EXPLORING THE IMPACT OF THE A.D.A.B. MODEL ON STUDENT DEVELOPMENT AND ACADEMIC PERFORMANCE IN UITM: A THEORETICAL AND EMPIRICAL ANALYSIS
DOI:
https://doi.org/10.35631/IJEPC.1164063Keywords:
A.D.A.B. Model, Academic Performance, Ethical Decision-Making, Holistic Student Development, and Value-Based EducationAbstract
This study is specifically on the relationship between the adherence to the A.D.A.B. pedagogical model emphasising on ethical, academic and interpersonal development and student learning outcomes at Universiti Teknologi MARA (UiTM). This research employs an explanatory mixed-methods approach, combining quantitative survey data from 221 students and qualitative insights from semi-structured interviews with 15 educators. The quantitative evaluation examines the model’s correlation with academic performance (GPA) and moral character formation. Statistical analysis showed a significant positive correlation (r=0.65, p<0.01) between A.D.A.B. adherence and academic performance (GPA), with high-achieving students reporting the greatest alignment. The model rated highly for establishing a positive learning environment (mean 4.42/5), increasing student motivation (4.38/5) and encouraging responsibility (4.36/5). The qualitative insights from the educators’ interviews were complementary and revealed themes of disciplined conduct and professional integrity (Amanah) and also identified key systemic hurdles. Specifically, the study finds implementation challenges in terms of inconsistent implementation across faculty members (3.69/5) and discouraging peer pressure (3.62/5). The results provide empirical evidence that the A.D.A.B. model is positively related to the holistic development of students and their academic achievement. The results also highlight the significance of standardised implementation guidelines, strong faculty development programs, and ongoing institutional monitoring to achieve the maximal long-term impact of the framework.
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