Learning Outcomes at Higher Education Institutions (IEO Model)

7/23/2019 Learning Outcomes at Higher Education Institutions (IEO Model)

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The Journal of Human Resource and Adult Learning Vol. 5, Num. 1, June 200984

Learning Outcomes at Higher Education Institutions: To

What Extent DoInstitutional Environments Contribute?

Dr. Norlia Mat Norwani

Dr. Rohaila Yusof

Muhd Khairuddin Lim AbdullahFaculty of Business and Economics, Sultan Idris Education University, Malaysia

ABSTRACT

Education at higher learning institutions (HLIs) in Malaysia functions to maximize individual

potentials and to fulfil the countrys aspirations. However, some employers feel HLIs have failed to

prepare graduates with skills that are important in organizations. Therefore, efforts to assess students

development, especially those in the business discipline, should be undertaken to ensure HLIs

effectiveness. Research in this aspect was not thorough because many did not consider factors

influencing students development. Astins Input-Environment-Output (I-E-O) model was adapted to

explain relationships between students development and students input and learning environments.

Involvement theory which posits that students development is related to the quantity and quality of their

involvement in various academic and social activities was explored in this research. The development

was assessed in term of academic achievement via cumulative grade point average (CGPA) and

development in competencies such as creative-critical thinking, communication and group work. Input

was measured by students gender, race, entry qualification, career aspiration, parental occupation and

grades in subjects at the Malaysian Certificate of Education level. Environmental factors considered

were academic facilities, course content, teaching-learning, interaction with lecturers and friends, co-curriculum, academic effort and instrumental tactics. Overall academic achievement of the students

surveyed was Second Class Lower. Creative-critical and communication competencies increased at a

moderate level while group competency increased at a high level. Step-by-step multiple regression

analyses showed that students input were the biggest predictors for CGPA while environmental factors

were the biggest predictors for competency development. Finally, the researcher highlighted

implications of the findings towards students, academicians and HLIs administrators.

INTRODUCTION

Education in Malaysia is based on objectives to provide fairness and equality, to improve the

imbalance in the community, to increase the number of Malays (bumiputra) in Science and to provide

opportunities for higher education for all citizens. The policy to make Malaysia a centre of educational

excellence allows anyone with qualification to study at a higher level. Academicians prepare courses that

create opportunities for students to widen their experience and perspective, deepen their knowledge and

increase their skills. This is in line with the objective of tertiary education which is to equip graduates

with knowledge in their area of study and to increase their ability and motivation to put an autonomous

and innovative effort in order to face the ever-changing challenges (Abdul Halim et al. 1991).


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The Journal of Human Resource and Adult Learning Vol. 5, Num. 1, June 2009 85

Business and Economic Education

Graduates from higher learning institutions (HLIs) are responsible to continue planning, managing

and executing strategies to develop the country. They have to be prepared to manage changes in the

economy due to the shift of focus from agricultural to industrial, services and information. The shift is

very fast due to the advance in technology, globalization and the increase of entrepreneurial role.

Business studies curriculum at HLIs are often criticised because lack of focus to inculcate visions

among graduates, fail to stress on integration of functional areas, emphasis on quantitative analysismethod, fail to develop human management skills, communication skills and ability to adapt to the

environment, very little focus on international coverage, and fail to recognise the importance of

entrepreneurial knowledge function (Nik Abdul Rashid 1994). Education must plan courses and training

with suitable pattern, relevant knowledge, specific skills, appropriate values and perceptions that are

futuristic to enable Malaysia to succeed as an industrial country.

Background of Research Problem

Students development in business discipline and factors associated with the development have been

important and widely researched topics in countries outside Malaysia (Amin & Amin 2003; Athiyaman

2001; Pool 2001; Yamchuti 2002). In this country, such research is very minimal and need to be explored

further to increase understanding about factors that contribute towards learning outcomes.

Effort to assess abilities of HLIs graduates, especially those in the business discipline should be

undertaken to ensure HLIs effectiveness in preparing future economic leaders. Research in this aspect is

very minimal and not thorough because many did not consider factors that influence students

development. Research by Mohd Khan and Mohammad Hanapi (1995), for example, contained

information regarding communication, analytical and strategic management skills of Bachelor of

Business Administration graduates from the Northern University of Malaysia (UUM) who were attached

to an electronic industry. The graduates lacked practical and technical skills, and very theoretical. The

industry suggested the program to produce graduates with high managing, problem solving andcommunication skills as well as possess positive attitudes, market oriented, experienced and creative.

