Abstract
This study was conducted to examine the relationship between external factors on the achievement of assessment tests and gender of students in Arabic writing skills in Malaysian Institutions of Higher Learning. A total of 140 respondents from four Malaysian higher learning institutions (MHLI) were selected, namely Sultan Zainal Abidin University (90 respondents), International Islamic University College of Selangor (25 respondents), Sultan Ahmad Shah Islamic University College, Pahang (9 respondents), and Sultan Ismail Petra International Islamic College (16 respondents) as the study sample. The data obtained were analysed using Statistical Product and Service Solutions (SPSS) version 22.0 software. Inferential analysis method, namely Pearson correlation was used to find the relationship between two different study variables, namely dependent variables and independent variables. The findings showed that there was no significant relationship between external factors on Arabic writing skills based on assessment tests. However, this relationship was found to be significant based on gender of students. This was because the correlation between external factors with student achievement test scores was (r = - 0.062, n = 140, p = 0.463), while the correlation between external factors on gender of students was (r = 0.181, n = 140, p = 0.032). This finding indicates that the relationship between external factors with the assessment test was irrelevant in affecting Arabic writing skills, and was not significant. However, the researchers found that external factors can significantly affect the Arabic writing skills among MHLI students based on gender through the analysis of the study obtained.
Highlights
The findings showed that there was no significant relationship between external factors on Arabic writing skills based on assessment tests
Faktor-faktor yang mempengaruhi keberkesanan penguasaan kemahiran kefahaman bacaan bahasa Arab di kalangan pelajar-pelajar sekolah menengah agama: kajian di Negeri Kelantan
Summary
Pelajar di institusi pengajian tinggi Malaysia (IPTM) samada lelaki mahupun perempuan merupakan pelajar dewasa yang didedahkan dengan pendekatan pembelajaran andragogi di peringkat pengajian tinggi. Berdasarkan kajian-kajian lampau, terdapat banyak faktor yang mempengaruhi pembelajaran dan pencapaian pelajar samada di peringkat sekolah menengah mahupun di peringkat IPTM. Kajian berkaitan faktor dalaman adalah yang paling banyak dibincangkan dalam mempengaruhi pencapaian akademik pelajar di peringkat universiti. Faktor konsep kendiri dan motivasi pencapaian (Talib et al, 2014) juga merupakan faktor yang penting mempengaruhi pencapaian akademik pelajar. Kajian berkaitan faktor luaran dalam mempengaruhi pencapaian akademik pelajar di peringkat IPTM tidak begitu banyak dan menyerlah. Kurangnya kajian tentang faktor luaran dalam mempengaruhi pencapaian akademik pelajar peringkat universiti di Malaysia khususnya dalam bidang bahasa Arab telah mendorong pengkaji untuk melihat sejauhmana hubungan antara faktor ini terhadap dua pembolehubah yang dikaji iaitu ujian pengesanan kemahiran menulis bahasa Arab dan juga jantina pelajar
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