UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Tujuan kajian ini adalah untuk menentukan hubungan antara motivasi dengan pencapaian
akademik dan penerimaan pelajar dalam pembelajaran kursus Computer Preventive
Maintenance terhadap m-pembelajaran di kolej vokasional. Dalam kajian ini, Teori
Keazaman Kendiri dan Model Penerimaan UTAUT (Unified Theory of Acceptance and
Use of Technology) telah digunakan untuk mengukur motivasi pelajar dan menguji tahap
penerimaan pelajar terhadap penggunaan teknologi baharu, masing-masing. Kajian ini
melibatkan lapan pemboleh ubah tidak bersandar, iaitu motivasi ekstrinsik, motivasi
instrinsik, jangkaan prestasi, jangkaan usaha, pengaruh sosial, keadaan kemudahan,
keseronokan dan niat tingkah laku, dan pembolehubah bersandar adalah pencapaian
akademik pelajar. Kajian kuantitatif dengan reka bentuk hubungan ini melibatkan satu
sampel kajian terdiri daripada 70 pelajar yang dipilih daripada 85 pelajar yang mengikuti
kursus Computer Preventive Maintenance di empat buah kolej vokasional di Kuala
Lumpur dan Selangor melalui teknik persampelan rawak mudah. Dalam kajian ini, analisis
statistik deskriptif dan analisis inferensi yang dijalankan adalah berdasarkan ujian korelasi
Pearson dan kaedah analisis regresi berganda. Hasil kajian mendapati kesemua
pemboleh ubah tidak bersandar mempunyai hubungan yang signifikan dengan
pencapaian akademik pelajar (p < .05) dengan nilai-nilai korelasi (r) berada dalam julat
antara .54 dan .84. Namun, hanya motivasi instrinsik (? = .34, p < .05), keseronokan (? =
.38, p < .05) dan niat tingkahlaku (? = .25, p < .05) menjadi faktor peramal yang
mempengaruhi pencapaian akademik pelajar. Kesimpulannya, motivasi instrinsik lebih
mempengaruhi pelajar berbanding motivasi ekstrinsik dan tahap penerimaan pelajar
terhadap penggunaan m-pembelajaran dalam aktiviti pembelajaran adalah tinggi. Jelas
sekali, dapatan kajian ini mempunyai implikasi di mana m-pembelajaran perlu diterapkan
dalam proses pengajaran dan pembelajaran untuk membolehkan pelajar dapat mengikuti
aktiviti pembelajaran dengan lebih aktif yang dapat merangsang minda mereka. Maka,
pihak kolej vokasional perlu menyokong penuh kaedah m-pembelajaran ini dengan
menyediakan kemudahan prasarana capaian internet dan peralatan yang bersesuaian
untuk mewujudkan satu persekitaran m-pembelajaran yang kondusif. |
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