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GROUP MEMBERS DIETETIC/2 Fasilitator : Dr Zahara Abdul Manaf

GROUP MEMBERS DIETETIC/2 Fasilitator : Dr Zahara Abdul Manaf. SITI MAWARNI BT HASIM WONG EE SIEW LIEW HUI NEE NOR HAMIZAH BT SHAFIEE NURSYAKIRA BT MAHAZIR NURUL FARHANA SYAZREEN BT SUHAIMI ZUBAIDA BT DIN MUSTAFA KAMAL ROSDIIZWAN B ROSLAN LEONG YEW TOONG CHEN YEN NEE

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GROUP MEMBERS DIETETIC/2 Fasilitator : Dr Zahara Abdul Manaf

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  1. GROUP MEMBERS DIETETIC/2Fasilitator : Dr Zahara Abdul Manaf SITI MAWARNI BT HASIM WONG EE SIEW LIEW HUI NEE NOR HAMIZAH BT SHAFIEE NURSYAKIRA BT MAHAZIR NURUL FARHANA SYAZREEN BT SUHAIMI ZUBAIDA BT DIN MUSTAFA KAMAL ROSDIIZWAN B ROSLAN LEONG YEW TOONG CHEN YEN NEE NOOR JANNAH BT ILYAS FATIN HANANI BT MAZRI TEE YIE VONE YAP RUEN TING KHOR JIA HUI

  2. TITLE The influence of course preferences on the academic achievement among the first and second year Faculty of Health Sciences students UKM

  3. INTRODUCTION

  4. In Malaysia, a student needs to complete Form Six and STPM or matriculation colleges and fill in the UPU form in order to enter a local university. Based on our study, course preferences defined by ranking in UPU. The course registered rank no 1 is the most preferred course. Several authors have proposed that interests influence academic achievement and learning in school. (Krapp, 1998a, 1998b, 1999; Schiefele, Krapp, & Winteler, 1992). - To the best of our information, there are limited studies on relationship of course preferences and academic achievement among university students in Malaysia.

  5. JUSTIFICATION • Data of this study can be used to: • Highlight the importance of students’ interest in the course selection • Increase the reputation of our university • Overcome unemployment issue among graduates • Provide information to improve the enrollment system into local universities in Malaysia

  6. RESEARCH QUESTION Does the course preferences influence academic achievement among the first year and second year Faculty of Health Sciences students UKM?

  7. GENERAL OBJECTIVE To study the factors that influence course preferences and its effects on the academic achievement among the first and second year Faculty of Health Sciences students UKM

  8. SPECIFIC OBJECTIVES • To determine the academic achievement among the first and second year Faculty of Health Science students. • To determine the factors affecting the academic achievement of the first and second year Faculty of Health Science students. • To determine the factors affecting the preferences of course among the first and second year Faculty of Health Science students. • To determine the association between course preferences and academic achievement among first and second year Faculty of Health Science students.

  9. RESEARCH HYPOTHESIS Course preferences influence academic achievement among the first year and second year Faculty of Health Sciences students UKM.

  10. METHODOLOGY

  11. The study design: Cross-sectional • Study population : The first and second year students of Faculty of Health Sciences (FSK) session 2011/2012. • Study location : Campus Kuala Lumpur, The National University of Malaysia (UKM). • Subjects selection : Stratified random sampling – subjects are randomly picked from the group of courses • Duration of study : It was conducted between April to May. • Total population : 484 students. Significance level of 5% and degree of accuracy is 5%. • Questionnaire was used to collect the data and the data is analyzed using SPSS version 19.0 • Pilot study was conducted by distributed 20 questionnaire to medic and pharmacy students.

  12. RESULTS AND DISCUSSION

  13. DEMOGRAPHIC DATA

  14. Total sample size = 214 (Krejcie R V & Morgan D W. 1970 ) • But from the questionnaire, we only get 198 sample. • Response rate is 93% • There are 7% drop out.

  15. OBJECTIVE 1 To determine the academic achievement among the first and second year Faculty of Health Science students.

  16. Chi Square Between Gender and CGPA As p value is 0.867 which is more than 0.05 ( p> 0.05), so it is not significant. So, there is no significant difference between gender and CGPA. From the table, we find that female has higher CGPA (above 3.0) compared to male.

  17. Chi Square Between Race and CGPA As p value is 0.001 which is less than 0.05, so it is significant. Therefore, we can conclude that there is significant difference of CGPA between malay and non malay. This result also show that malay has higher score above 3.0 of CGPA compared to non malay.

  18. Chi Square Between Course and CGPA

  19. As the p value is equal to 0.05, so it is not significant. Hence, there is no significant in number of students with CGPA below and above 3.0 between courses.

  20. DISCUSSION • Based on the result, only race influence CGPA score. Between race, Malays got highest percentage of CGPA score above 3.0. • The another two which are gender and courses not influence the CGPA score. In gender, female got the higher percentage of CGPA while in courses PDR got higher percentage of CGPA above 3.0.

  21. OBJECTIVE 2 To determine factors influencing course preference among first and second year Faculty of Health Sciences students

  22. The Frequencies of The Factors Affecting Course Preference among First and Second Year.

  23. Discussion • Our results suggested that self-interest plays an important role in affecting the course preferences among first and second year students, which was 121 (34.4%) from total subjects.

