Does the Number of Hours Spent on Learning Affect Academic Achievement?

Examinations are measurement tools designed to assess learners’ achievement of course learning outcomes. Past studies have shown that factors such as motivation and study time play a part in enhancing learner achievement in assessment. The objective of this exploratory study is to develop a Regression Model that will be used to identify the possible relationship between the learners’ study time with their academic achievement. An online questionnaire survey was administered to 98 respondents of year 1 distance learners of the Principle of Management course in the January 2021 semester at Open University Malaysia. The data on the self-report of study time by the learners for the two variables were analysed. A regression analysis via Statistical Package for Social Sciences (SPSS) analysis tool was performed to study the relationship between the study time (for completing the assignment and preparing for the final examination) and academic achievement. The findings of this study suggest that a regression model can significantly predict academic achievement. However, based on this model, only the study time allocated for completing the assignment appears to be significantly correlated to the course assessment achievement. It is hoped that the findings gathered will lay the foundation for future research that take into consideration other relevant factors associated with study time and academic achievement

Academic performance of APEL students in Open and Distance Learning

Accreditation of Prior Experiential Learning (APEL) has paved greater access to lifelong learning opportunities. The systematic process of assessing prior learning for gaining access to higher education and accreditations for courses is a game-changing movement in Malaysian Education. Ministry of Higher Education (MOHE) introduced the Open Entry Admission System in 2006 and gave the mandate to the Open University Malaysia to be the pioneer for operationalising it nationwide. The main objective of introducing APEL in Malaysia is to democratise education and develop human capital. The enrolment of students entering open and distance learning (ODL) institutions through the APEL system has increased over the years. More universities have been appointed to be the assessment centres. However, there is a lack of studies investigating the performance of students who have undergone the APEL system for admission. Thus, this study aims to examine the academic performance of APEL students and how their demographic factors influence academic performance. A quantitative research approach will be employed to collect data on students’ academic performance based on the CGPA and demographic information. The population of this study was all learners under the Faculty of Business and Management (FBM). The results showed demographic factors such as age, marital status and type of programme does influence the APEL entrants’ academic performance (CGPA) This is significant findings as ODL institutions will be able to take necessary proactive measures to establish appropriate action for curbing dropout rates. (Abstract by authors