Faculty of Cognitive Sciences and Human Development

RELATIONSHIPS BETWEEN PERSONAL RELIGIOSITY AND ACADEMIC ACHIEVEMENT AMONG SARAWAKIAN

MUSLIM SECONDARY SCHOOL STUDENTS

Nor Hazirah Binti Hussin

Master of Science LB (Learning Sciences)1131 2015 N822 2015

UNIVERSITI MALAYSIA SARAWAK

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I NOR HAZlRAH BINTI HUSSIN, 14030092, FACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT hereby declare that the work RELATIONSHIP BETWEEN PERSONAL RELIGIOSITY AND ACADEMIC ACHIEVEMENT AMONG SARAWAKIAN MUSLIM SECONDARY SCHOOL STUDENTS is my original work. I have not copied from any other students' work or from any other sources except where due reference or acknowledgement is made explicitly in the text, nor has any part been written for me by another person.

JUNE 06, 2015

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Pusat Khidmat MakJumat Akademik UNlVERSm MALAYSIA SARAWAK

RELATIONSHIPS BETWEEN PERSONAL RELIGIOSITY AND ACADEMIC ACHIEVEMENT AMONG SARA W AKIAN MUSLIM SECONDARY SCHOOL

STUDENTS

NOR HAZIRAH BINTI HUSSIN

A dissertation submitted in partial fulfilment of the requirements for the degree of , Master of Science (Learning Sciences)

Faculty of Cognitive Sciences and Human Development

UNIVERSITI MALAYSIA SARA WAK

2015

Pengesahan Pelajar

Saya mengakui bahawa Projek Tahun Akhir bertajuk "Hubungan Antara Keagamaan Peribadi Dan Pencapaian Akademik Di Kalangan Pelajar Islam Sekolah Menengah Di Sarawak"ini adalah hasil kerja saya sendiri kecuali nukilan, petikan, huraian dan ringkasan yang tiap-tiap satunya telah saya nyatakan sumbernya.

(05 Jun 2015) (Tandatangan Pelajar) NOR HAZlRAH BINTI HUSSIN 14030092

Statement of Originality

This is to certify that to the best of my knowledge, the content of this dissertation entitled "Relationsmps between Personal Religiosity and Academic Achievement among Sarawakian Muslim Secondary School Students" is my own work.

I certify that the intellectual content of this dissertation is the product of my own work and that all the assistance received and properly acknowledged.

sources used in preparing this dissertation have been

(5 June 2015) (Student's Signature) NOR HAZlRAH BINTI HUSSIN

14030092

Projek bertajuk 'Hubungan Antara Keagamaan Peribadi Dan Pencapaian Akademik Di Kalangan Pelajar Islam Sekolah Menengah Di Sarawak' telah disediakan oleh Nor

Hazirah Binti Hussin dan telah diserahkan kepada Fakulti Sains Kognitif dan Pembangunan Manusia sebagai memenuhi syarat untuk SaIjana Sains (Sains Pembelajaran)

Diterima untuk diperiksa oleh:

(ZAIMUARIFFUDIN SHUKRI NORDIN)

Tarikh:

Gred

-------

The dissertation entitled Relationships between Personal Religiosity and Academic Achievement among Sarawakian Muslim Secondary School Students was prepared by Nor Hazirah Binti Hussin and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfilment of the requirements for the degree of Master of Science

(Learning Sciences).

It is hereby continued that the student has done all necessary amendments for examination and acceptance.

(ZAIMUARIFFUDIN SHUKRI NORDIN)

Date:

Grade

,

ACKNOWLEDGEMENTS

Syukur Alhamdulillah, I praise God, the almighty for His blessing and for granting me the

passion and capability to complete this project. The successful completion of this project also

depends largely on the encouragement and guidelines of many others. Therefore, I wish to

take this opportunity to express my heartfelt gratitude to the people that had helped me

throughout this journey.

First and foremost, I would like to show my appreciation to my supervIsor, Dr

Zaimuariffudin Shukri Nordin for his great patience, motivation, enthusiasm, invaluable

guidance, immense knowledge and constructive advices throughout the completion of this

study. Similarly, I would like to thank Dr Hong Kian Sam for his kind assistance. I am

extremely grateful and indebted to them for their invaluable guidance, without which, this

project would not have materialized.

