavior over time, transfer learn behavior for
new contexts, and more freedom in carrying out these behaviors. However, there are some
disadvantages to this approach, including the fact that it is empirical study, researchers
observed children "cheating," both by setting low performance standards for themselves or
reward themselves without being equal (Speidel & Tharp, 1980; Wall, 1983, as quoted in
Stipek, 1996).

2.3.3 Teaching method

Teaching methods are considered as the role played by professors in the teaching process and
the technology used in the process (Jefferson & Kent, 2001). This can also be seen as the
self-organization of lecturers (Arends, 2007). Most past studies have looked at this factor but
teaching practice is not specifically of concern because studies only analyze teacher-based
evaluation systems and student achievement (Schwerdt & Wuppermann, 2008).

Smith, Lee, and Newmann (2001) analyzed teaching methods and their effects on students'
academic performance. This study was conducted to analyze whether didactic or interactive
teaching methods were more effective on academic performance and the results produced
interactive teaching methods related to better acquisition of test scores. It involved 250
students from three private schools in the southern region of the United States. Data was
collected using aset of questionnaires consisting of 7 items.

Bit and Lobingier (2001) examined the relationship between different teaching methods and
their effects on student performance. Data were collected from 275 psychology students, 225
women and 45 men (5 failed to show gender) in two institutions. The teaching methods
analyzed are basic pedagogical techniques such as using a blackboard, women and 45 men (5
failed to show gender) in two institutions. The teaching methods analyzed are basic
pedagogical techniques such as using a blackboard, overhead projector and software

9
projected by the computer. The results of the study did not provide evidence of the exact
number of students above this month.

Basile and D'Aquila (2002) conducted a survey to find out how traditional ways and help
computers affect student behavior. Students in Private Schools are divided into heterogeneous
groups. The teachers are equipped with different materials and the same process. The results
of the study show that computer assisted create a positive learning attitude.

2.3.4 Attendance

Presence refers to the actual attendance of school students during school days (Jones, 2006)
and the size of class involvement (Howard, 2005). High absenteeism will cause a decrease in
academic performance (Nasri & Ahmed, 2006).

Burns (2011) conducted a study of the relationship between the number of class absences and
performance the translation by the number between the numbers and the absent numbers is
the same as the number of classes passed by the student. The results of the study show that
students who are studying in class are taking place because they are using access to material
that is important for the exam.

Lin (2011) conducted a study of the effects of absence on student performance. This study
uses information that is very important to use at this time. 203 students at Indiana University
located in the United States in this regard. Daily attendance for each answer period. The
effects of watching class on students' performance were investigated. Negative and
significant results.

Kwenda (2011) discusses factors that influence student performance in the Preliminary
Sociology Course. This study uses demographic administrative data that are classified for
five consecutive semesters in state-supported regional universities in the southwestern part of
the United States. Based on the findings, it was found that an additional day of missed classes
increased the desire by 50 percent.

Chen and Lin (2008) conducted a randomized experiment to study the average attendance
effect for students who have chosen to attend lectures on their academic performance. The
survey involved 114 students who attended the Public Finance course at Tamkang University
in Taiwan. Results showed that class attendance has produced a positive and significant
impact on students’ exam performance.

10
Rodgers (2003) conducted a research regarding the effect of class attendance on academic
performance in a microeconomics class at a medium-size Australian University. The data
used in this study were collected from a class of 131 business and economics students. The
results indicated that strong class attendance has a significant effect on academic
performance.

2.4 . Research Framework

Dv : Student performance
Iv : - Student motivation
- Teaching Methods
- Attendance

Framework

Student Motivation

Student Performance in
Teaching Methods Academic

Attendance

11
2.5 Research Hypothesis

H1 : Motivation positively affecting student academic performance in Universiti Utara

Malaysia

H2 : Teaching methods positively affecting student academic performance in Universiti Utara

Malaysia

H3 : Attendance of student positively affecting student academic performance in Universiti

Utara Malaysia

12
CHAPTER 3

3.1 Introduction

This chapter provides an overview of the methodology used in this research. This is basically
the procedures and methods adhered for the entire research. Thus, Chapter 3 provides a
detailed discussion of the research design, population of the study, sampling technic and unit
of analysis, operasional definition of variables, research instrument and measurement, data
collection method and data analysis method.

