Preliminary Analysis on The Relationship Between Achievement Goal, Perceived Teacher Instructional Practices and Students’ English Achievement

Amirah Mohd Juned,Anuar Sopian,Asma’ Fauzi,Sharifah Muzlia Syed Mustafa,Faizah Abd Majid,Aqilah Arshad

doi:10.6007/ijarbss/v11-i7/10538

Amirah Mohd Juned, Anuar Sopian + Show 4 more

Open Access

https://doi.org/10.6007/ijarbss/v11-i7/10538

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Abstract

This study examines the association between achievement goal, perceived teacher instructional practices and English academic achievement. The study was conducted on the 50 form Four students in a sub-urban school district in Klang valley. The students completed the questionnaire regarding their achievement goal and their perception of English teachers’ instructional practices. Based on the correlation analysis, the findings showed that mastery-approach was significantly associated with English achievement. Meanwhile, perceived teachers’ instructional practices showed that none of teacher instructional practices associated with English achievement. This has shown that students’ motivation in academic achievement play an important role in students’ learning.

Highlights

English is a fundamental language in Malaysia as it is used for communication and for other purpose
The findings show that none of perceived teacher instructional practices has significant relationship with English achievement
In summary, the present study has examined the association between achievement goals, perceived teacher instructional practices and English achievement

Summary

Introduction

English is a fundamental language in Malaysia as it is used for communication and for other purpose. In Malaysia education system, English is a compulsory second language taught in school beginning at Primary One. It is beneficial for the students to comprehend and communicate in English efficiently because it is used as a medium to acquire knowledge and information in a variety of fields such as politics, security, global trade, and education (Ng & Ng, 2015; Zubairi & Sarudin, 2009). Malaysia faces a number of challenges as far as the teaching of English is concerned. According to Darus (2013), teachers are facing challenges to find the best approach to teach English. Among the various investigation in search of contributing factors to academic achievement, motivation and teacher instructional practices have been identified as the most influential predictors of students’ success or failure in school. Due to the importance of academic achievement to the students’, practitioners and researchers continuously identify the factors that could improve students’ academic achievement

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