Correlation between cognitive engagement and performance of AFL undergraduate students in virtual learning environment = Korelasi antara penglibatan kognitif dan prestasi pelajar prasiswazah dalam persekitaran pembelajaran maya

• Main Authors: Kassim, Noorafini, Sahrir, Muhammad Sabri, Tunku Ahmad, Tunku Badariah
• Format: Article
• Language: English
• Published: JSASS Pusat Pengajian Teras KUIS 2021
• Subjects: L Education (General); PJ6001 Arabic
• Online Access: http://irep.iium.edu.my/93955/1/93955_Correlation%20between%20cognitive%20engagement%20and%20performance%20of%20AFL.pdf; http://irep.iium.edu.my/93955/; https://jsass.kuis.edu.my/index.php/jsass/article/view/174/141

The virtual learning environment (VLEs) is becoming an essential instructional technology in this new era due to its effects and impacts on the learning process. It has been implemented by many Malaysian higher educational institutions. The design of this study is correlational which is a type of non-experimental research. This study aims to examine the correlation between cognitive engagement and performance among undergraduate students in an online learning environment. Apart from investigating the relationships, this study seeks to predict an outcome or effect of the measures. A quantitative approach is utilized in this study, through the implementation of a cross-sectional survey. The using survey items were adapted from Greene (2015) and data were collected from 216 Arabic Foreign Language (AFL) students. In evaluating the correlation and factors of cognitive engagement that affect student performance, this study employed the Partial Least Square Structural Equation Modelling (PLS-SEM) and a conceptual model was designed. The findings demonstrated a positive correlation between cognitive engagement and student performance. The study indicated that the strongest predictor among the three factors of cognitive engagement is Self-Regulatory Strategy Use (SR), followed by Shallow Strategy Use (SSU) and Deep Strategy Use (DSU). As a result, cognitive engagement was demonstrated to be a critical predictor that can moderately affect students’ performance on the use of a virtual learning environment. The coefficient of determination R2 values predicting performance is 0.588 (R2 = 0.588), which means can explain 58.8% of the variance in students’ performance. This proportion is considered as a moderate effect in affecting the performance of AFL undergraduate students. This study advances our understanding of how students utilize cognitive engagement and learning strategies in online learning environments that yield significant learning experiences and better-quality performance. This study also offers empirical and practical contributions to online Arabic Foreign Language (AFL) teaching and learning.