I would also like to thank Mr Hafizan Hashim for his hard work, encouragement, and

guidance throughout the course and the completion of this study. I would also like to express

my appreciation and love to Madam Lily for her guidance, motivation and warm love

towards the completion of this thesis. I would like to record a special thank you to Mr Chuah

Kee Man as well, for his significant help, encouragement and guidance.

Special thanks to my beloved father, Hussin Latef, my beloved mother, Che Bunga Abdullah,

and my siblings for their great love, support and encouragement throughout the process of

completing my study. I also wish to take this opportunity to express my sincere thanks to

other L~ Cohort 4 members for their help in this study especially to Fauziah Ahmad, Nurul

Muizzah 10hari and Chan Chiew Wair who were always by my side.

Last but not least, I would like to thank all the participants in this study program, who

have willingly shared their knowledge and experiences and sacrifice their precious time to

ensure we all have a successful and fruitful experience.

Pusat Khidmat MakJumat Akademik UNIVER,sm ALAYSI :.. '

TABLE OF CONTENTS

Page LIST OF TABLES v

LIST OF FIGURES VI

LIST OF ABBREVIATIONS VB

ABSTRACT V111

ABSTRAK IX

CHAPTER

1 INTRODUCTION

1.0 Introduction 1

1.1 Background of the Study 1

1.2 Problem Statement 2

1.3 Research Objectives 5

1.3.1 Main Objective 5

1.3.2 Specific Objectives 5

1.4 Research Questions 6

1.5 Research Hypothesis 6

1.6 Research Framework 7

1.7 Significance of the Study 7

1.7.1 Knowledge 8

1.7.2 Practitioners 8

1.7.3 Policy 8

1.8 Limitations ofthe Study 8

1.9 Definition ofTerms 9

1.9.1 Academic Achievement 9

1.9.2 Personal Religiosity 9

1.9.3 Private Religious Practice 10

1.9.4 Public Religious Practice 10

1.9.5 Religious Belief 10

1.10 Summary 11

2 LITERA TURE REVIEW

2.0 Introduction 12

2.1 Theory of Religiosity and Education 12

2.2 The Concept of Religiosity 14

2.2.1 Measuring Religiosity 14

2.3 Influence of Religion in Human Life 16

2.4 Personal Religiosity and Academic Achievement 17

2.4.1 Positive Relationship between Religiosity and Academic

Achievement 17

2.4.2 Lack of Relationship between Religiosity and Academic

Achievement 19

2.5 Religious Belief and Academic Achievement 20

2.5.1 Public Religious Practice and Academic Achievement 20

2.5.2 Private Religious Practice and Academic Achievement 21

2.6 Conclusion of Findings from Past Studies 21

2.7 Summary 22

3 METHODOLOGY

3.0 Introduction 23

3.1 Research Design 23

3.2 Population, Sample and Sampling 24

3.3 Research Instrument 24

3.4 Pilot Study 25

3.5 Ethical Issues 25

3.6 Data Collection Procedures 26

3.7 Data Analysis Procedures 26

3.8 Summary 27

4 FINDINGS

4.0 Introduction 28

4.1 Reliability Analysis ofthe Research Instrument 28

4.2 Demographic Profile ofRespondents 29

4.3 Descriptive Statistics for Personal Religiosity 31

4.3.1 Descriptive Statistics for Religious Belief 31

4.3.2 Descriptive Statistics for Public Religious Practice 34

11

4.3.3 Descriptive Statistics for Private Religious Practice 36

4.4 Relationship between Religious Belief and Academic Achievement 39

4.5 Relationship between Public Religious Practice and Academic

Achievement 40

4.6 Relationship between Private Religious Practice and Academic

Achievement 40

4.7 The Most Dominant Factor/ Component in Personal Religiosity that

affect the Academic Achievement 41

4.8 Summary 42

5 DISCUSSION AND CONCLUSION

5.0 Introduction 43

5.1 Summary of the Study 43

5.2 Summary of the Findings 45

5.2.1 Reliability Analysis of the Research Instrument 46

5.2.2 Demographic Profiles of the Respondents 46

5.2.3 Descriptive Statistics for Personal Religiosity 47

5.2.4 Relationship between Personal Religiosity and Academic

Achievement 47

5.3 Discussion of Findings 48

