Social Cognitive Theory (SCT) and Students' Failure in Bachelor of Corporate Administration Programme

Autor/inn/en	Khudzari, Julizaerma Mohamad; Halim, Syahrina 'Adliana Abdul; Lokman, Norziana; Othman, Sarina
Titel	Social Cognitive Theory (SCT) and Students' Failure in Bachelor of Corporate Administration Programme
Quelle	In: Asian Journal of University Education, 15 (2019) 3, S.151-162 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Social Cognition; Social Theories; Academic Failure; Undergraduate Students; Bachelors Degrees; Business Administration Education; Foreign Countries; Attendance Patterns; Study Habits; Time on Task; Student Participation; Knowledge Level; Academic Persistence; Course Content; Course Descriptions; Teaching Methods; Time Factors (Learning); Student Evaluation; Environmental Influences; Malaysia + Suchen Sie Ihr Suchwort? Soziale Kognition; Gesellschaftstheorie; 'Bachelor''s degrees'; Bachelor-Studiengang; Ausland; Study behavior; Study behaviour; Studienverhalten; Zeitaufwand; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wissensbasis; Kursprogramm; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Environmental influence; Umwelteinfluss
Abstract	Students' failure is one of the most debatable topics in tertiary education in Malaysia. Failure in certain courses might delay students' progress to graduate-on-time (GOT). This will result in increased cost, time and resources to both the university and student. From an academic perspective, a higher rate of failure will give a negative impression that the course is tough for students to pass. This study aims to investigate the factors contributing to students' failure based on the Social Cognitive Theory (SCT). The students of Bachelor of Corporate Administration (BCA) from the Faculty of Administrative Science and Policy Studies, UiTM were selected to participate in an online survey. SCT has identified three main factors that influence students' failure namely, behavioural, environmental and personal factors. Findings of the study showed that for behavioural factors: students' attendance, total hours spent to study, participation in the classroom, understanding level and students' effort to complete the course are among the reasons that lead to the failure. Additionally, the nature of syllabus, teaching techniques, students' learning time and assessment methods are the environmental factors that may lead to failure. Finally, personal factors are represented by individual roles, dispositions and commitment to perform in a particular course. This study concludes that the use of SCT can explain student failures more systematically. The result of the study is able to help the university and lecturer to enhance the teaching and learning approach, revise the assessment method and redesign the programme curriculum. These efforts are deemed pivotal in reducing student failures while maintaining its quality. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01