  24. According to Jackling and Calero (2006), the motivation of students to pursue an accounting career was influenced by their intrinsic interest and perceptions. • This means that the greater the perception that the course requires complex number skills, the less likely that students would be interested in pursuing a career in this field. Jackling, B. and Calero, C. 2006. Influences on undergraduate students' intentions to become qualified accountants: Evidence from Australia. Accounting Education: an international Journal , 15(4): 419–438. 

  25. Based on the results of the study carried out by Atienze et al. (2010), the respondent considers most in choosing their courses are own interest, abilities and skills and their future salary. • The students choose their preferred courses due to their own interest rather than their parents’ occupation (Atienza et al., 2010).

  26. Career prospect (30.7%) is the second largest factor that affecting the course preference among first and second year students according to our study. • Vocational expectation factors is one of the factors that influencing students' choice of an accounting major in Australia. It was believed that students' intention of majoring in accounting was associated with favorable job expectations (Satoshi et al, 2008).  Satoshi Sugahara, Gregory Boland & Andrea Cilloni. 2008. Accounting Education: An International Journal. Factors Influencing Students' Choice of an Accounting Major in Australia. 17(1): 37-54. http://www.tandfonline.com/doi/full/10.1080/09639280802009199#tabModule [22 May 2012].

  27. Atienza et al. (2010) found that the respondents are now conscious having their future salary involve in the factors they consider in choosing a course which is the third factor they have chosen.

  28. The factors that affecting the course preferences among first and second year students included in our study are parent’s advice, peer pressure, career prospect, self interest and mass media. • Olszewski-Kubilius and Yasumoto (1994) suggested that the factors included gender, race, ability, previous educational experiences, interest and parental attitudes.

  29. OBJECTIVE 3 To determine the factors affecting the preferences of course among the first and second year Faculty of Health Science students.

  30. Chi Square Between Time Spend On Leisure Activities And CGPA As p value = 0.291 ( p > 0.05 ), it is not significant. So, we conclude that time spend on leisure activities do not influence CGPA.

  31. Chi Square between Factors affect academic achievement and CGPA

  32. DISCUSSION • We find that among the six factors, we conclude majority of the students agree that university activities give strong influence on CGPA. • University activities include co-curriculum and college activities. • Time spend on leisure activities also not influence on CGPA. • Based on Caplan, 2002 shows that level of family cohesion and family relationship prove students are capable of predicting performance.

  33. Antonia Lovano Diaz, 2005 find that variation in performance is due to personal variable such as age, academic self concept and the locus of control; academic variable such as grade level, social relationship in class and friends relationship; and family variable such as family level of study and relationship between parents and adult.

  34. OBJECTIVE 4 To determine the association between course preferences and academic achievement among first and second year Faculty of Health Science students.

  35. Chi Square between Courses and Rank Courses Study in UPU

  36. Chi Square between Rank of course study in UPU and CGPA P-value equal to 0.507 (p > 0.05), there is no significant difference between rank of course study in UPU and CGPA. Most of the students got rank 1 – 4 (0.6%) was CGPA above 3.0.

  37. Discussions • In general, we thought that, when students enrolled in their preferred course they would perform better in their studies. • However, our study shows that there is no enough evidence to conclude that rank of courses in UPU affect CGPA.

  38. Su and Ow(2004) also obtained the same result. They conducted study on factors that impact on the academic performance of Computer Science and the Information Technology students in University of Malaya. • Their study found that, interest in respective major do not necessarily lead to better academic performance. The factor in the study used; interest in respective major, is related to variable used in our study; course preferences.

  39. Olaf et al (2001) suggested that interest affected achievement, higher achiever students expressed more interest than low achiever students. • However, this study was conducted about academic interest and achievement in Mathematics among grade 7-12 in selected school of Germany.

  40. CONCLUSION • As the conclusion, race and university activities influence academic achievement but gender, courses and other factors (interest in the course, health status, assignments, lectures and friends) do not influence. • Our study shows that there is no enough evidence to conclude that rank of courses in UPU affect academic achievement.

  41. Our study is limited to only first year and second year Faculty of Health Sciences students. • It cannot be assumed that the findings is generally true for undergraduates of the same faculty. • A future study of the unselected population would be the most precise to determine the association between course preferences and the academic achievement.

  42. Olszewski-Kubilius, P. & Yasumoto , J. 1994. Factors affecting the academic choices of academically talented adolescents. http://www.davidsongifted.org/db/Articles_id_10027.aspx [22 May 2012] Atienza et al. 2010. The Effects Of Parents’ Occupation On The Course Preferenceof The Fourth Year Students Of Rogationist Collegehigh School Department School Year 2009 -2010 http://www.scribd.com/doc/63956414/THE-EFFECTS-OF-PARENTS%E2%80%99-OCCUPATION-ON-THE-COURSE-PREFERENCE [22 May 2012] Jackling, B. and Calero, C. 2006. Influences on undergraduate students' intentions to become qualified accountants: Evidence from Australia. Accounting Education: an international Journal , 15(4): 419–438.  Satoshi Sugahara, Gregory Boland & Andrea Cilloni. 2008. Accounting Education: An International Journal. Factors Influencing Students' Choice of an Accounting Major in Australia. 17(1): 37-54. http://www.tandfonline.com/doi/full/10.1080/09639280802009199#tabModule [22 May 2012]. REFERENCES

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