Learning Approaches and Academic Performance

Mohd Soffi Puteh*, Nurul Ezhawati Abdul Latif, Nooriha Mansor, Yusnaliza Hamid, Sunarti Halid and Zulkifli Ghazali
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Mohd Soffi Puteh*: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, Tapah Road, 35400, Perak, Malaysia
Nurul Ezhawati Abdul Latif: Faculty of Accountancy, Universiti Teknologi MARA, Selangor Branch, Shah Alam Campus, 40450 Shah Alam, Selangor.
Nooriha Mansor: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, Tapah Road, 35400, Perak, Malaysia
Yusnaliza Hamid: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, Tapah Road, 35400, Perak, Malaysia Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, Tapah Road, 35400, Perak, Malaysia
Sunarti Halid: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, Tapah Road, 35400, Perak, Malaysia
Zulkifli Ghazali: Faculty of Computer Science and Mathematics, Universiti Teknologi MARA, Perak Branch, Tapah Campus, Tapah Road, 35400, Perak, Malaysia

The Journal of Social Sciences Research, 2018, 746-752 Special Issue: 6

Abstract: Since Graduate on Time (GOT) being introduced as one of their key performance indicators (KPIs), certain higher education institutions are facing with situation where students are unable to complete their studies within the specified time frame. Various learning approaches have been adopted by educators in their effort to enhance students’ examination results so as to assist them to graduate on time. Studies by Tan and Laswad (2015) and Davidson (2002) have proven that learning approaches do significantly give an impact to academic performances, while Djajadikerta et al. (2008) and Chan (2011) have shown otherwise. Hence, this study is performed in order to provide further evidences concerning learning approaches and their impact onto students’ academic performance, i.e. their examination grades. Using Biggs’ (1987a) Study Process Questionnaire, 208 completed questionnaires are obtained from final semester students of Diploma in Accountancy from Faculty of Accountancy, UiTM Perak Branch, Tapah Campus. Data pertaining to their previous semesters’ grades are obtained from the online academic system and analyses are performed using SPSS. The result reveals a significant positive relationship between learning approaches and Cumulative Grade Point Average (CGPA), and it has definitely add credence to the body of knowledge pertaining this matter.

Keywords: Learning approach; Learning styles; Academic performance; Accounting education (search for similar items in EconPapers)
Date: 2018
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