Mohd Nazari and De Souza (2002) and Suraini and Azila (2003), on the other hand, only identified skills

and attributes that were regarded as important by employers and academicians.

The studies mentioned did not take into account students and environmental factors that contributed

towards knowledge acquisition and skills development. In addition, the media reported various problems

such as difficulty to secure a suitable job and lack of skills, attributes and experience required to enable

graduates to perform effectively in the dynamic working system.

Purpose of Research

This research studied knowledge acquisition based on students CGPA and business skillsdevelopment such as creative-critical, communication and group competencies. Students input and

environmental factors at public higher learning institutions (PHLIs) that contributed towards the output

measured were identified and the amount of each predictor was analysed.

Research Questions

i) What are the levels of academic achievement (based on CGPA) and development of creative-critical,

communication and group competencies as reported by business students at PHLIs?

ii) What are the input and environmental factors that predict CGPA of business students at PHLIs and

how much is the contribution of each group?


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iii) What are the input and environmental factors that predict creative-critical competency of business

students at PHLIs and how much is the contribution of each group?

iv) What are the input and environmental factors that predict communication competency of business

students at PHLIs and how much is the contribution of each group?

v) What are the input and environmental factors that predict group competency of business students at

PHLIs and how much is the contribution of each group?

I-E-O MODEL

Foundation of the research was student development theory which focused on institutional impact

on students development. Astins (1988, 1993a, 1993b) Input-Environment-Output (I-E-O) model was

adapted to explain relationships between students development and students input and learning

environments. Astin stated that development is closely related to students involvement with their friends,

academicians and academic programs. This approach gave attention to the impact of institutions

education on students. Involvement theory (Astin 1988, 1993a, 1993b) which posits that students

development is related to the quantity and quality of their involvement in various academic and social

activities was explored. Active involvement in academic activities, co-curricular activities and

interactions with lecturers, friends and other staffs were found to influence students learning and

development positively. Students who put in a lot of effort are expected to obtain maximum learning and

development.

I-E-O model shows relationships between input, environment and output. Input factors considered

in this research were demographic factors and students prior academic achievement. Environmental

factors considered involve academic and social aspects. Academic achievement as measured by the

CGPA and development of competencies were the output in the research. Involvement theory was

explored through environmental factors such as interaction with lecturers, interaction with friends,

academic effort, co-curricular activities and instrumental tactics. As far as Malaysia is concern, theresearcher has not come across any research on student development that incorporated the I-E-O model

and Astins involvement theory. Hence, this research provided a new perspective in looking at student

development in the Malaysian context.

RESEARCH METHODOLOGY

Survey method that utilizes questionnaire was applicable to collect the data required for analysis.

Questionnaire was the most effective and easy way to obtain standard data. The survey method was

appropriate for this research due to its scientific, logical, specificity (Gall et al. 2003). In addition, data

could be obtained from a large number of respondents and the method was suitable for analysis ofrelationships between variables involved.

Research Population and Sample

Research population in this research were final year students majoring in business discipline at

public higher learning institutions (PHLIs) in the Peninsular Malaysia. Four PHLIs were randomly

selected from nine PHLIs which were involved in the preparation of Laporan Halatuju Program

Pengurusan Perniagaan (1999). After eliminating questionnaires with more than 10% incomplete

responses or from respondents with unrelated field, the researcher ended up with 538 questionnaires for

further analyses.


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Research Instrument

Based on past research, the researcher prepared the questionnaire for the survey. Items in the

questionnaire were constructed according to the operational definition of each construct. Principals in

questionnaire development such as validity, reliability, singularity, linearity, distance equality,

replicability and practicality (Abu Bakar 1995) were closely followed. Suggestions by a panel of experts

were taken into consideration to ensure face validity and content validity of the questionnaire. A five-

point likert scale was used to measure the environmental and competency factors.The questionnaire was divided into three sections. The first section solicited responses regarding

students input, the second section regarding environmental factors and the third section regarding

students output in term of academic (CGPA) and competency development. Cumulative scores were

calculated for each environmental factor and competency by adding scores of all items in each construct.

Independent and Dependent Variables

The independent variables were divided into two blocks. The first block contained input such as

gender, race, entry qualification, parental occupation, career aspiration and grades in Malay Language,

English Language, Mathematics, Sciences and Business at the Malaysian Certificate of Education level.

