THE EFFECTS OF FAMILY BACKGROUND, ENVIRONMENT AND TEACHING METHOD ON STUDENTS PERFOMANCE CHAPTER 1 RESEARCH PROBLEM

1.1

Introduction

The purpose of this research was to determine whether family background, environment and teaching method affect students performance. This chapter will explain the background of research, statement of the research problem, purpose of research, importance of research, limitations of research, definition of terms, and summary.

1.2

Background of Research

Now days, students performance in high learning institutions is deteriorating. The teaching method that been used in high learning institution does affect students performance for certain students, but create problems to the others. Academic college administrators had tried to solve this problem but still could not improve students performance of Unitarian.

1.3

Statement of Research Problem

The literature on student performance indicated that teaching method is necessary for students to understand any new information for their study. Beside teaching method, most of past research showed that family background can improve the student result. Lately, research on students performance discovered that environment facilitate students performance. The theoretical framework of the research is given in Figure 1.1. This research attempted to determine whether family background, environment and teaching method affect students performance.

Family Background

Environment

Students Performance

Teaching Method

Figure 1.1 Theoretical Framework of the Research

1.4

Purpose of Research

The purpose of this research was to determine whether family background, environment and teaching method affect students performance. The objectives of this research were:

1.4.1 Research Objectives This research was carried out with the following objectives: (a) To determine the effect of family background on students performance. (b) To determine the effect of environment on students performance. (c) To determine the effect of teaching method on students performance.

1.4.2 Research Questions This research was carried out to answer the following research questions: (a) What is the effect of family background on students performance? (b) What is the effect of environment on students performance? (c) What is the effect of teaching method on students performance?

1.4.3 Research Hypotheses The following null hypotheses were formulated to answer the research questions: (a) There is no difference in students performance between student from rich and poor family. (b) There is no difference in students performance between students who lives in calm and peace area and a noisy place. (c) There is no difference in students performance between students who are taught using direct instruction and cooperative learning.

1.5

Importance of Research

The findings of this research hopefully will create awareness among college administrators and lecturer of the necessity to prepare students a skills and information how to handle family and environment problem so it could not give bad impact to their performance in college. The findings also will help lecturer to choose appropriate teaching method to improve students performance.

1.6

Limitations of Research

This research was carried out in Sidma College, Kota Kinabalu with a sample of 60 students. The limitation research is the instrument that we use in this research which is questioning. This is because many students do not want to get involved to this research.

1.7

Definition of Terms

The followings were the key terms used in this research and their constitutive and operational definitions:

(a) Students performance Student performance can be defined as the ability of the person to perform something good in their study need. In this research, students performance was measured by presentation in class, quiz, midterm test and exam result. (b) Family background Family background can be defined as the origin of family status, in term of social and economic of the family. In this research, family background effect student carrier development. (c) Environment Environment can be defined as sum total of all surrounding of a living organism, including natural forces and other living thing, which provide conditions for development and growth as well of danger and damage. In this research, environment affect students comfortably while studying. (d) Teaching method Teaching method can be defined as the types of principles and methods used for instruction. In this research, teaching method affect student performance whether the teaching method that been used is interesting and can be understand by student.

1.8

Summary

This research was carried out to improve students performance. The purpose of this research was to determine whether family background, environment and teaching method affect students performance. The research, which was conducted in Sidma College, Kota Kinabalu used interviewing approach to collect the required research data.

CHAPTER 2 LITERATURE PREVIEW

2.1

Introduction

This chapter presents the Literature Review which is divided into Related Literature and Related Research. The Related Literature explains family background, environment, direct instruction and cooperative learning. The Related Research presents some research on the effects of family background, environment and teaching method on student performances.

2.2

Related Literature

The purpose of this research was to investigate the effects of family background, environment and teaching method on students performance. This section will explain the two teaching methods that were used in this research, namely, direct instruction and cooperative learning; and also the roles of family and environment effect in teaching and learning.

2.2.1

Direct Instruction Bujang (2005) define direct instruction as describe a lesson where the teacher has control.

