Do approaches to learning affect academic performance of business ethics students?

Purpose: The objectives of this study are to explore the approaches to learning Business Ethics course adopted by students and to examine the impact of learning approaches on academic performances of Business Ethics course. Methodology: A questionnaire survey was administered to 209 students takin...

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Main Authors:	Mohd Radzi, Zaza Eliza, Ismail, Suhaiza
Format:	Conference or Workshop Item
Language:	English
Published:	2012
Subjects:	H62 Study and teaching. Research L Education (General)
Online Access:	http://irep.iium.edu.my/21264/ http://irep.iium.edu.my/21264/1/Do_approaches_to_learning.pdf

id	iium-21264
recordtype	eprints
spelling	iium-212642014-08-26T09:22:31Z http://irep.iium.edu.my/21264/ Do approaches to learning affect academic performance of business ethics students? Mohd Radzi, Zaza Eliza Ismail, Suhaiza H62 Study and teaching. Research L Education (General) Purpose: The objectives of this study are to explore the approaches to learning Business Ethics course adopted by students and to examine the impact of learning approaches on academic performances of Business Ethics course. Methodology: A questionnaire survey was administered to 209 students taking Business Ethics course in a higher learning institution in Malaysia. The Approaches and Study Skills Inventory for Students (ASSIST) was used to assess the learning approaches adopted by students, whilst the study used Final Examination to measure students’ academic performance. Findings: The results indicate that majority students, both male and female groups prefer to use deep approach in studying Business Ethics. The findings also reveal that there are significant positive relationships between deep and strategic approaches and academic performance. On the other hand, there is a significant negative relationship between surface approach and examination result. Research Limitations: The limitation of this study is in terms of the generalisability of the result as the sample size only covers one semester of students taking the course, thus the results may be unrepresentative to other batches of students taking the course in the other semesters. Moreover, this study only used an instrument, ASSIST to examine students’ learning approaches, thus this study may not have access to rich and detailed source of qualitative variation as could be obtained if phenomenography (interview method) is used. Practical/ Theoretical Implications: In terms of theoretical implications, this study contributes to the literatures on approaches to learning by using ASSIST as not many studies to date use ASSIST to measure the students’ approaches to learning. In terms of practical implications, this study may provide guidance to educators to adopt effective teaching strategies to improve student learning by encouraging the right approaches to learning in order to improve students’ academic performance. Keywords: learning approaches, academic performance, ASSIST, gender, ethical judgment 2012 Conference or Workshop Item PeerReviewed application/pdf en http://irep.iium.edu.my/21264/1/Do_approaches_to_learning.pdf Mohd Radzi, Zaza Eliza and Ismail, Suhaiza (2012) Do approaches to learning affect academic performance of business ethics students? In: 2nd Accounting Research and Education Conference 2012, 22-23 February 2012, Universiti Teknologi Mara Malaysia, Shah Alam. (Unpublished)
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	H62 Study and teaching. Research L Education (General)
spellingShingle	H62 Study and teaching. Research L Education (General) Mohd Radzi, Zaza Eliza Ismail, Suhaiza Do approaches to learning affect academic performance of business ethics students?
description	Purpose: The objectives of this study are to explore the approaches to learning Business Ethics course adopted by students and to examine the impact of learning approaches on academic performances of Business Ethics course. Methodology: A questionnaire survey was administered to 209 students taking Business Ethics course in a higher learning institution in Malaysia. The Approaches and Study Skills Inventory for Students (ASSIST) was used to assess the learning approaches adopted by students, whilst the study used Final Examination to measure students’ academic performance. Findings: The results indicate that majority students, both male and female groups prefer to use deep approach in studying Business Ethics. The findings also reveal that there are significant positive relationships between deep and strategic approaches and academic performance. On the other hand, there is a significant negative relationship between surface approach and examination result. Research Limitations: The limitation of this study is in terms of the generalisability of the result as the sample size only covers one semester of students taking the course, thus the results may be unrepresentative to other batches of students taking the course in the other semesters. Moreover, this study only used an instrument, ASSIST to examine students’ learning approaches, thus this study may not have access to rich and detailed source of qualitative variation as could be obtained if phenomenography (interview method) is used. Practical/ Theoretical Implications: In terms of theoretical implications, this study contributes to the literatures on approaches to learning by using ASSIST as not many studies to date use ASSIST to measure the students’ approaches to learning. In terms of practical implications, this study may provide guidance to educators to adopt effective teaching strategies to improve student learning by encouraging the right approaches to learning in order to improve students’ academic performance. Keywords: learning approaches, academic performance, ASSIST, gender, ethical judgment
format	Conference or Workshop Item
author	Mohd Radzi, Zaza Eliza Ismail, Suhaiza
author_facet	Mohd Radzi, Zaza Eliza Ismail, Suhaiza
author_sort	Mohd Radzi, Zaza Eliza
title	Do approaches to learning affect academic performance of business ethics students?
title_short	Do approaches to learning affect academic performance of business ethics students?
title_full	Do approaches to learning affect academic performance of business ethics students?
title_fullStr	Do approaches to learning affect academic performance of business ethics students?
title_full_unstemmed	Do approaches to learning affect academic performance of business ethics students?
title_sort	do approaches to learning affect academic performance of business ethics students?
publishDate	2012
url	http://irep.iium.edu.my/21264/ http://irep.iium.edu.my/21264/1/Do_approaches_to_learning.pdf
first_indexed	2023-09-18T20:32:14Z
last_indexed	2023-09-18T20:32:14Z
_version_	1777408812915884032

Do approaches to learning affect academic performance of business ethics students?

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