Analisis faktor penentu pencapaian akademik pelajar dalam kursus statistik di institusi pengajian tinggi.

Analysis of the determinants of students’ academic achievement in statistics courses at higher education institutions.

Abstract

Abstrak

Statistik dan Matematik merupakan subjek asas yang penting untuk dikuasai oleh setiap pelajar sama ada di peringkat asas mahupun pengajian tinggi, memandangkan hampir setiap bidang kerjaya mengaplikasikan teori serta konsep daripada kedua-dua disiplin ini. Dari perspektif pendidikan, Matematik sering dikaitkan dengan persepsi negatif seperti dianggap sukar, membosankan, tidak menyeronokkan serta gagal menarik minat pelajar. Persepsi ini mungkin berpunca daripada tanggapan bahawa Matematik tidak mempunyai kaitan secara langsung dengan kehidupan seharian. Objektif kajian ini adalah untuk mengenal pasti tahap literasi matematik, sikap pelajar terhadap kursus Statistik, dan kaedah pengajaran pensyarah, serta meneliti hubungan antara ketiga-tiga faktor tersebut dengan pencapaian pelajar dalam kursus Statistik di Universiti Islam Selangor (UIS). Kajian ini menggunakan reka bentuk kuantitatif dengan analisis statistik deskriptif seperti nilai min, sisihan piawai, kekerapan dan peratusan bagi mencapai objektif pertama. Bagi menilai kekuatan dan hubungan antara pemboleh ubah, analisis korelasi Pearson telah dijalankan. Data dikumpulkan melalui soal selidik yang telah melalui proses kesahan dan kebolehpercayaan bagi memastikan ketepatan instrumen. Seramai 58 orang pelajar daripada beberapa program pengajian yang telah mengikuti kursus Statistik terlibat sebagai responden dalam kajian ini. Dapatan kajian menunjukkan bahawa kaedah pengajaran pensyarah mencatatkan nilai min tertinggi, manakala faktor sikap pelajar menunjukkan hubungan yang signifikan dan positif terhadap pencapaian pelajar dalam kursus Statistik. Implikasi kajian ini menekankan keperluan untuk memperkukuh tahap literasi matematik serta membentuk sikap positif terhadap Statistik dalam kalangan pelajar. Pada masa yang sama, strategi pengajaran pensyarah perlu diperkasa agar lebih efektif, interaktif dan inklusif dalam meningkatkan kefahaman serta prestasi pelajar.

Abstract

Statistics and Mathematics are essential foundational subjects that every student must master, whether at the basic or higher education level, as almost every professional field applies theories and concepts derived from these two disciplines. From an educational perspective, Mathematics is often associated with negative perceptions, such as being difficult, boring, uninteresting, and unable to capture students’ attention. This perception may stem from the belief that Mathematics has little relevance to daily life. The objective of this study is to identify the level of mathematical literacy, students’ attitudes towards Statistics, and lecturers’ teaching methods, as well as to examine the relationships among these factors and students’ achievement in the Statistics course at Universiti Islam Selangor (UIS). This study employed a quantitative research design using descriptive statistical analyses such as mean, standard deviation, frequency, and percentage to address the first objective. To assess the strength and direction of relationships among variables, Pearson’s correlation analysis was conducted. Data were collected through a validated and reliable questionnaire to ensure the accuracy of the instrument. A total of 58 students from various academic programmes who had completed the Statistics course were involved as respondents in this study. The findings revealed that the lecturers’ teaching methods recorded the highest mean score, while students’ attitudes showed a significant and positive correlation with their achievement in the Statistics course. The implications of this study highlight the need to strengthen mathematical literacy and foster positive attitudes towards Statistics among students. At the same time, lecturers’ teaching strategies should be enhanced to become more effective, interactive, and inclusive to improve students’ understanding and academic performance.