Self-regulated Learning: Motivation and Learning Strategies in the Islamic Education Course among Premier Polytechnic Students in Malaysia Based on Demographic Information

Abstract

This study aims to identify the differences of the level of academic self-regulation (or self-regulated learning strategies) in the Islamic Education course based on students' academic information. On the basis of a self-reported questionnaire, the data were obtained from 341 students, who have taken the Islamic Education course at three premier polytechnics in Malaysia. Statistical Software for Social Sciences (SPSS) Version 19.0 was used to analyze the data. The study found that male students and students who have actively involved in the co-curricular activities have shown to have higher level of motivation. Regardless of the demographic background, the utilization of learning strategies is equal, except the control of test anxiety and the time study environmental management. Both learning strategies are found to be highly utilized by the students who obtained grade-A in the Islamic Education subject (in SPM) than students who obtained grade-B and grade-C.