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Learning Approaches and Academic Performance

Author

Listed:
  • 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)

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.

Suggested Citation

  • Mohd Soffi Puteh* & Nurul Ezhawati Abdul Latif & Nooriha Mansor & Yusnaliza Hamid & Sunarti Halid & Zulkifli Ghazali, 2018. "Learning Approaches and Academic Performance," The Journal of Social Sciences Research, Academic Research Publishing Group, pages 746-752:6.
    • Handle: RePEc:arp:tjssrr:2018:p:746-752
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    References listed on IDEAS

    as
    1. Lin Mei Tan & Fawzi Laswad, 2015. "Academic Performance in Introductory Accounting: Do Learning Styles Matter?," Accounting Education, Taylor & Francis Journals, vol. 24(5), pages 383-402, October.
    2. Hadrian G. Djajadikerta & Hamfri Djajadikerta & Terri Trireksani, 2008. "Approaches to learning of Indonesian accounting students," International Journal of Accounting and Finance, Inderscience Enterprises Ltd, vol. 1(1), pages 42-60.
    3. Kara Boatman & Richard Courtney & William Lee, 2008. "“See How They Learn†: The Impact of Faculty and Student Learning Styles on Student Performance in Introductory Economics," The American Economist, Sage Publications, vol. 52(1), pages 39-48, March.
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