Learner Autonomy and Some Selected Correlates among Adult Distance Learners in Malaysia

Studies have indicated that the lack of self-regulated learning skills, or the inability to function autonomously may lead to adults dropping out of courses, failing to enroll in subsequent courses, and overall dissatisfaction with learning in distance courses (Calvin, 2005; Hisham, 2004; Zimmerman, 2001). Confessore, (1992) asserts that success is ultimately dependent upon the individual’s personal characteristics that define learner autonomy which lie in the psychological paradigm of individuals. This study examined to what extent distance learners in Malaysia are autonomous by investigating learner autonomy level among distance learners undertaking learning in the distance learning environments. Adult learners come from different background, skills and experiences and thus, may contribute to the different approaches and attitude towards learning. The adult learners’ diversified background in terms of their learning styles, perception towards learning environment, computer technology experiences and English language proficiency may influence their learner autonomy or intentions to participate actively and productively in a learning process. Thus, this study also examined whether these variables predicted the adult learners’ learner autonomy. A stratified structured sampling was used to select 370 adult distance learners of three universities in Malaysia which offered distance learning program. Data was gathered using self-administered questionnaires. Two hundred and forty nine distance learners or 69% of them completed and returned the survey questionnaires in this study. The results of the descriptive analyses revealed that distance learners in Malaysia showed a relatively low level of learner autonomy in their intention to participate in learning. Using Pearson’s correlation analysis, the study found significant correlations of learning styles, perceived learning environment, computer technology experience and English language proficiency to the learner autonomy profile (LAP) scores. Chi-square test of independence revealed that the higher the learner autonomy scores, the more learning styles were being utilized in learning. The distance learners perceived that environmental supports such as personal relevance in the course structure, instructor support and satisfaction enhanced learner autonomy. In similar vein, distance learners also indicated the importance of computer technology experiences and English language proficiency. Both variables showed moderate correlation with distance learners' intentions to participate actively in their learning. The Multiple Regression analysis revealed that the number of learning styles, perceived learning environment and computer technology experience showed statistically predictive of learner autonomy or distance learners’ intention to participate. However, English language proficiency was not included as a significant predictor of learner autonomy. The overall regression model was successful in explaining approximately 39.7% of the adjusted variance in learner autonomy. The model proposed is considered a good model as the results demonstrated that the overall scores of the three predictors show statistically significant in contributing to the variance of the criterion variable. All the hypotheses in the study were supported. The results of this study provided a number of theoretical and practical implications on the learner autonomy among distance learners in Malaysia. Recommendations were suggested to facilitate higher learner autonomy among distance learners. The need for further research on the learner autonomy was also highlighted

Occupational Stress among the Information Technology (IT) Professionals in Selected Companies in the Klang Valley

Stress in the workplace is becoming the most common complaint of the late 20th century employee. It is a costly, pervasive phenomenon in work organizations and many studies have been carried out in the west to investigate this area of human concern. The objective of this study is to examine the occupational stress level of the IT professionals in selected companies an d factors that cause occupational stress among them. It was hypothesize d that there were significant differences between occupational stress level and the demographic variables of the IT professionals. The demographic variables involved were 1) age, 2) sex, 3) education background, 4) work department, and 5) annual gross salary. The population in this study consists of the IT professionals from 5 companies in the Klang Valley. Questionnaires using six-point Likert-type scales were used to measure the variables. The data collected were analysed using the SPSS. Descriptive statistics were used to describe the demographic profile of samples. Independent t-tests were employed to compare the significant differences in the level of occupational stress for gender. The ANOVA was used for hypotheses testing the significance differences in the level of occupational stress for other demographic variables

A study of time use and academic achievement among secondary-school students in the state of Kelantan, Malaysia

The preliminary report of the Malaysian Education Blueprint – 2013–2025 (Malaysia Ministry of Education, 2012. Preliminary education blueprint (2013–2025). Retrieved June 11, 2012 from http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf) highlights the importance, in a globalised world, of producing future intellectual, social and human capital for Malaysia. It is paramount to note that adolescents are the future human capital of Malaysia. Literature indicates adolescents are confronted with an environment that is rapidly changing and the time spent on non-school-related activities has negatively impacted academic performance. This research investigated the contribution of time use among students to academic achievement. The sample of secondary school students was stratified to ensure balance of gender, school type and grade level. Correlation analyses were conducted to determine the associations among the variables identified in the study. Participants completed the Daily Record of How I Use My Time each day for seven consecutive days. Cooperating schools provided copies of the academic transcript of each participant. This information was used to establish the overall secondary school academic achievement of each participant. The data collected were subjected to bivariate comparison of means and t-test comparisons of means to yield correlations among the target variables. The findings of this research support those of some previous studies and contradict those of other studies, many conducted with non-Malaysian populations. In sum, this study may help to develop a conceptual framework for guiding efforts to improve academic performance, as it relates to time use, as a contribution to accomplishing the national agenda of Malaysia

Influential factors to pursue doctorate degree in Malaysia

AbstractThe production of doctorate graduates is important for new knowledge economy. In Malaysia, doctorate holders are still relatively small. Thus, there is a vital need to look into ways to boost up the number of admission and production of doctoral graduates. This study examined the underlying determinants for the choice of pursuing a doctoral degree? Using both quantitative and qualitative data from 888 and 7 usable responses, the study found the contributing factors to attract individuals into the doctorate program were (1) Opportunity; (2) Personal attributes; (3) Working Relevant Knowledge; (4) Financial support; (5) Program structures; and (6) Social Support