3.2 Research Design

The objective of this research is to investigate the variables affecting the academic
performance of students in University Utara Malaysia .The essential information collection
method undertaken is survey whereby the essential information is collected using self-
administered questionnaires. The respondents were asked about teaching method , student
motivation , and attendance that give an impact to their academic peformance. This study
examined three independent variables teaching method , student motivation , and attendance
while the dependent variable is student performance in academic.

3.3 Population of Study

According to Sekaran and Bougie (2010) population refers to the entire group of people,
events, or things of interest that the researcher wishes to investigate .Population of this study
is student in University Utara Malaysia (UUM). The totals numbers of students University
Utara Malaysia (UUM) about 23.179 peoples for current semester (second semester 2018-
2019). This study involved population of studentt at all courses at University Utara Malaysia
(UUM)

3.3.1 Unit of analysis of this study

Unit of analysis of this study is individual analysis , because our data collection from
individual which is students in University Utara Malaysia.

3.3.2 Sampling technique

Sampling technique consists of probability and non-probability sampling. In this

research, non-probability sampling is chosen as focus on respondents' character is
unclear and in this way there will be no sampling frame of target respondent. Because

13
of the confinement of asset and time, the flow look into has connected comfort
inspecting. Convenience sampling is more suitable method to conduct this study as it
is the easiest way to reach respondents and collect information within a short period
of time (Saunders, Lewis, & Thornhill, 2009).

3.3.3 Sample size

In decide sampling technique in this survey the simple random sampling strategies
was used . It was on the grounds that in the simple random sampling strategies , the
populace was heterogeneous and contain distinctive gathering that some of where
were identified with this subject of study.A simple random sampling technique was
demonstrated guarantee every component in the number of inhabitants in an
equivalent shot of being in the example from this review . Determining a sample size
is an act to choose a number of target respondents that will replicate the population
(Schwerdt & Wuppermann, 2008). The sampling size is based on the size of
population. The population of this study based on the student of University Utara
Malaysia (UUM). The number students University Utara Malaysia (UUM) is 23.179
peoples. Sample sizes are determined from a given population in Sekaran Bougie
(2010), the sample size is about 310 peoples in which it from University Utara
Malaysia (UUM).

3.4 Operational Definition of Variables

3.4.1 Dependent Variable

a. Student performance

Studies on learning found out that academic performance is a function of student

expectations of obtaining valued outcomes (Pintrich and Scharauben, 1994). This
research using quantitative method. The tools that we used to collect the data is
questionnaire. The questionnaire on student performance measured by strongly disagree,
disagree, neutral, agree, and strongly agree. The question of student performance for the
questionnaire is from the previous study that have been done before.

3.4.2 Independent Variable

a. Student Motivation

Students’ motivation to leam, to engage acitively in learning to persist in difficult

situations while learning independently and/or being in class are topics that have kept

14
researchers in the academics and educators on all school levels, nationally and interna-
tionally, occupied for the past decades (Fullan & Langworthy, 2013, 1; Hattie 2012, 21
& 23; Hattie 2009, 6). Based on student motivation can be seen things that affect student
learning interest so that it affects on academic performance.

b. Teaching Method

To facilitate the process of knowledge transmission, teachers should apply

appropriate teaching methods that best suit specific objectives and level exit outcomes. In
the traditional epoch, many teaching practitioners widely applied teacher-centered
methods to impart knowledge to learners comparative to student-centered methods. Until
today, questions about the effectiveness of teaching methods on student learning have
consistently raised considerable interest in the thematic field of educational research
(Hightower et al., 2011). Moreover, research on teaching method to examine the
relationship among academic performance.

c. Attendace of student

Students’ class attendance and engagement plays an important role in contemporary

higher education. Several previous studies have shown that class attendance is an
important determinant of academic outcomes: students who attend more classes earn
higher final grades (Kirby and McElroy, 2003). However, differing results exist as well.
In a recent study, no statistically significant relationship between class attendance and
student performance was identified after adjusting for control variables that included
gender and age (Eisenet al., 2015).

