Transcript Student Demography and Perception & Attitude towards English as

Student Demography and Perception &
Attitude towards English as predictor of
Academic Achievement
By:
Assoc. Prof. Dr. Nagarajah Lee
Prof. Dr. Latifah Abdol Latif
Prof. Ramli Bahroom.
• Proficiency in English is necessary to reap the full
benefit of information explosion.
• As a lifelong learning being the pillar, OUM fully
recognizes this and as a results made English
language as the medium of instruction.
• However, the effectiveness of learning much
depends on learners, competence in the language
where one of the contributing factor is their
attitude towards the use of the language in T&L
Overview
•
•
•
•
•
Purpose
Research Design, Population & Sample
Instrument
Findings
Conclusion & Recommendation
Purpose
This paper examines the association
between some selected demographic
factors, attitude and perception towards
English language use in T&L and academic
performance among students in an Open
and Distance Learning institution.
Conceptual Framework
Student Demogrphy
Academic Performance
Students’ perception &
attitude towards English
language
Research Design, Population &
Sample
• This is a cross sectional survey using self
administered questionnaire.
• The population for this study are all
undergraduate students enrolled with OUM
at the point of data collection.
• The sample consist of 761 students in
various degree program at OUM.
INSTRUMENT
Student Perception on
English Language use:
a) Perceived Ability
b) Perceived Competency
Student Attitude Towards
the use of English in
T&L
a) Attitude towards English
b) Instrumental Motivation
c) Intrinsic Motivation
d) Learning Instruction
Respondents are required to
rate their perceptions on a
five point Likert scale
Respondents’ Demography
Gender
Age
Race
Entry Mode
n
%
male
328
43.7
female
422
56.3
20 - 30
283
37.2
31 - 40
256
33.6
41 - 50
141
18.5
Above 50
81
10.6
Malay
449
60.9
Chinese
117
15.9
Indian
87
11.8
Other Bumi
73
9.9
Others
11
1.5
Flexi
412
56.2
Normal
321
43.8
2
Respondent Demography vs
CGPA
CGPA Category
Gender
Age
Category
Race
Less than
3.00
n= 491(65.8%)
3.00 and
above
n= 255
(34.2%)
Male
219 (68.4%)
101 (31.6%)
Female
264(63.5%)
152 (36.5%)
20 - 35
205 (73.7%)
73 (26.3%)
31 - 40
153 (61.0%)
98(39.0%)
41 - 50
90 (64.3%)
50 (35.7%)
Above 50
43 (55.8%)
34 (44.2%)
313 (70.5%)
131 (29.5%)
Chinese
47 (41.2%)
67 (58.8%)
Indian
49 (58.3%)
35 ( 41.7%)
Other Bumi
59 (83.1%)
12 (16.9%)
5 (50.0%)
5 (50.0%)
274 (68.0%)
129 (32.0%)
198 (62.5%)
119 (37.5%)
Malay
Others
Entry Mode Flexi
Normal
= 1.985
(p = 0.159)
= 13.945
(p = 0.003)
= 47.272
( p = 0.002)
= 2.403
( p = 0.121)
Age and Ethnicity are significantly associated with students
academic performance
• As for the age category, are higher percentages of
students from the age groups 31- 40 years, 41-50
years and above 50 years obtained a CGPA of 3.00
and above. Students from the age category 20 – 35
years registered the lower percentage for CGPA
3.00 and above.