Unfortunately, teachers and student teachers and students often mistake direct instruction for the only way to teach. Direct instruction is an instructional method from the Transmission paradigm, and is based on the learning theories of behaviourism and developmentalism. In a direct instruction lesson: the teacher usually spends some time lecturing; then the teacher guides the students through a complex problem, with the problem broken down into simple steps; then the students are given, one by one, the simple steps to carry out on their own; finally, the students are given one or many sample problems to accomplish on their own. Direct Instruction comprises of the following seven (6) steps of activities: (a) Review previous material (b) State objectives (c) Present new material; (d) Guided practice (e) Independent Practice; (f) Review periodically 2.2.2 Cooperative Learning

Johnson and Holubc, (1994) define Cooperative learning as the instructional use of small groups through which students work together to maximize their own and each others learning. In classrooms where collaboration is practiced, students pursue learning in groups of varying size: negotiating, initiating, planning and evaluating together. Rather than working as individuals in competition with every other individual in the classroom, students are given the responsibility of

creating a learning community where all students participate in significant and meaningful ways. Cooperative learning requires that students work together to achieve goals which they could not achieve individually. An effective cooperative learning model is using role cards. While working in cooperative learning groups it is necessary for each member of the group to be assigned a task and be given a role. Roles should be rotated on a regular basis so that all students become proficient in each task. There were six roles in role card cooperative learning which is (a) facilitator-makes certain that everyone contributes and keeps the group on task; (b) recorder-keeps notes on important thoughts expressed in the group; (c) reporter-shares summary of group with large group (d) materials managerpicks up, distributes, collects, turn in, or puts away the material (e) time keeper-keep track of time; (f) checker- checks for accuracy and clarity of thinking during discussions.

2.2.3 Roles of family background

Syed Tahir Hijazi (2006) explained the roles of family background on students performance by (a) family income-it represents the level of affluence of the student, how much facilities and comforts the student can acquire; (b) Mothers age-it shows the control of the mother, aged mother are lesser control as compared to younger mothers; (c) Mothers education- if mothers are educated then they can contribute to improve the performance of the students.

2.2.4 Roles of the environment

B.A Chansarkar and A. Mishaeloudis (2001) explained the effects of distance from learning place on student performance. It found that those who live near the university perform better than other students. Another researcher, Goethe found out that weak students do better when grouped with other weak students. (As implied by Zajoncs analysis of older siblings (1976) it shows that students performance improves if they are with the students of their own kind.

2.2.5 Students performance

Ken Messersmith define students performance as the ability of the person to perform something good in their study need. In this research, students performance was measured by presentation in class, quiz, mid-term test and exam result.

2.3

Related Research

Based on the research framework, this section will present the previous research/ studies related to the effects of family background, teaching method and environment on students performances. Specifically, this section will present the research on direct instruction (IRE or QRE) cooperative learning (role card model), family background and environment.

2.3.1

Research on Direct Instruction

The IRE or QRE (which stands for initiation or interrogation or question, response, evaluation) is one form /model of direct instruction. IRE or QRE is a comprehensive direct instruction approach with the high degree of structure. Studies on evaluation of programmes using DIRECT INSTRUCTION were carried out (in Bujang, 2005). IRE or QRE is a highly structured Direct Instruction programmes, were found was successful in improving students self-esteem and student performance. Based on the programmes only IRE or QRE was successful in improving student performance with get more information.

2.3.2 Research on Cooperative Learning

Johnson and Holubc, (1994) had done a research on Role Card Model. The research found the student learns substantially more in cooperative learning than in traditional instruction, if to conditions are made. By using Role Card Model interaction, learning becomes active rather than passive. Teams encourage discussion of ideas and oral summarization. Peer assistance clarifies concepts for both helper and the student being helped. Cooperative teams help students learn to value individual differences and promote more elaborate thinking. Other than student performance achievement, cooperative learning had positive effect on resolution on self-esteem and attitude toward school and society.

2.3.3 Research on Roles of Family Background

Based on Syed Tahir Hijazi (2006), Parents need to encourage positive time management in their teen's lives. Encourage the student to take responsibility for their time. If they are unable to get their homework completed because they are involved in too many extra-curricular activities, then something needs to give. Parents need to attend these events. If student never observe their parents outside the home, they will model the behaviours of the youth and adults around them. If parents have not been involved and do not know the adults or youth their teens are spending time with, any type of negative or unacceptable behaviour could be being taught.