3.5 Research Instrument and Measurement

The resarch instrument used in the study were is questionnaires. Which were used to find
out the relationship between student motivation, teaching method, and attendance on student
performance in academic.

The questionnaire of this study consists of four variables which is “ Student

performance (10 items)”, “ Student Motivation (7 items)”, “Teaching Method (10 items)”, “
Attendance (5 items)”. The questionnaire used was the author modification questionnaire
which was adjusted to item measurement from several journals which is Deketele, J.M.,
(2000), Harper, E B. W. (1975), Arends, J. D. (2007), Tze, P. M. C. & Ya, H. K. (2012).

15
All items are measured by 5-point Likert scales ranging from strongly disagree (=1) to
strongly agree (=5). The quisionnaire items are depicted in Table 4.1.2.

3.5.1 Information Respondent

To get information about student performance in UUM, the researcher asking to the
respondent about several personal information to measure factors that affect to student
performance in academic .

Beside that, Demographic item also capture in this study. The quisionnaire item
contained in the last section of the quisionnaire and are categorized into the following :

1. Age of the respondent

2. Gender of the respondent
3. Race of the respondent
4. Year of study of the respondent
5. School of study of the respondent
6. Academic Performance (CGPA) of the respondent

Table 3.5.1

Measurement of Reasearch Variable

Dimention / Variable Measurement Items Literature Based

Student Performance 1.Students should work in their schoolwork in
order to pass. Deketele, J.M.,
2. Well explained school rules would be helpful (2000).
so that students know exactly what is expected
of them.
3. Special rewards should be given to students
who do well in their exams.
4 .Students need to be reminded that their
discipline affects their performance.
5. Head teachers should give attention to the
learning conditions of their students.
6 .Individual Recognition of student’s effort
means a lot to them.

16
7. Indifferent attitude of the teachers hinders
effective communication in class.
8. Students ought to make their own school
rules.
9. Students need to be given challenging work
to improve on performance.

10 .Many students want to do their best in

everything they do.
Student Motivation 1. My goal is to do my best, event if others Harper, E B. W.
doing better. (1975).

2. I am able to contribute with good ideas in

class.

3. I am more concerned with improving from

week to week that i am in doing better than
others in class.

4. I want to get good grade on quizzes, test,

assignment and project.

5. I can improve my understanding on the

subject or course every week.

6. I can increase my mental abilities through

the learning process.

7. I feel i am able to communicate effectively

when i need to present in class.

8. I am able to relate the material that i am

learning to my job or work.

9. My studies have changed my view about

many things.

10. I am able to get good grades on

examination.

17
Teaching Method Arends, J. D.
1. The role played by the Lecturer/ Tutor in (2007).
the teaching process aided my learning.
2. Tutorial classes help me to improve
preparations towards examinations
oriented
3. I like it when teachers are well organized
for a session
4. Technology was essential in the teaching
process, which aided my learning.
5. I rely on my teachers to tell me what is
important for me to learn.
6. The questioning methods are likely to
enhance the my development
on the conceptual understanding/problem
solving
7. The instructional methods and activities
used reflect the Lecturers
attention to my experiences and readiness

Attendance 1. I think it is important to attend all the Tze, P. M. C. &

classes. Ya, H. K. (2012)
2. I seldom miss the class
3. I attend the class on regular basis.
4. I often come late to class
5. I attend the class because I want to obtain
important

18
3.6 Data Collection Methods

Primary data has been used to collect data throughout the whole research. These data
collected through this methods assist by providing reliable information and better
understanding on the variables. Primary data is obtained through the target respondents. Data
collection method are an important part of a research design. There are several data collection
methods, each with its own advantage and disadvantages (Sekaran, 2003). Data can be
collected in many way, such as interviews, telephone and much more. In this study, the
questionnaire were personally give to the student at University Utara Malaysia. It was the
most appropriate because it help established report with the participant while introducing the
survey, provide perception student on the spot, and collect the questionnaires immediately
after they were completed. In that sense, such method would ensure 100% response rate
(Sekaran, 2003).