• Greater percentage of Chinese students obtained
CGPA of 3.00 and above, followed by ‘others’,
Indian and Malay. The lowest percentage for
CGPA 3.00 and above was recorded for East
Malaysian Bumiputra students
Student Perception and attitude
towards English vs CGPA
CGPA
Perceived Competency Below 3.00
Perceived Ability
Std. Deviation
3.9349
1.03593
3.00 and above
252
4.5093
.94585
Below 3.00
487
3.7480
1.03950
3.00 and above
252
4.4135
1.03083
490
3.8433
.67236
254
4.3172
.71387
490
4.4869
1.12731
3.00 and above
254
5.0301
.93967
Below 3.00
489
4.6564
1.06743
3.00 and above
254
5.0246
.91897
Below 3.00
480
3.6760
1.18678
3.00 and above
252
4.4702
1.11391
3.00 and above
Instrumental Motivation Below 3.00
Learning Instruction
Mean
488
Attitude towards English Below 3.00
Intrinsic Motivation
N
t-value
-7.369
0.0001
-8.575
0.0001
-8.926
0.0001
-6.584
0.0001
-4.896
0.0001
-8.960
0.001
Both the TWO dimensions of students’ perception towards English
use in T&L as well as their attitude towards the language (all four
dimensions) are significantly associated with students’ academic
achievement. Positive perception and attitude towards the use of
English in T&L leads to better academic achievement
The Logistic Regression Model
Variables in the Equation
B
S.E.
Reference group
Male
Malay
Flexi Entry
Wald
df
Sig.
exp B
Perceived Competency
0.612
0.182
11.307
1
0.001 1.844
Perceived Ability
0.594
0.194
9.375
1
0.002 1.811
Attitude
0.469
0.143
10.757
1
0.001 1.598
Instrumental Motivation
0.512
0.171
8.965
1
0.003 1.669
Intrinsic Motivation
0.666
0.192
12.032
1
0.000 1.946
Learning Instruction
0.495
0.193
6.578
1
0.039 1.640
Female
Race
0.319
0.189
2.838
0
1
4
0.092 1.375
0
1
A4(1)
0.741
0.268
7.612
1
0.006 2.097
A4(2)
0.577
0.318
3.283
1
0.079 1.562
A4(3)
-1.08
0.392
7.606
1
0.006
A4(4)
0.007
0.76
0
1
0.993 1.007
Mode of Entry
0.29
0.189
2.346
1
0.126 1.337
Age
0.03
0.011
7.014
1
0.008
0.34
1.03
Constant
-5.392
0.782 47.562
1
0 0.005
a. Variable(s) entered on step 1: Perceived Competency, Perceived Ability, Attitude, Instrumental
Motivation, Intrinsic Motivation, Learning_ Instruction, Gender, Race, Mode of Entry, Age.
Model Fit
Hosmer and Lemeshow Test
Step
1
Chi-square
17.432
df
Sig.
9
.127
Model Summary
Step
1
-2 Log likelihood
370.255a
Cox & Snell R
Square
Nagelkerke R
Square
.191
.254
a. Estimation terminated at iteration number 5 because parameter
estimates changed by less than .001.
The Logistic Regression is a valid model to predict the relationship
between the predictor and outcome variables
Model Sensitivity & Specificity
Area Under the Curve
Test Result Variable(s):Predicted probability
Asymptotic 95% Confidence
Interval
Area
Std. Errora
Asymptotic Sig.b Lower Bound
Upper Bound
.740
.021
.000
.781
.698
The test result variable(s): Predicted probability has at least one tie between the
positive actual state group and the negative actual state group. Statistics may be
biased.
a. Under the nonparametric assumption
b. Null hypothesis: true area = 0.5
Sensitivity [ability to predict event
correctly] = 83%
Specificity [ability to predict non
event correctly] = 87.7%
Logistic Model Explaining the relationships
CGPA 3.00 and above = -5.39 + 0.495 (Learning Instruction) +
0.666 (Int. Mot. ) + 0.512( Instr. Mot.) +
0.512 (Attitude) + 0.594 (Perceived Ability) +
0.612 (Perceived competency )+ 0.03 (Age) +
0.741 (Chinese) – 1.08 (Other Bumi)
Int. Mot = Intrinsic Motivation
Instr. Mot = Instrumental Motivation
Conclusion
The findings of this study suggested that
students’ perception and attitude towards the
use of English in Teaching and Learning together
with the selected demographic factors can be
used as a good predictor of students’ academic
performance.
These variables can be used to identify ‘at risk’
students and the institution can formula
interventions to reduce attrition rate.
Thank You
Questions and comments are
welcome