2.3.4 Research on Roles of Environment

Based on B.A Chansarkar and A. Mishaeloudis (2001) research, distance from learning place give an effect on student performance. Student must avoid living too far away from campus so that their ability to study is high if they not tired because have to travel far from home.

2.4 Summary

This chapter presented the Literature Review for this research. The Related Literature discussed about direct instruction, cooperative learning, the roles of family background and environment. The Related Research discussed about the research on direct instruction, namely integration respond evaluation (IRE) or question respond evaluation (QRE), cooperative learning, namely, role card models. The Related Research also discussed about research on roles of family background and environment on students performance.

CHAPTER 3 RESEARCH METHOD

3.1 Introduction

This chapter presents the Research Method which is divided into Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses, and Summary. This research used non-experimental (cross-sectional design) to investigate the effects of Family background, Environment and Teaching Method on student performance.

3.2 Research Design

A factorial non-experimental (cross-sectional design) was used to investigate the effects of three independent variables; namely, Family background, Environment and Teaching Method; on the dependent variable of student performance. This section will investigate and explain whether they are correlation and significant between dependent and independent namely, Family background, Environment and Teaching Method; on the dependent variable of student performance.

Table 3.1: One-sample cross sectional design

Population (students) 1999 total of student UNITAR(Sidma) from diffrent courses

Random Sample 9students) 60 total of student UNITAR (Sidma) from diffrent courses

Student performance

3.3 Population and Sample

This was a part of an action research planned for a Sidma College, in Kota Kinabalu, Sabah, Malaysia. The research population comprised of all the Unitarian students in the college for year of 2011. We use simple random sampling design. A total of 60 students from 1999 population were randomly selected as research sample. Other population and sample were not considered in this research, since it was an action research for the college.

3.4 Research Instruments

There was one instruments used in this research, namely: (a) Backgrounds Questionnaire, (b) Construct Questionnaire to collect data on family backgrounds, environment and teaching methods of respondents. The Backgrounds Questionnaire was focused on students gender, ethnic, course, academic ability and family income.

3.5 Procedure for Data Collection

The 60 students were given the questionnaire and it is conducted in UNITAR campus. Self administered questionnaire given which the students will answer the question without interference by the researcher. After complete the question, and then the researcher will collect it.

3.6 Procedure for Data Analyses

All of group member will cooperate together mark and analyze the data that will collect from the 60 of students. The information of students will check more detail whether are affect the student performance. The backgrounds information of the students was entered into a computer file for analyses using Statistical Package for Social Sciences (SPSS). The Statistical Package for Social Sciences (SPSS) was used to analyze the research data. Frequencies and percentages were used to analyze the backgrounds of students who participated in the research.

The regression analysis was used to test the following null hypotheses on the main effects of the independent variables investigated at 0.05 level of significant. The following null hypotheses were formulated to answer the research questions:

(a) There is no difference in students performance between student from rich and poor family. (b) There is no difference in students performance between students who lives in calm and peace area and a noisy place.

(c) There is no difference in students performance between students who are taught using direct instruction and cooperative learning.

3.7 Summary

This chapter presented the Research Method that was focused on the Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses and Pilot Study. The research was carried out on 60 students from a Sidma College, in Kota Kinabalu, Sabah, Malaysia. A Backgrounds Questionnaire, were used as research instruments. A pilot study was carried out at the same college and the instruments were refined based on students comments. SPSS were used to explain the backgrounds of respondents, while regression analysis was used to test the null hypotheses of the research.

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CHAPTER 4

RESEARCH FINDINGS 4.1 Introduction

This chapter presents the Research Findings which is divided into the Backgrounds of Respondents and the Results of Data Analyses and Research Findings. The Backgrounds of Respondents discuss the composition of respondents by age, gender, ethnic and courses. The Results of Data Analyses and Research Findings explain the results of Analysis of Variance on student performance and the hypothesis tests on the effects of family background, environment, and teaching method on student performance.

4.2 Backgrounds of Respondents

This research was carried out at Unirazak Sidma College Kota Kinabalu Sabah Malaysia. A total of 60 students were randomly selected as research sample. The background of respondents in terms of gender, ethnic, frequency distribution, reliability analysis, data transformation and regression are used as data analysis technique. Table 4.1 is the Background of Respondents details by using the SPSS Frequency distribution.