The second block contained environmental factors such as academic facilities, course content, teaching

and learning process, interaction with lecturers, interactions with friends, co-curriculum activities,

academic effort and instrumental tactics. The dependent variables which were the output or students

learning outcomes were divided into two categories. The first category was academic achievement via

the CGPA while the second category contained development in creative-critical thinking competency,

communication competency and group competency.

Descriptive Statistics

Descriptive statistics involved in this research were frequency, mean score and standard deviation.

Environmental factors and competencies were scored based on the level of satisfaction, agreement orincrease reported. The interpretation was based on mean score using Nunnallys (1978) formula (Table

1). For academic achievement, the CGPA was interpreted according to the practice at the National

University of Malaysia (Table 2).

Table 1: Mean Score Interpretation for Environment and Output

MEAN SCORE MEAN SCORE INTERPRETATION

< 2.333 Low

2.3333.667 Moderate

> 3.667 High

Table 2: Mean Score Interpretation for CGPA

CGPA CLASSIFICATION

3.6704.000 First Class Honour

3.0003.669 Upper Second Class Honour

2.5002.999 Lower Second Class Honour

2.0002.499 Third Class Honour

0.0001.999 Fail


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Inferential Statistics

Inferential statistics will indicate whether the research findings happen by chance or are

consequences of certain practices or influenced by certain variables. The researcher looked at the

contribution of the independent variables in explaining the dependent variables. This was done through

stepwise multiple regression analyses. The normal significance level of 0.05 was applied for hypothesis

testing. The level is accepted by most researchers in making statistical decisions (Sekaran 2000).

RESEARCH FINDINGS

Research Question 1

This question assessed the mean CGPA and development of the competencies studied. Table 3

shows mean scores, standard deviations and interpretations of the output. On average, students reported

CGPA at the Lower Second Class level (mean = 2.93, s.d. = .425). The creative-critical competency is

measured by items that measure the increase in students ability to do activities that require them to think

creatively and critically. Students reported the development of this competency at a moderate level

(mean = 3.40, s.d. = .517). The competency in communication measures development in students ability

to communicate in various situations and methods. The average development in this competency was at a

moderate level (mean = 3.50, s.d. = .564). The group competency measures development in students

ability to interact in various situations with their friends. This competency was reported to increase at a

high level (mean = 3.84, s.d. = .569).

Table 3: Mean Score, Standard Deviation and Output Interpretation

OUTPUT n Mean s.d. Interpretation

CGPA 538 2.93 .425 Lower Second Class Honour

Creative-Critical Competency 538 3.40 .517 Moderate

Communication Competency 538 3.50 .564 Moderate

Group Competency 538 3.84 .569 High

Research Question 2

Stepwise multiple regressions were used to analyse the relationship and contribution of the

independent input and environmental variables towards the dependent variables (Tabachnick & Fidell

1996). Input factors were grouped in one block and environmental factors in another block. With this

technique the researcher could see if the environmental factors contributed towards the output measured

after input factors had been considered.

Table 4 shows that seven independent variables correlated and contributed significantly (p


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Table 4: Regression Analyses for Factors Influencing CGPA

Variables (X) B Beta ( ) R2Change t sig. t

Race (Chinese) .479 .490 .470 13.971 .000

Mathematics .050 .209 .056 6.087 .000

English Language .036 .158 .021 4.958 .000

Sciences .023 .095 .011 2.954 .003

Business Subject .108 .094 .007 3.115 .002

Instrumental Taktics -.075 -.101 .007 -3.239 .001Interaction with Friends .064 .065 .004 2.244 .025Multiple correlation (R) = .759 R square (R2) = .576 Adjusted R square (R2) = .571df = 7 F = 103.022 sig F = .000

Research Question 3

Table 5 shows results from stepwise regression analysis for variables that explained variations in

creative-critical competency. Ten independent variables showed significant (p


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Table 6: Regression Analyses for Factors Influencing Communication Competency