5.3.1 Levels of Religiosity 48

5.3.2 Relationship between Religious Belief and Academic

Achievement 50

5.3.3 Relationship between Public Religious Practice and Academic

Achievement 51

5.3.4 Relationship between Private Religious Practice and Academic

Achievement 53

5.3.5 Most Dominant Component in Personal Religiosity affecting the

Academic Achievement 55

5.4 Recommendation 56

5.4.1 Recommendation for Practice 56

5.4.2 Recommendation for Future Research 57

5.5 Conclusion 59

111

REFERENCES 60

APENDICES 64

IV

LIST OF TABLES

Table Page 3.2 Data analysis method 27

4.1 Reliability Analysis of the Instrument 29

4.2 Demographic Profile of the Respondents 31

4.3 Descriptive Statistics for Religious Belief 32

4.4 Descriptive Statistics for Public Religious Practice 35

4.5 Descriptive Statistics for Private Religious Practice 37

4.6 Relationship between Religious Belief and Academic Achievement 39

4.7 Relationship between Public Religious Practice and Academic

Achievement 40

4.8 Relationship between Private Religious Practice and Academic

Achievement 41

4.9 ANOVA Result for Multiple Regression 42

4.10 t-Test Result for Multiple Regression 42

v

7

LIST OF FIGURES

Figure Page

1.1 Research Framework

VI

LIST OF ABBREVIATIONS

LOS Latter-day Saints

FCSHD Faculty of Cognitive Sciences and Human Development

MRSM Maktab Rendah Sains Mara

PERPUN Persidangan Perpustakaan Universiti dan Perpustakaan Negara

PMR Penilaian Menengah Rendah

POLIMAS Politeknik Sultan Abdul Halim Muadzam Shah

RCI Religious Commitment Inventory

SBP Sekolah Berasrama Penuh

SPM Sijil Pelajaran Malaysia

SPSS Statistics Packages for Social Sciences

UUM Universiti Utara Malaysia

UNIMAS Universiti Malaysia Sarawak

WHO World Health Organization

Vll

ABSTRACT

Relationships between Personal Religiosity and Academic Achievement among Sarawakian Muslim Secondary School Students

NOR HAZIRAH BINTI HUSSIN

Personal religiosity is one's personal quality of being religious. This research investigated the relationship between personal religiosity and academic achievement among secondary school Muslim students. In this study, personal religiosity comprised of religious belief, public religious practice and private religious practice. This study was conducted using a a quantitative correlational research design. The sample in this study consisted of 306 Fonn Four Muslim students from four secondary schools in Marudi, Miri and Bintulu Divisions, Sarawak. The data was collected using a questionnaire with items having 5­point Likert Scale responses. Pearson Moment Correlation analyses were conducted to determine the relationships between components of personal religiosity and academic achievement while the Multiple Linear Regression analysis was used to determine the most dominant component in personal religiosity affecting academic achievement. The findings of this study showed that there was a positive but very weak relationship between religious belief and academic achievement, and between private religious practice and academic achievement. However, there was no relationship between public religious practice and academic achievement. Only 12.2% of academic achievement was predicted by religious belief, public religious practice and private religious practice, and the strongest predictor was private religious practice followed by religious belief and public religious practice. Based on this research's finding, religiosity was one of many important factors to consider in increasing academic achievement among students. Thus, in addition to focussing on academic-based strategies to enhance students' academic achievement, focus should also be given to improving the level of religiosity among students.

V111

ABSTRAK

Hubungan antara Keagamaan Peribadi dan Pencapaian Akademik di Kalangan Pelajar Islam Sekolah Menengah di Sarawak

