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An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types

An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types

Nurjanah Mohd Jaafar, Lay Shi Ng, Najihah Mahmud, Siew Ming Thang, Warid Mihat
Copyright: © 2022 |Volume: 12 |Issue: 4 |Pages: 20
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781683182351|DOI: 10.4018/IJCALLT.310079
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MLA

Jaafar, Nurjanah Mohd, et al. "An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types." IJCALLT vol.12, no.4 2022: pp.1-20. http://doi.org/10.4018/IJCALLT.310079

APA

Jaafar, N. M., Ng, L. S., Mahmud, N., Thang, S. M., & Mihat, W. (2022). An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 12(4), 1-20. http://doi.org/10.4018/IJCALLT.310079

Chicago

Jaafar, Nurjanah Mohd, et al. "An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 12, no.4: 1-20. http://doi.org/10.4018/IJCALLT.310079

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Abstract

This study explored the perceptions of students from different types of schools in Malaysia towards their online learning engagement during COVID-19's movement control order using Fredricks et al.'s framework of behavioural, cognitive, and emotional engagement. In addition to these variables, external support provided to the students was also considered. To this end, a questionnaire that examined the students' general online practices and online learning engagement was administered. Seven hundred sixty-eight students from four different types of secondary schools (national, Chinese, international, and high performing schools) responded to the questionnaire. The findings from the ANOVA analysis indicated that generally the respondents demonstrated positive online learning practices. However, the amount of time spent interacting with teachers online should be much improved. The findings also indicated significant differences in perceptions towards online learning engagement and external support based on school types.

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