The research design adopted for the study was a descriptive survey. This design is
considered apt because it enable the researcher to generate data through the standardized
collection procedures based on highly structured research instrument and well defined study
concept and related variables. The questionnaire titled “the relationship between student
motivation , teaching method,and attendance on student academic performance” was used to
get the information from the students. The questionnaire was divided into two section (A and
B). Section A was for collection of information on personal data of respondent while section
B consisted of question that related.

3.7. Data Analysis Method

The raw data collected from questionnaire need to be analysed for the purpose of providing
useful information in resolving the research questions. Before all data can serve the purpose
of being analysed, it has to undergo a series process. Data processing is a process that
includes questionnaire checking, data editing, coding, transcribing, and cleaning before the
analysis made (Zikmund, 2003).

3.7.1 Questionnaire Checking

Questionnaire checking is a process to discover, correct, and resolve any error or problem
that may occur in the questionnaire. The questionnaires are being checked, modified severally
to ensure no error, and approved by the supervisor to ensure the questions asked are high
quality, appropriate, and comprehensible by respondents.

19
3.7.2 Data Editing

The purpose of performing data editing is to ensure high accuracy of the data. Missing data is
being discarded while extremely contrasting data is being taken out to ensure consistency and
prevent undesirable result outcome.

3.7.3 Data Coding

SPSS program requires all data to be in code form. Thus, data are coded before being keyed
into it. Before distributing questionnaire, data coding are done by assigning code to each
option of answers in the questionnaire. Respondents are required to fill up their demographic
profiles in Section A of the research questionnaire. The answer of each question was coded
such that first answer is coded as 1 while the second answer is coded as 2 and so on. For
instance, the question on gender and the answer is male or female. Male is coded as 1 while
female is coded as 2.

Section B requires respondents’ opinions regarding five factors that influence academic
performance of students. These five factors are known as independent variables include
teaching method, time management, attendance of students, sleep, and racial ideology. As for
Section C, the questionnaire focuses questions about the academic performance of the
respondents which is the dependent variable of the research. Both sections require
respondents to respond their level of agreement and disagreement using 5 points Likert scale,
except sleep. The code for strongly agree is 5, agree is 4, neutral is 3, disagree is 2, and
strongly disagree is 1. While for the questions about sleep, the code for almost every day or
night is 5, 3 to 5 nights or days is 4, once or twice in a week is 3, less than once a week is 2,
and lastly never is 1.

3.7.4 Data Transformation

Data transformation is a process that changes the original form of the data to a format suitable
for performing data analysis in order to satisfy the research objectives. Some questions in the
questionnaire were being recoded. For instance, one question of the attendance, which is I
seldom miss the class, is negatively worded scale. It was being recoded back to positively
worded scale where strongly disagree that was coded as 1 was recoded as 5, disagree was
recoded as 4, neutral was recoded as 3, and so on.

20
3.7.5 Data Transcribing

After collecting back all questionnaires, the answers in the questionnaire are converted into
code data and then being keyed into SAS manually for further analysis.

3.8 Data Processing

3.8.1 Descriptive Analysis

Descriptive analysis summarizes the quantitative data into tables and charts. The
summarization of data is commonly done by calculating mean, median, and standard
deviation. For independent variables, descriptive statistics is usually used to analyse the
means and standard deviation while respondents demographic are summarized in frequency
distribution. The characteristics of the respondents were analysed in terms of their gender,
age, and academic performance by using descriptive analysis.

3.8.2 Normality Test

To perform normality test for the purpose of ensuring data is free from outlier, Skewness and
Kurtosis were conducted to test on the data collected as recommended by West, Finch, and
Curran (1995). For Skewness test, the result should be not more than 2 and can be either
positive or negative, whereas for Kurtosis test, the result obtained should be less than 7.

