ABSTRAK

Kajian ini bertujuan untuk menentukan hubungan antara motivasi dan penerimaan dengan
pencapaian akademik pelajar dalam pembelajaran Computer Preventive Maintenance
menggunakan m-pembelajaran di kolej vokasional. Dalam kajian ini, teori motivasi Teori
Keazaman Kendiri telah diintergrasikan dengan model penerimaan UTAUT. Terdapat lapan
pembolehubah tidak bersandar iaitu motivasi ekstrinsik, motivasi instrinsik, jangkaan prestasi,
jangkaan usaha, pengaruh sosial, keadaan kemudahan, keseronokan dan niat tingkahlaku, dan
pembolehubah bersandar adalah pencapaian pelajar. Kajian ini merupakan kajian kuantitatif
dengan reka bentuk hubungan , yang menggunakan teknik persampelan rawak mudah terhadap
70 orang responden daripada 85 orang populasi yang mengikuti kursus Computer Preventive
Maintenance di empat buah kolej vokasional yang bertempat di Kuala Lumpur dan Selangor.
Analisis kebolehpercayaan instrumen soal selidik, analisis statistik deskriptif, analisis ujian
korelasi Pearson (Bivariate Correlation), analisis pekali regresi berganda (Multiple Regression
Equation) dan analisis tahap pengaruh motivasi dan penerimaan teknologi di kalangan responden
telah dilaksanakan. Hasil analisis telah mendapati bahawa tahap kebolehpercayaan instrumen
soal selidik adalah tinggi dan boleh diterima. Kesemua pembolehubah tidak bersandar
mempunyai hubungan yang signifikan dengan pencapaian akademik pelajar, namun begitu
hanya motivasi instrinsik, keseronokan dan niat tingkahlaku adalah merupakan faktor peramal
yang mempengaruhi pencapaian akademik pelajar. Motivasi instrinsik lebih mempengaruhi
pelajar berbanding motivasi ekstrinsik dan tahap penerimaan pelajar terhadap penggunaan m-
pembelajaran dalam aktiviti pembelajaran adalah tinggi.
 THE RELATIONSHIP BETWEEN MOTIVATION AND ACCEPTANCE WITH STUDENT
ACADEMIC ACHIEVEMENT IN LEARNING USING M-LEARNING
AT VOCATIONAL COLLEGE

ABSTRACT

This study aims to determine the relationship between motivation and acceptance with the
academic achievement of students in learning of Computer Preventive Maintenance using m-
learning in vocational colleges. In this study, motivational theory of Self-Determination Theory has
been integrated with UTAUT's acceptance model. There are eight independent variables, namely
extrinsic motivation, intrinsic motivation, performance expectancy, effort expectancy, social
influence, facility condition, excitement and behavioral intent, and dependent variables are
student achievement. This study is a quantitative study with relationship design, using simple
random sampling technique to 70 respondents from 85 students who attended the Computer
Preventive Maintenance course at four vocational colleges located in Kuala Lumpur and
Selangor. Reliability analysis of instrument, descriptive statistical analysis, Pearson correlation
test (Bivariate Correlation), multiple regression equation analysis and analysis of motivational and
technological acceptance level among respondents have been implemented. The results of the
analysis have found that the level of reliability of the questionnaire instrument is high and
acceptable. All independent variables have significant relationships with student academic
achievement, but only intrinsic motivation, excitement and behavioral intentions are the predictor
factors that influence student academic achievement. Intrinsic motivation is more to influence
students than extrinsic motivation and the level of acceptance of students towards the use of m-
learning in learning activities is high.