HUBUNGAN DI ANTARA KONSEP KENDIRI, SOKONGAN IBU BAPA DAN PENCAPAIAN AKADEMIK DALAM KALANGAN PELAJAR KOLEJ VOKASIONAL

THE RELATIONSHIP BETWEEN SELF-CONCEPT, PARENTAL SUPPORT AND ACADEMIC ACHIEVEMENT AMONG VOCATIONAL COLLEGE STUDENTS

Abstract

Kajian ini bertujuan untuk mengenal pasti tahap konsep kendiri, sokongan ibu bapa dan pencapaian akademik serta meneliti hubungan antara ketiga-tiga pemboleh ubah tersebut dalam kalangan pelajar Program Seni Kulinari di Kolej Vokasional Langkawi, Kedah. Objektif adalah menilai perbezaan pencapaian akademik berdasarkan jantina dan kelas. Kajian ini menggunakan reka bentuk tinjauan kuantitatif dengan instrumen soal selidik berskala Likert lima mata. Seramai 86 orang pelajar dipilih melalui kaedah pensampelan rawak mudah daripada populasi seramai 105 pelajar. Nilai kebolehpercayaan Cronbach’s Alpha bagi konstruk konsep kendiri ialah .907, sokongan ibu bapa .907 dan pencapaian akademik .904, kesemuanya dikategorikan sangat tinggi. Data dianalisis menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 29.0.2.0 melalui statistik deskriptif dan inferensi termasuk korelasi Spearman dan ujian-t. Dapatan menunjukkan terdapat hubungan sederhana positif yang signifikan antara konsep kendiri dan sokongan ibu bapa dengan nilai r = .528 dan nilai p < .001, serta antara konsep kendiri dan pencapaian akademik dengan nilai r = .579 dan nilai p < .001. Terdapat juga hubungan lemah tetapi signifikan antara sokongan ibu bapa dan pencapaian akademik dengan nilai r = .279 dan nilai p = .009. Ujian-t pula menunjukkan perbezaan signifikan kecil dalam pencapaian akademik berdasarkan jantina dengan nilai p = .050 bagi satu SVM dan perbezaan signifikan berdasarkan kelas dengan nilai p = .001. Kesimpulannya, konsep kendiri dan sokongan ibu bapa memainkan peranan penting dalam menentukan pencapaian pelajar. Implikasi kajian menyarankan agar intervensi pendidikan yang berstruktur digiatkan bagi membina konsep kendiri pelajar dan memperkukuh penglibatan ibu bapa dalam pendidikan vokasional.

This study aims to identify the level of self-concept, parental support and academic achievement and examine the relationship between the three variables among students of the Culinary Arts Program at Langkawi Vocational College, Kedah. The objective is to assess differences in academic achievement based on gender and class. This study uses a quantitative survey design with a five-point Likert scale questionnaire instrument. A total of 86 students were selected through simple random sampling from a population of 105 students. The Cronbach’s Alpha reliability value for the construct of self-concept was .907, parental support .907 and academic achievement .904, all categorized as very high. Data were analysed using Statistical Package for the Social Sciences (SPSS) software version 29.0.2.0 through descriptive and inferential statistics including Spearman correlation and t-test. The findings showed that there was a significant positive moderate relationship between self-concept and parental support with a value of r = .528 and a p value < .001, as well as between self-concept and academic achievement with a value of r = .579 and a p value < .001. There was also a weak but significant relationship between parental support and academic achievement with a value of r = .279 and a p value = .009. The t-test also showed a small significant difference in academic achievement based on gender with a p value = .050 for one SVM and a significant difference based on class with a p value = .001. In conclusion, self-concept and parental support play an important role in determining student achievement. The implications of the study suggest that structured educational interventions should be intensified to build students' self-concept and strengthen parental involvement in vocational education.