3.8.3 Reliability Test

Reliability test is used to ensure the data collected are reliable and able to produce accurate
and consistent result. The degree of reliability is determined by using Cronbach’s alpha. The
closer to Cronbach’s alpha to 1, the higher the internal consistency reliability (Sekaran,
2010). Principally, the result of the data must be >0.7 to be considered as acceptable
(Nunnally&Berntein, 1994).

21
CHAPTER 4

4.1 Introduction

In this chapter, various tests such as descriptive analysis, reliability test, normality test,
Kurtosis and Skewness tests and Multi Linear Regression are carried out to prove the
relationships between independent variables and the dependent variable. Statistical Product
and Service Solution (SPSS) version 25 has been used in computing the results for all the
tests mentioned above.

As discussed in Chapter 3, non-probability sampling and convenient sampling method are

used to reach the targeted number of samples. Total 300 of questionnaires are distributed to
the students in University Utara Malaysia. Since the questionnaires are collected on
University Utara Malaysia hence, all the questionnaires are successfully collected and this
shows a response rate of 100%. Out of 300questionnaires collected.

4.2 Descriptive Analysis

Descriptive analysis is the use of statistics to describe the results of an experiment or

investigation. It is used to describe the characteristic of the data in a research and provide
simple summaries about the sample (Trochim, 2006). This research provides a descriptive
analysis on the demographic profile of the respondent and central tendencies measurement of
construct.

4.2.1 Demographic Profile of the Respondent

Demographic variable is the statistic of the target respondents. In other words it is their
characteristics which measured in terms of income age, gender, educational level, school of
study and race. As demographic details are provided, respondents are grouped according to
the characteristic required for the tests and help to ease the work of elimination. In this
research, respondents who are in foundation are eliminated from all the tests.

22
4.2.2 Age of the Respondents

Table 4.2: Age of the Respondents

Age
Valid Cumulative
Frequency Percent Percent Percent
Valid below 19 5 1.6 1.6 1.6
20-23 225 72.6 72.6 74.2
more than 23 80 25.8 25.8 100.0
Total 310 100.0 100.0

Figure 4.2: Age of the Respondents

age of the respondents

1.60%

25.80%

72.60%

below 19 20-23 above 23

Figure 4.2 shows the frequency of the respondent’s age. Respondents who are around 20 to
23 years old have the highest frequency which is 72.60% (225 respondents) and the second
highest frequency is age from above 23 which is 25,80% (80 respondents). There are around
1.60% (5 respondents) of the respondents who are more than below 19 years old.

23
4.2.3 Gender of the Respondents

Table 4.3: Gender of the Respondents

Gender
Valid Cumulative
Frequency Percent Percent Percent
Valid male 150 48.4 48.4 48.4
female 160 51.6 51.6 100.0
Total 310 100.0 100.0

Figure 4.3: Gender of the Respondent

Diagram 4.3 shows the frequency of the respondent’s gender. From the pie chart above, most
of the respondents are female which consist of 51,61% (160 respondents) and male
respondents consist of 48,39% (150 respondents).

4.2.4 Race of the Respondents

Table 4.4: Race of the Respondent

Race
Valid Cumulative
Frequency Percent Percent Percent
Valid malay 129 41.6 41.6 41.6
chinese 54 17.4 17.4 59.0

24
other 127 41.0 41.0 100.0
Total 310 100.0 100.0

Figure 4.4: Race of the Respondent

Figure 4.4 illustrates the frequency of respondent’s race. Since the main population in
University Utara Malaysia, Malay has the highest frequency of 41,61% (129 respondents),
followed by other with the frequency of 40,91% (127 respondents) and chinese has the lowest
frequency of 17.42% (54 respondents).

4.2.5 Education of the Respondents

Table 4.5: Education of the Respondent

Education
Valid Cumulative
Frequency Percent Percent Percent
Valid undergraduate 267 86.1 86.1 86.1
master 34 11.0 11.0 97.1
PhD 9 2.9 2.9 100.0
Total 310 100.0 100.0

Figure 4.5: Race of the Respondent

25
Figure 4.5 shows the frequency of the respondent’s Education. Respondents who are
undergraduate students have the highest frequency which is 86.10% (267 respondents) and
the second highest frequency is master students which is 11% (34 respondents). There are
around 12,90% (9 respondents) of the respondents who are Phd students.

