This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement. It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.
Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,
In the fast-paced world, information is retrieved and stored efficiently using IT technologies. Due to the constant change and advancement in technology, technostress has become a critical issue in many organizations especially for those who are IT illiterate. This scenario is especially true for school teachers in Malaysia where students’ information is stored and retrieved using a database system and posted online for quick accessibility of files and student management. However, for those who are not IT-skilled, this type of work demand can influence both the employee’s motivation and work commitment. School teachers in Malaysia are found to be overworked and most had to take home their work, especially in updating students’ information. The changing work demands and the need to perform both teaching and administrative duties have resulted in teachers facing a stressful working environment. This is especially true for senior teachers, whose IT skill is often lagging compared to their younger counterparts; hence the term technostress is coined -- not only to teachers but to those who are lacking in IT-related skills. Teachers’ commitment is of utmost importance to produce better workforce for the future. Hence, this study was conducted to examine both the relationship and the effects of techno-stress creators and organizational commitment among school teachers. This study was carried out at six schools in Selangor involving 173 school teachers. The findings revealed that two dimensions of techno-stress creators which were techno-uncertainty and techno-insecurity had positive and significant influence on organizational commitment while all other three elements of techno-stress creators which were techno-overload, techno-invasion and techno complexity did not predict teachers’ organizational commitment. The findings also revealed that certain amount of techno-stress can enhance the level of teachers’ commitment.
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