Abstract
The study is aimed to explore the influence between the metacognition practice, students’ learning motivation, students’ learning commitment and academic achievement among matriculation students. The sample consisted of 454 Module 1 and Module 2 matriculation students from Penang Matriculation Students. Data was collected using a questionnaire measuring metacognition, students’ learning motivation factors and students’ learning commitment factors and diagnostic physics test question to measure the score of academic achievement. For the quantitative method, statistical analysis used is independent t-test sampling. This research used the quantitative method and statistical descriptive independent t – test sampling. The results of the analysis showed that there were no significant differences in all dimension of metacognition, students’ learning motivation and students’ learning commitment and achievement among Module 1 and Module 2 students. Structural Equation Modeling (SEM) technique analysis showed that the practice of metacognition influenced students’ learning motivation and students’ learning commitment except extrinsic motivation had a direct, negative relationship with academic achievement. The practice of metacognition showed indirect relationship with academic achievement via intrinsic and extrinsic motivation and affective commitment. In summary, the results of this study provide evidence in support of the influence of metacognition to academic motivation of matriculation students, but via students’ learning motivation (intrinsic motivation and extrinsic motivation) and students’ learning commitment (affective) as mediator. Therefore, students’ learning motivation dimension and students’ learning commitment dimension are important in improving physics achievement among matriculation students.
Highlights
For a country that is an emerging economy, education is a very important requirement in the production of human capital quality who will in turn become pillars for the development of the country
Research Methodology This study is a study that uses a quantitative approach that seeks to study the relationship between Metacognition, motivation to learn and commitment with student achievement in Physics among matriculation students who are pursuing their studies in Module 1 and Module 2
Discussion of Findings and Summary Relationship Between Dimensions of Metacognitive Practice, Motivation to Learn and Commitment to Learn with Achievement in Physics
Summary
For a country that is an emerging economy, education is a very important requirement in the production of human capital quality who will in turn become pillars for the development of the country. This is because the standard of education has close associations with the standard of occupation, social status, income and better standard of living. Matriculation program is one of the Foundation programs for students to qualify themselves to pursue first degree courses at University and this programme commenced in the middle of 1999 This Matriculation program aims to produce high quality students to enter public institutions of higher learning to pursue science, technology and professional courses as preparation to become viable human capital of the future. This Matriculation program aims to produce high quality students to enter public institutions of higher learning to pursue science, technology and professional courses as preparation to become viable human capital of the future. (Bahagian Matrikulasi Kementerian Pelajaran Malaysia, 2008)
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