4.2.6 Year of Study of the Respondents

Table 4.6: Year of Study of Respondents

Year of Study
Valid Cumulative
Frequency Percent Percent Percent
Valid year 2 169 54.5 54.5 54.5
year 3 94 30.3 30.3 84.8
year 4 47 15.2 15.2 100.0
Total 310 100.0 100.0

Figure 4.6: Year of Study of Respondents

Figure 4.6 shows the number of respondents in different year of study in University Utara
Malaysia. Respondents from year 2 have the highest frequency of 54,52% (169 respondents).

26
Second highest is Year 3 which consists of 30,32% (94 respondents) The second lowest
frequency by Year 4 which is 15,16% (47 respondents).

4.2.7 School of Study of the Respondents

Table 4.7: School of Study of Respondents

School of Study
Valid Cumulative
Frequency Percent Percent Percent
Valid COB 217 70.0 70.0 70.0
COLGI 55 17.7 17.7 87.7
S
CAS 38 12.3 12.3 100.0
Total 310 100.0 100.0

Figure 4.7: School of Study of Respondents

Figure 4.7 shows the number of respondents in different school of study in University Utara
Malaysia. Respondents from COB have the highest frequency of 70,00% (217 respondents).
Second highest is COLGIS which consists of 17,74% (55 respondents) The second lowest
frequency by CAS which is 12,26% (38 respondents)

4.2.8 Academic Performance of the Respondents

Table 4.8: Statistic of Academic Performance

27
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Statistic Statistic Statistic Statistic Std. Error Statistic
CGPA 310 0 4 3.29 .026 .455
Valid N (listwise) 310

The academic performance of the respondents is measured in CGPA. The academic

performance of the respondents has a normal range which is from 0 to 4. The average mean is
3.29 whereas the standard deviation is 0.455 . in this research there is CGPA 0 since some of
respondents are Phd students, there are not have CGPA , hence we put 0 on the CGPA.

4.3 Normality Test

Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation Skewness Kurtosis
Statisti Statisti Statisti Statisti Std. Statisti Std.
c c Statistic c Statistic c Error c Error
SP1 310 1 5 4,32 ,691 -1,051 ,138 2,444 ,276
SP2 310 2 5 3,95 ,707 -,208 ,138 -,270 ,276
SP3 310 2 5 3,96 ,712 -,211 ,138 -,308 ,276
SP4 310 2 5 4,33 ,664 -,685 ,138 ,270 ,276
SP5 310 1 5 3,98 ,744 -,629 ,138 1,065 ,276
SP6 310 1 5 3,95 ,753 -,611 ,138 1,185 ,276
SP7 310 2 5 3,90 ,820 -,344 ,138 -,440 ,276
SP8 310 2 5 4,02 ,717 -,395 ,138 ,035 ,276
SP9 310 2 5 4,14 ,735 -,372 ,138 -,604 ,276
SP10 310 2 5 4,06 ,680 -,196 ,138 -,416 ,276
TM1 310 1 5 4,00 ,774 -,765 ,138 1,559 ,276
TM2 310 1 5 3,96 ,827 -,825 ,138 1,166 ,276
TM3 310 2 5 4,24 ,722 -,504 ,138 -,573 ,276
TM4 310 2 5 4,18 ,753 -,488 ,138 -,516 ,276
TM5 310 1 5 3,86 ,794 -,448 ,138 ,516 ,276
TM6 310 2 6 3,95 ,727 -,033 ,138 -,559 ,276
TM7 310 1 7 3,95 ,736 -,125 ,138 ,966 ,276
SM1 310 1 5 4,02 ,851 -,766 ,138 ,633 ,276
SM2 310 1 5 3,95 ,891 -,795 ,138 ,716 ,276
SM3 310 1 5 3,86 ,813 -,437 ,138 ,354 ,276