Table 4.1: Background of Respondents Frequency distribution

Background AGE 18 - 21 22 25 26 - 29 GENDER Female Male ETHNIC Dusun Rungus Bajau Cina Others

Frequency

Percentage

29 23 8

48% 38% 13%

35 25

58% 41%

17 7 12 8 16

28% 11% 20% 13% 26%

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COURSES BED BBA BHTM BMGT DIPLOMA FOUNDATION 29 5 10 6 5 5 48% 8% 16% 10% 8% 8%

4.3 The Results of Data Analyses and Research Findings

The reliability statistic of the 60 students involved in this research were analyzed using the Analysis of Cronbach Alpha Variance with Family background, Environment and teaching method as the factors or independent variables used in the analysis. The student performance analysis were given as percentage (%) measure. The results are shown in Table 4.2 without the interaction effects between these three factors. The research findings will be reported based on the research questions and null hypotheses tested in this research.

Table 4.2: Results of Reliability analysis on student performance

FACTOR Family Background Environment Teaching Method

REGRESSION (R) 0.218 0.218 0.268

SIGNIFICANCE 0.095 0.095 0.039

Notes: * = significant at 0.05.

4.3.1 Effect of Family Background on Student Performance

Research Question 1: Sometimes I cannot buy a study equipment because my family cannot afford it.

Null Hypothesis 1: There is no different between student in rich and poor family.

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The results of Reliability analysis in Table 4.2 showed that the significant is 0.095 and the regression is 0.218 which mean there a no difference in student performance between the students in rich and poor family.

4.3.2 Effect of Environment on Student Performance

Research Question 2: I can study in a roaring and noisy sound around me.

Null Hypothesis 2: There is no different in student performance between student who lives in calm and peace area and a noisy place.

The results of Reliability analysis in Table 4.2 showed that the significant is 0.095 and the regression is 0.218 which mean there a no different in student performance between student who lives in calm and peace area and a noisy place.

4.3.3 Effect Of Teaching Method On Student Performance Research Question 3: The lectures teaching method easy to understand.

Null Hypothesis 3: There is no difference in student performance between student who a taught using direct instruction and cooperative learning.

The results of Reliability analysis in Table 4.2 showed that the significant is 0.039 and the regression is 0.268 which mean There is no difference in student performance between student who a taught using direct instruction and cooperative learning.

4.4 Summary

This chapter presented the Research Findings that was focused on the Backgrounds of Respondents and the Results of Data Analyses and Research Findings. The research was carried out on 60 students in Unirazak Sidma College. The research showed that the students performance is no affected with the three independent variables.

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CHAPTER 5

CONCLUSIONS AND DISCUSSCION

5.1 Introduction

This chapter presents the Conclusions that include the brief summary of the present research, the conclusions based on research questions and the results of data analyses, the discussions on research findings, the implications of research findings to the practitioners, and the recommendations for further research.

5.2 Summary of Research

The purpose of this research was to determine whether family background, environment and teaching method affect students performance. A Cross-sectional Designs which is questionnaire was used to investigate the effects of three independent on students performance. 60 students from Unirazak were randomly selected as research sample. Two instruments were used to collect data, namely, Backgrounds Questionnaire to collect data on backgrounds of respondents, and Construct Questionnaire to collect data on family backgrounds, environment, teaching methods and students performance of respondents. The frequencies and percentages were used to analyze the backgrounds of students. The regression analysis was used to test the null hypotheses on the main effects of the independent variables investigated at 0.05 level of significant.

5.3 Conclusions

The results of the regression analysis showed all the main effects of Family Background, Environment and Teaching Method were not significant at 0.05 level of significant. The results led to accept of all the three null hypotheses and the research proposed the following conclusions: (a) There is no difference in students performance between student from rich and poor family. (b) There is no difference in students performance between students who lives in calm and peace area and a noisy place.

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(c) There is no difference in students performance between students who are taught using direct instruction and cooperative learning.

5.4 Discussion on the Findings

5.4.1

Effect of Family Background on Students Performance This research found that there was no effect of family background on students

performance. This finding not supports the views of various educationists Syed Tahir Hijazi (2006), Parents need to encourage positive time management in their teen's lives. The finding shows that student can take responsibility for their time.

5.4.2

Effect of Environment on Students Performance This research found that there was a no effect of Environment on students

performance.

