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Type :thesis
Subject :LB Theory and practice of education
Main Author :Roghdaryanti Hashim
Title :Hubungan antara motivasi dengan pencapaian akademik dan penerimaan pelajar terhadap m-pembelajaran di Kolej Vokasional
Place of Production :Tanjong Malim
Publisher :Fakulti Seni, Komputeran dan Industri Kreatif
Year of Publication :2019
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

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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