28
SM4 310 1 5 3,92 ,805 -,683 ,138 1,068 ,276
SM5 310 1 5 3,91 ,867 -,777 ,138 ,874 ,276
SM6 310 1 5 4,03 ,899 -,938 ,138 1,064 ,276
SM7 310 1 5 4,21 ,737 -,799 ,138 1,163 ,276
SM8 310 1 5 4,21 ,701 -,832 ,138 1,815 ,276
SM9 310 2 5 4,11 ,686 -,321 ,138 -,222 ,276
SM10 310 1 5 4,05 ,758 -,570 ,138 ,672 ,276
ATDN1 310 1 5 4,20 ,885 -1,198 ,138 1,579 ,276
ATDN2 310 1 5 3,79 1,011 -,678 ,138 ,077 ,276
ATDN3 310 1 5 3,98 ,818 -,933 ,138 1,684 ,276
ATDN4 310 1 5 3,16 1,246 -,208 ,138 -1,010 ,276
ATDN5 310 1 5 4,17 ,780 -,885 ,138 1,145 ,276
Valid N 310
(listwise)

Normality test is used to determine whether the data is normal and consistent. Skewness and
Kurtosis is adopted perform the normality test in this research. As refer to Appendix 4.3.1,
results computed shows that the data is normal and acceptable. The results obtained shows
that all items of the variables in Skewness test is less than 2 and they are either positive or
negative while in Kurtosis test neither of them are more than 7. This indicates that the result
of Skewness is less than 2 and the result of Kurtosis is less than 7. These results meet the
most stringent demand of multivariate normality of the variance (West et al., 1995).

4.4 Reability test

4.4.1 Realibility of Student Academic Performance

Reliability test is to ensure that the measurements are free from biasness and affirms its
consistency regardless over the time and with different items (Sekaran & Bougie, 2010). It
has been carried out using SPSS 25 software. We have done with analyze the the factors for
Student Academic Performance

Reliability Statistics

Cronbach's
Alpha N of Items

29
,788 10

Item-Total Statistics

Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

My goal is to do my best, 36,28 15,764 ,323 ,785

event if others doing better.

I am able to contribute with 36,65 14,700 ,519 ,763

good ideas in class.

I am more concerned with 36,65 14,592 ,536 ,760

improving from week to
week that i am in doing
better than others in class.

I want to get good grade on 36,27 15,701 ,355 ,782

quizzes, test, assignment
and project.

I can improve my 36,63 14,468 ,529 ,761

understanding on the subject
or course every week.

I can increase my mental 36,65 14,552 ,503 ,764

abilities through the learning
process.

I feel i am able to 36,70 14,332 ,484 ,767

communicate effectively
when i need to present in
class

I am able to relate the 36,59 14,832 ,483 ,767

material that i am learning to
my job or work.

My studies have changed 36,46 15,143 ,407 ,776

my view about many things.

I am able to get good grades 36,55 15,258 ,431 ,773

on examination.

30
From the analyzing the data of Student Motivation, we can see that the Cronbach’s Alpha is
0.788 which it is mean that the reliability of the data from this factor is acceptable.
4.4.2 Reliability of Teaching Method

After we analyze the data, as we can see bellow as the result the data of Teaching Method.We
can see that the Cronbach’s Alpha is 0.742 which it is mean that the reliability of the data
from this factor is acceptable.

Reliability Statistics

Cronbach's
Alpha N of Items

,742 7

Item-Total Statistics

Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

The role played by the 24,15 8,297 ,514 ,698

Lecturer/ Tutor in the
teaching process aided my
learning.

Tutorial classes help me to 24,19 8,241 ,476 ,707

improve preparations
towards examinations
oriented

I like it when teachers are 23,91 8,695 ,463 ,710

well organized for a session

Technology was essential in 23,98 8,579 ,463 ,710

the teaching process, which
aided my learning.

I rely on my teachers to tell 24,29 8,538 ,434 ,716

me what is important for me
to learn.