This finding not supports the research done by B.A Chansarkar and A.

Mishaeloudis (2001), which is distance from learning place, give an effect on student performance. Student can live away from campus and it not affects their performance.

5.4.3

The Effect of Teaching Method on Students Performance This research found that there was no effect of cooperative learning on students

performance. This finding not supports the research by Johnson and Holubc, (1994) which done a research on Role Card Model. The research found the student learns substantially both in cooperative learning and in traditional instruction. This research also not support the studies on evaluation of programmes using direct instruction were carried out by Bujang, (2005).

5.5 Implications of the Findings

This research found that there was a no effect of family background, environment and teaching method on students performance. This finding implies that the students can performance good no matter the students comes from poor or rich family. It is recommended that students must to study hard and ask the lecturer in what topic or subject that they face difficulty so that they can understand more and can have a good achievement and good in their performance. If the students had not mastered the certain topic, the lecturer should review it until the students are able to understand the new topic.

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5.6 Recommendations for Further Research

This research was carried out as part of an action research planned in Unirazak Sidma College, Kota Kinabalu, Sabah. The research population comprised of only 60 students out of 1999 students from this college. The findings are therefore can be generalized only to this college or probably to other college with similar characteristics. In order to have more general findings that can be generalized to other college, it is recommended that this research be repeated at different college in different locations. The future research should also be conducted using different research design, different questionnaire, and different cooperative learning models, such as JIGSAW model or STAD learning model.

5.7 Summary

This chapter presented the Conclusions that focused on the brief summary of the research, the conclusions based on research questions, the discussions on research findings, the implications of research findings, and the recommendations for further research. The research recommended that students dont have to worry about their family financial status because that students can performance good no matter they come from poor or rich family. It is recommended that students must to study hard and ask the lecturer in what topic or subject that they face difficulty so that they can understand more and can have a good achievement and good in their performance. If the students had not mastered the certain topic, the lecturers should review it until the students are able to understand the new topic.

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References 1. 2. 3. 4. 5. www. Usas.ea/education/coursework merittiej/methods/direct.html http://lib.upm.edu.my/iistem.html http://www.uis.unesco.org/TEMPLATE/pdf/pisa/PISAplus_Eng_Ch6.pdf http://www.eric.ed.gov/ERICWebPortal/search/simpleSearch http://edtech.kennesaw.edu/intech/cooperativelearning.htm

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Appendices

QUESTIONAIRE : BACKGROUNDS
Dear Students, This is research on students performance. Please fill up the blank spaces or thick ( ) the boxes provided below. Thank you for your cooperation.

1) Name : _____________________________ 2) Your age: ( 3) Gender: ( ) years old ) Male ( )Female

4) Ethnic :_______________________ 5) Courses : BED ( BBA ( BHTM ( ) BMGT ( ) DIPLOMA ( FOUNDATION ) )

) (

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QUESTIONAIRE : MOTIVATION
Dear Student, This is a research on students performance. Please thick ( ) the boxes provided based on the following levels of agreement about the statement. 1 Strongly Disagree 2 Disagree 3 Moderately Agree 4 Agree 5 Strongly Agree

Student Performance Statement No. 1 2 3 4 5 I read the lectures notes first before I come to class so that I understand the topic. I give attention in class. I do exercise in the class so that I understand the topic. I always prepare for my quizzes/ test. I always join study group. 1 2 3 4 5

Family Background No Statement 1 My family expect me to get college degree because all of them have it. 2 Parents care and question my performance in collage 3 4 5 I must have a good grade in collage so I can get a good job and help my family to have a better life Sometimes I cannot buy a study equipment because my family cannot afford it I study hard to get a good grade so my parents would proud of me 1 2 3 4 5

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Environment
No Statement 1 I can study in roaring and noisy sound around me. 2 3 4 5 I will never absent even though my house is far away from collage Hot classroom do not interrupt me to study I prefer to go to library by myself is no one of my friends want to go there. Its ok for me to study at home while all of my housemates going out to have a fun together. 1 2 3 4 5

Teaching Method No. Statement 1. The lectures teaching method easy to understand. 2. 3. 4. 5. The lecturer always well prepared for class. Handouts were clear and very useful The lecturer makes the topic easy to understand The lecturers encourage questions and interaction doing class. 1 2 3 4 5

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