Analysis of the relationship between the psychosocial learning environment and learning styles to the achievement of form Four additional Mathematics

Nur Haslisa Isa

Abstract

This study was aimed to determine the relationship of psychosocial learning environment, learning styles with the Additional Mathematics achievement besides to identify psychosocial differences in the learning environments and learning styles by gender and school type in achievement. Quantitative approaches with a survey design used for this study. About 205 form four Additional Mathematics students from 13 secondary schools in Setiu district were chosen using strata sampling methods. Research instrument are ‘What is Happening in This Classroom’ (WIHIC) and Dunn and Dunn learning styles. Data analysed using descriptive to describe the level of perception about psychosocial learning environment and the most dominant learning style while inferential analysis involved the MANOVA and Spearman’s Rho correlation test. The findings showed that the students’ familiarity had the highest level of perception while the emotional category learning styles was the dominant of the students. The conclusion that students from Boarding Schools are concerned with the aspects of relationship with each other compared the students in other schools. The learning style in three types of schools showed no significant differences in gender and school type. Spearman’s Rho correlation analysis showed that was significant relationship between psychosocial learning environments with achievement while no significant relationship between learning styles with achievement. The conclusion, psychosocial learning environment and learning style are elements that need to be attention to enhance the achievement. The implicates of the study are the psychosocial need to be focus to improve the achievement of this subjects.

References

[1] Hasmah Iberahim. (2014). Pengaruh faktor persekitaran terhadap kecemerlangan akademik pelajar fakulti kejuruteraan mekanikal dan pembuatan serta pelajar fakulti kejuruteraan elektrik di Uthm. Tesis Sarjana. Universiti Tun Hussein Onn Malaysia.

[2] Noor Erma Abu & Leong Kwan Eu. (2014). Hubungan antara sikap, minat, pengajaran guru, dan pengaruh rakan sebaya terhadap pencapaian matematik tambahan. Tesis Sarjana. Universiti Malaya.

[3] Mizan Adiliah Ahmad Ibrahim & Halimantun Halaliah Mokhtar. (2002). Kauseling Individu, apa dan bagaimana. Selangor: Fajar BAKTI Sdn. Bhd.

[4] Mok Soon. Sang. (2011). Pengurusan bilik darjah dan tingkah laku(3rd ed.) Selangor: Penerbitan Multimedia Sbd. Bhd

[5] Mohd Zakaria. (2007). Hubungan gaya pembelajaran dengan pencapaian akademik. Tesis. Sarjana. Universiti Teknologi Malaysia.

[6] Che Noraini (2005). Persepsi guru-guru kimia terhadap keberkesanan perlaksanaan pentaksiran kerja amali (peka). Latihan ilmiah. Universiti Kebangsaan Malaysia.

[7] Cotter, K. (2011). Proper classroom management is essential for an effective elementary classroom. Honors Theses: Roger William University Theses.

[8] Azizi Yahaya & Shareeza Abdul Karim (2003). Hubungan gaya pembelajaran dengan pencapaian akademik pelajar di tingkatan empat sekolah menengah teknik. National Seminar Memperkasakan Sistem Pendidikan. 19-21 Oktober 2003.

[9] McMillan, J.H. & Schumacher, S. (2010). Research in education: Evidence Based Inquiry. 7th ed. New Jersey: Pearson Education Incorporated.

[10] Khatijah Omar & Siti Nazilah Mat Ali. (2013). Kemahiran generik ke arah pengukuhan modal insan kelas global. Dlm.: National Student Development Conference (NASDEC), 8-9 Ogos 2013, Kuala Lumpur.

[11] Mazlini Adnan, Mohd Faizal Nizam Lee Abdullah, Mazitah Puteh, Che Nidzam Che Ahmad & Siti Mistima Maat. (2014). The learning environment and mathematics achievement of students of high performance schools (hps). Jurnal Pendidikan Matematik 2 (1), 1-15.