ELICITING THE BELIEFS OF PROBATIONARY STUDENTS ABOUT THEIR ATTENDANCE OF PASS WITHIN THE INTEGRATED BEHAVIORAL MODEL FRAMEWORK

Abstract

Purpose - The primary purpose of this study is to explore how Peer Assisted Study Sessions (PASS) are perceived by underperforming students at the American Degree Program in view of their irregular attendance and poor CGPA. Methodology - Driven by the Integrated Behavioral Model framework, this qualitative formative research used interview elicitation procedure to identify and understand the antecedent beliefs underlying the determinants of behavior of probationary students at a private institution of higher learning in Malaysia, with regard to their attendance or non- attendance at PASS. The responses were content analyzed to develop insight into the underlying beliefs of attendees and non-attendees as well as a comparative analysis of the two groups. Findings - The findings showed remarkable difference between the two groups in the underlying beliefs on two dimensions of the model; attitudes and perceived norms while there was limited overlap on the dimension of personal agency. Significance - The insights of the study have significance for the PASS community especially the PASS trainers, the PASS leaders and generally educational institutions. Interventions suggested including metacognitive skills and Design Thinking training for PASS Leaders. The underlying beliefs serve as the basis of quantitative measure of IBM dimensions in the context of Malaysia.