Variable (X) B Beta ( ) R2Change t sig. t

Race (Chinese) -.385 -.331 .065 -4.840 .000

Race (Malay) -.325 -.288 .026 -4.427 .000

MothersOccupation (Low SES) -.175 -.106 .019 -2.889 .004

Mathematics -.033 -.116 .013 -2.780 .006

Malay Language .044 .117 .015 3.118 .002

Academic Effort .350 .321 .124 7.980 .000Course Content

Interaction with Lecturers

.303

-.163

.258

-.182

.036

.019

5.726

-4.130

.000

.000

Interaction with Friends .110 .095 .007 2.363 .018

Multiple correlation (R) = .570 R square (R2) = .325 Adjusted R square (R2) = .313df = 9 F = 28.212 sig F = .000

Research Question 5

Table 7 shows results from stepwise regression analysis for variables that explained variations in

group competency. Seven independent variables showed significant (p


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Communication competency measures the improvement in respondents communication in various

situations and methods. Students reported a high level improvement in oral and written communication

using the Malay Language. However, they reported a moderate improvement in oral and written

communication using the English Language, convey information clearly and precisely, write good

technical, critical and creative assignments in their area of specialization, and able to voice their ideas

briefly but effectively, able to do formal presentation, debate assertively, and contribute and exchange

ideas formally or informally in group situation.Development in group ability, on the other hand, was at a high level. The competency assesses

improvement in students ability to interact in various academic situations with their peers. They reported

a moderate improvement in their ability to function effectively as a group member. Big improvement

were reported in their ability to listen to other peoples ideas, interact with individuals from different race,

religion, political affiliation, and country, work collaboratively as a member, cooperate with other

students inside and outside the classrooms to prepare assignments, and discuss ideas from readings or

classes with others outside the classrooms.

Influence of Input and Environmental Factors on Output

In this research, input factors explained most of the variations in academic achievement as

measured by the CGPA. This finding is consistent with Hoffmans (2002) which showed that input and

involvement as the main predictors in explaining variations in academic achievement especially for the

non-whites and Opps (1991) which identified input factors as the major predictors in explaining

variations in NTE test. Research by Watson (1994), however, showed that students background was less

influential in explaining academic achievement compared to environmental factors such as interaction

with lecturers. This is very logical because when students feel they have positive relationships with their

lecturers they report higher involvement especially in learning activities.

For all competencies studied in this research, input contributed less in explaining variations in the

competencies compared to the environmental factors. Terenzini, Cabrera and Colbeck (1999) identifiedenvironmental factors as very important in the development of problem solving and group skills. The

influence of gender, specifically male, was depicted only in the development of creative-critical

competency in this research. This fact explained why the majority of managerial level posts are

dominated by men. The negative relationships between Chinese students and development in

communication and group competencies could be due to the fact that Chinese students normally prefer to

study and prepare assignments independently. This groups focus of academic excellence might be the

answer to this phenomenon. The evidence was the positive relationship between Chinese students and

CGPA.

Social class was also listed as one of the factors that explained differences in academic achievement

and development (Chau 2001). This is because parental values and beliefs influence their children in

educational setting. The advantages in economic and social aspects make the students more confident

and effective. This research indirectly supported such findings because parents in the low socio-

economic category were negatively associated with development in creative-critical and communication

competencies. Students who prefer to choose a career in the public or private sector also related

negatively with competency development. Apparently, those who chose to work on their own such as

starting a business or joining their family business are more likely to show higher development.

Grades in Mathematics, Sciences and Business discipline subjects explained academic development

well. This shows that academic preparation prior to joining the degree program played an important role


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to ensure students success academically. On the other hand, grade in Mathematics contributed

negatively in explaining competency development. Academically excellent students probably

concentrated more on activities that could help to foster their achievement but neglected activities that

could help to improve competency development. The Malay Language proficiency, as expected,

contributed towards development in communication.

Environmental factors such as course content, academic effort and interaction with friends

explained positively development of all competencies measured in this study. This highlights theimportance of curriculum, quality and quantity of students effort in academic aspects and academic

relationship with peers in fostering competency development. Active and cooperative learning were

positive predictors in development for both male and female students (Kuh, Pace and Vesper 1997). Thus,

academicians must ensure appropriate amount of activities that require students interactions are

incorporated in the curriculum. Interaction with lecturers, writing activities, and computer and library

usage were some of the activities that explained variations in learning and development (Swigart &

Murrell 2001). The importance of interaction with lecturers towards development has also been

documented by Chickering and Gamson (1987) as one of the Seven principles for good practice in

undergraduate education. However, in this research interaction with lecturers showed negative

association with development in competencies. Therefore, academicians must be more concern with their

students, committed in conducting teaching and learning process and adapt various teaching techniques to

ensure students mastery of the curriculum and development in critical competencies seek by employers

and crucial for their well being in the society.

