The Influence Of Institutional Factors And Integration Towards Students’ Intellectual Developments: A Case Study Of Three Cambodian Public Universities
Kajian ini mengkaji pengaruh faktor institusi (sukatan pelajaran kurikulum, pengajaran guru, penilaian dan peperiksaan, kemudahan dan khidmat sokongan pelajar) dan integrasi institusi iaitu akademik (keprihatinan fakulti terhadap pembangunan pelajar serta komitmen dan matlamat institusi) dan sosial...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://eprints.usm.my/31556/1/SAM_RANY_24.pdf http://eprints.usm.my/31556/ |
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| Summary: | Kajian ini mengkaji pengaruh faktor institusi (sukatan pelajaran kurikulum, pengajaran guru, penilaian dan peperiksaan, kemudahan dan khidmat sokongan pelajar) dan integrasi institusi iaitu akademik (keprihatinan fakulti terhadap pembangunan pelajar serta komitmen dan matlamat institusi) dan sosial (interaksi fakulti - pelajar serta interaksi kumpulan rakan sebaya) terhadap pembangunan intelektual dan prestasi akademik pelajar di universiti-universiti awam terpilih di Kemboja. Kajian kuantitatif ini menggunakan rekabentuk tinjauan secara keratan rentas. Satu soal selidik lapor-sendiri telah diedarkan melibatkan 381 orang pelajar tahun ketiga yang dipilih sama rata dari tiga universiti awam Kemboja menggunakan kaedah persampelan rawak berlapis. Kaedah pemodelan struktur persamaan kuasa dua terkecil separa (PLS- SEM) telah digunakan untuk menganalisis data tersebut. Keputusan statistik menunjukkan bahawa lima pemboleh ubah bebas daripada faktor- faktor institusi telah menerangkan anggaran 22% daripada varians adalah di dalam pemboleh ubah bersandar (R2 = 0. 224).
This study examines the influence of institutional factors (curriculum syllabus, teacher teaching, evaluation and examination, facilities, and student support services) and institutional integration factors which are academic (faculty concern for student development and institutional, and goal commitment) and social (faculty student interaction and peer-group interaction) on the students’ intellectual development and academic performance in selected public universities in Cambodia. This quantitative study adopted the cross sectional survey design. A self-reported questionnaire was administered involving 381 third-year students, which were chosen equally from the top three Cambodian public universities using the stratified random sampling method. The partial least squares structural equation modelling (PLS- SEM) tools were employed to analyze the data. Statistical results showed that five independent variables of institutional factors explained approximately 22 % of the variance in the dependent variable (R2=0. 224). |
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