The present study sought to measure student learning approaches and generic skills and to determine the influence of learning approaches on the undergraduates’ generic skills. By utilizing structural equation modeling (SEM), the study aimed to identify if there are any gender differences in the relations. The study adapted the Revised Approaches to Studying (RASI) (Duff, 1997) in order to measure the learning approaches and the Course Experience Questionnaire (CEQ) (Wilson & Lizzio, 1997) to tap into the students’ generic skills. A total of 233 undergraduates from various religious studies disciplines took part in the survey. The study utilized purposive sampling in the data collection in which only final year students were sampled. Using multi-group analysis via SEM, the data showed that the models for boys and girls differed in which the girls’ surface approach negatively influenced their generic skills. Unlike the girls, the boys’ strategic and surface approaches are related to generic skills, each having a positive and negative relationship respectively. Interestingly, the boys’ model also accounted for a higher explained variance (47%) compared to that of the girls’ (23%). A model of the relationship between the learning approaches and generic skills used was subsequently proposed. The study uncovered how the boys’ and girls’ learning approaches may influence the teaching and learning in the classroom and on students’ generic skills, subsequently graduate employability. A number of suggestions have been forwarded so as to escalate the use of generics skills among the students of various religious studies disciplines and those of girls in particular.
Kajian yang dijalankan ini bermatlamat untuk menilai sejauh mana kemahiran insaniah dalam kalangan pelajar di dua buah IPT berteraskan Islam di Malaysia selain melihat sejauh manakah pendekatan pelajaran pelajar menyumbang kepada kemahiran insaniah setelah dikawal faktor gender. Mengambil pendekatan kuantitatif dan kaedah tinjauan, kajian telah mengadaptasi instrumen Revised Approaches to Studying Inventory (RASI) (Duff, 1997) untuk mengukur jenis-jenis pendekatan pembelajaran yang diguna oleh pelajar. Kajian juga mengadaptasi instrumen Course Experience Questionnaire (CEQ) (Wilson & Lizzion, 1997) untuk mengukur kemahiran insaniah selain item soalan yang dibina sendiri oleh pengkaji. Seramai 233 orang pelajar jurusan Pengajian Islam pelbagai cabang telah mengambil bahagian di dalam kajian ini. Menggunapakai persampelan bertujuan, responden terdiri daripada pelajar tahun akhir sahaja. Berdasarkan analisis model persamaan berstruktur, data kajian menunjukkan wujudnya hubungan yang positif antara pendekatan pembelajaran berstrategi dengan kemahiran insaniah. Walau bagaimanapun, terdapat hubungan yang signifikan negatif antara pendekatan luaran dengan kemahiran insaniah. Hasil kajian juga menunjukkan terdapatnya perbezaan pendekatan pembelajaran dan kemahiran insaniah berdasarkan gender. Kemahiran insaniah pelajar lelaki lebih tinggi berbanding pelajar perempuan. Dapatan kajian menyokong model 3Ps Biggs yang menunjukkan kepentingan proses (pendekatan pembelajaran) ke atas hasil pembelajaran (kemahiran insaniah). Beberapa implikasi kajian juga dibincangkan khususnya dalam konteks kemahiran insaniah agar kebolehpasaran pelajar disiplin Pengajian Islam dapat ditingkatkan.
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