The teaching and learning process and academic facilities seemed to be unimportant in explaining

learning outcomes in this study. Interaction with friends showed positive impact on CGPA but

instrumental tactics proved to be unnecessary if students require good academic achievement. Again,

interactions among students play an important role but those who do not put enough quality effort will not

excel. Students who wish to take an easy way to maintain academic results will be disappointed because

such strategy was proven to be of no value. Efforts to encourage teaching and learning activities,especially that involve the effective function on the lecturers, must be increased because they are directly

involved with the students. Co-curricular activities conducted must be more systematic based on clear

and realistic objectives to ensure its success. Implementation of the activities must be continuously

monitored and improved so that the objectives are met. On top of that, the latest policy of Higher

Education Ministry to award 10% merit points towards application to study at PHLIs in Malaysia for

students who show active involvement in co-curricular activities is a positive move to encourage active

participation in this aspect.

In short, this research supported Astins (1988, 1993a, 1993b) theory that students development

can be assessed through their involvement and efforts while at the institution. Any curriculum will have

the intended effect if students put in enough effort to gain maximum learning and development. Students

are expected to be actively involved in the learning process. Educators are encouraged to put less

emphasis on what they do but instead on what students do in the learning process. Learning outcomes

and development will not be maximized if education emphasis is on course content, teaching techniques,

books and sources other than the students (Astin 1988).

Implication of Findings

Students who realize the importance of their input and institutional environmental factors in

learning and development will be able to channel the quantity and quality of efforts and involvement


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needed during their studies at PHLIs. Satisfaction in various experiences at PHLIs is directly related to

students development. The university can provide experience, opportunities and educational climates

which are more interpersonal in nature to encourage learning and involvement. Competency

development can be encouraged through interactions and frequent feed backs from the lecturers.

Assignments that require interactions can assist to improve involvement and quality of students effort.

Academicians must encourage students to make full use of the facilities, services and other sources

at the institutions. Activities involving writings, library visits, computer technology and the like willencourage students to be involved. Conferences and seminars which require participation in various

activities will also foster development in knowledge and various skills. Facilities such as tutorial classes,

library equipments and computer labs must be improved so students can benefit optimally from the

facilities. Computer labs and libraries must be equipped with access to information from various sources

in the country or from other countries. References at the libraries such as books, journals and research

reports must be updated and increased in terms of quantity and quality. Academicians involvement in

references selection are required to ensure academic needs are not neglected and materials provided are

relevant.

Policies and practices at PHLIs should be directed towards providing climates whereby students

active responsibility and involvement are encouraged. This can be implemented through motivational

programmes, establishment of stronger relationships, provision of opportunities and conducive

institutional climates and improvement in teaching and learning process, advising and academic activities.

Individual traits must be considered in institutional activities because students from different gender,

race and entry qualification experience higher education process differently and show different

satisfaction levels. PHLIs must identify and monitor each group to ensure no groups are neglected and

similar experience can be provided for all groups.

Students evaluation process must be more systematic, follow similar standard and consider not

only knowledge aspect but also skills acquired. Examination questions must be standardized especially

for core courses and selected final year courses to ensure students mastery in business disciplinescritical areas. The more systematic evaluation procedures will simplify institutional rating efforts.

Ratings that are done without standardizing the evaluation procedures might be unfair for PHLIs or

programmes that do not possess characteristics which are crucial for its rating.

CONCLUSION

This research adapted the I-E-O model to analyse the contributions of students input and

institutional environmental factors towards the development of Business disciplines students at PHLIs.

The development was based on academic achievement via the CGPA and improvement in competencies

such as creative-critical, communication and group work. Input factors were positively associated with

the CGPA. On the other hand, environmental factors except for interaction with lecturers were positively

associated with development of the competencies. Studentsselection process must highly consider early

achievements such as grades in Mathematics, English, Sciences and Business related subject to ensure the

selected candidates are capable to successfully complete the programme they are enrolled in. Activities

that encourage interactions among students will help studen ts academic achievement although its

contribution is not as strong as the input factors mentioned. The negative association between interaction

with lecturers and all output measured requires serious attention and further studies to ensure proper

actions are undertaken to improve the situation.


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Learning Outcomes at Higher Education Institutions (IEO Model)