31
The questioning methods are 24,20 8,788 ,434 ,716
likely to enhance the my
development on the
conceptual
understanding/problem
solving

The instructional methods 24,20 8,866 ,406 ,722

and activities used reflect the
Lecturers attention to my
experiences and readiness

4.4.3 Reliability of Student Motivation

The analyzing of this factor by spss resulted thatCronbach’s Alpha for Student Motivation is
0.857 which it is mean that the reliability of the data from this factor is good.

Reliability Statistics

Cronbach's Alpha N of Items

,857 10

Item-Total Statistics

Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

It is important to me to do 36,25 22,493 ,632 ,838

better than the other student.

My goal in this class is to get 36,32 21,596 ,716 ,829

a better grade than most of
students.

I am striving to demonstrate 36,41 22,410 ,682 ,834

my ability relative to others in
this class.

32
I am motivated by the 36,35 22,267 ,712 ,831
thought of outperforming my
peers in this class.

It is important to me to do 36,36 22,336 ,639 ,837

well compared to others in
this class.

I want to do well in this class 36,25 22,244 ,621 ,839

to show my ability to my
family, friends, advisors, or
others.

I want to learn as much as 36,06 24,747 ,413 ,856

possible from this class.

It is important for me to 36,06 25,401 ,344 ,860

understand the content of
this course as thoroughly as
possible.

I hope to have gained a 36,16 25,193 ,386 ,857

broader and deeper
knowledge of psychology
when i am done with this
class

I desire to completely master 36,23 24,350 ,454 ,853

the material presented in this
class.

4.4.4 Reliability of Attendance

After analyzed this factor we can know that the Cronbach’s Alpha is 0.477. it is mean that
this factor is unacceptable so it is not reliable.

Reliability Statistics

Cronbach's
Alpha N of Items

,477 5

Item-Total Statistics

33
Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

I think it is important to 15,10 5,840 ,205 ,454

attend all the classes.

I seldom miss the class 15,52 4,574 ,440 ,280

I attend the class on regular 15,32 5,216 ,432 ,319

basis.

I attend the class because I 15,14 5,936 ,252 ,428

want to obtain important

I often come late to class 16,15 5,574 ,064 ,596

The result of analyzing all factors through data analysis with SPSS, we can see that some
factors are reliable because it is fulfill the criteria for the Cronbach’s Alpha dergrees. But
unfortuantely the degree for Attendance is very low it is mean that data for attendance is not
reliable or unacepptable.

4.5 Validity

Validity is foremost on the mind of those developing measures and that genuine scientific
measurement is foremost in the minds of those who seek valid outcomes from assessment.
On the whole, validity is seen as a unitary concept. An example would be if various
researchers had to examine one specific research study and also come up with the same
conclusion, then the research study would be internally valid. Conversely, with external
validity the results and conclusions can be generalised to other situations or with other
subjects. Two different types of validity were portrayed in the above example but many other
forms of validity exist, making validity a unitary concept (Howell 2002; Opie, 2005; Cohen,
Manion & Morrison, 2000; McMillan & Schumacher; 2006). Validity cannot be adequately
summarized by a numerical value but rather as a “matter of degree”, as stated by Linn and
Gronlund (2000, p. 75). The validity of assessment results can be seen as high, medium or
low, or ranging from weak to strong (Gregory, 2000).

On the table bellow we can see that the result of validity test. There is some criteria that we
use to judge is that all of this factors data collected valid or not which is we can know by

34
Compare the r square and r tabel . r tabel we can see based on the distribution tabel and use
significance 5%

This is the criteria

r square > r tabel it is mean that data is valid

r square < ra tabel it is mean that data is not valid

r tabel for n=310 is 0.113

4.5.1 Validity of Student Performance

Correlations

SP1 SP2 SP3 SP4 SP5 SP6 SP7 SP8 SP9 SP10 TOTAL

SP1 Pearson 1 ,297** ,264** ,363** ,134* ,258** ,108 ,120* ,136* ,112* ,418**
Correlation

Sig. (2-tailed) ,000 ,000 ,000 ,018 ,000 ,058 ,034 ,017 ,049 ,000