Date of Award

2010

Thesis Type

Masters

Document Type

Dissertation

Divisions

Faculty of Languages and Linguistics

Institution

Universiti Malaya

Abstract

The study aims to identify the relationship between learning strategies with academic achievement, and student’s learning motivation in elective courses. Learning strategies play important role in developing individual learning approach, making learning easy, fast, effective and transferable to a new situation. The scope for the study is students who are taking Japanese language as a compulsory elective language in University Teknologi MARA (UiTM), Shah Alam. This study employs the quantitative approach and the data collection instrument is the questionnaire. A total of 300 questionnaires are distributed to the students currently enrolled in the Japanese language course. There are 265 respondents. Data analysis is performed using the statistical software, SPSS. The relationship between learning strategies and student’s achievement is tested. The pearson correlation r, showed that there is a weak but significant relationship with r=.376 between learning strategies and student’s achievement. Meta-cognitive strategy is identified as the most frequently used learning strategy. However, learning strategies and student’s motivation is strongly related. The common types of motivations used by the students are instrumental motivation followed by integrative motivation. This study concludes that meta-cognitive skills should be encouraged among students learning Japanese language in order to increase the quality of the learning outcomes. It is suggested that lecturers utilize activities towards meta-cognitive learning either inside or outside the classroom.

Initial

khm

Additional Information

Dissertation (M.A.) – Faculty of Languages and Linguistics, Universiti Malaya, 2010.

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