NOR HAZIRAH BINTI HUSSIN

Keagamaan peribadi adalah kualiti keagamaan peribadi seseorang. Kajian ini mengkaji hubungan antara keagamaan peribadi dan pencapaian akademik di kalangan pelajar Islam sekolah menengah. Dalam kajian ini, keagamaan peribadi merangkumi kepercayaan agama, amalan keagamaan umum dan amalan keagamaan khusus. Kajian int dijalankan dengan menggunakan reka bentuk kajian kuantitatif korelasi. Sampel kajian terdiri daripada 306 orang pelajar Islam tingkatan empat dari empat buah sekolah menengah di Bahagian Marudi, Bintulu, dan Miri, Sarawak. Data dikumpul dengan menggunakan borang soal selidik dengan item yang mempunyai pilihan 5-skala Likert. Analisis Pearson Moment Correlation dijalankan untuk menentukan hubungan antara keagamaan peribadi dan pencapaian akademik manakala ujian Multiple Linear Regression digunakan untuk menentukan komponen yang paling dominan dalam keagamaan peribadi yang mempengaruhi pencapaian akademik. Dapatan kajian menunjukkan terdapat hubungan yang positil tetapi lemah antara kepercayaan keagamaan dan pencapaian akademik, dan antara amalan keagamaan khusus dan pencapaian akademik. Walau bagaimanapun, tidak ada hubungan yang signifikan antara amalan keagamaan umum dan pencapaian akademik. Hanya 12.2% daripada pencapaian akademik dapat diramal oleh kepercayaan agama, amalan keagamaan umum dan amalan keagamaan khusus, dan peramal terbaik adalah amalan keagamaan khusus diikuti oleh kepercayaan agama dan amalan keagamaan umum. Berdasarkan dapatan kajian ini, keagamaan adalah salah satu aspek penting dalam meningkatkan pencapaian akademik di kalangan pelajar. Oleh itu, disamping memberi perhatian kepada strategi berasaskan akademik dalam meningkatkan pencapaian pelajar, tumpuan juga harus diberikan kepada usaha meningkatkan tahap keagamaan di kalangan pelajar.

IX

CHAPTER ONE

lNTRODUCTION

1.0 Introduction'

This chapter is divided into ten sections and includes the explanation on the background of

the study, problem statements, objectives, main and specific objectives, research hypothesis,

conceptual framework, significant of the study, limitation of the study, and definition of

terms used in this study.

1.1 Background of the Study

This study aimed to study the relationship between personal religiosity and academic

achievement among Muslim secondary school students in Sarawak using a questionnaire­

based quantitative research design. Personal religiosity is defined as comprising of three

major components namely religious belief, public religious practice and private religious

practice.

Religion is a natural desire of human nature. Religion can be defined as a faith in, worship of,

or compliance with an order to a supernatural power or powers considered to be divine or to

have control over the human fate (Religiosity, n. d.). In 2010, out of the 6.9 billion world

population, 83.7% reported themselves as having a religion while the rest were categorized as

having no religious affiliation (16.3 %) (Global Religious Diversity, 2014). The "No Religion

Affiliation" group includes atheist, agnostics and people who do not identify with any

1

particular religion. This statistics supports the notion that the desire to be religious or at least

having an inquiry about religious knowledge is human nature.

Since centuries ago, religion has been suggested to have an influence in shaping human

thoughts and lifestyle in many aspects, such as, politics, economy, social, health and

education. As a belief system, religion shapes what people think and how they live in the

world (Crossman, 2014). Furthennore, recent studies suggested that religion can influence

students' academic perfonnance in positive ways (Adams, n. d.; Cephas, 2011; Fagan, 2010;

Hansen, 2013; Hilton & Wood, 2012; Hoffmann & McKune, 2009; Ibrahim, 2012; Jeynes,

2007; Kang, 2010; Line, 2005; Logan, 2013; Mooney, 2010).

1.2 Problem Statement

According to Halawah (2006), students' intelligence or IQ level is not the only factors that

detennine their academic perfonnances in school. There are many other factors and many

studies (e.g., Banda et aI., 2012; Bowen, Glennie, Hopson, & Rose, 2012; Brian, Letty, &

Wiley, 2006; Halawah, 2006; Okoye, 2009) have shown that students' motivation, parenting

styles, family environment, students characteristics and quality of teacher have influence on

students' school academic performance. For instance, Halawah (2006) argues that there are

signifICant correlations between students' achievement and family environment, and also

between students' achievement and students' characteristics.

In 2009, a student from Kelantan, Nik Nor Madihah was honoured as the best student in SPM

after she managed to get 20 A's. When she was asked by a reporter about the secret behind

2

her success, her answers were not different from answers of other best students. She always

paid attention in the class, made early preparation for every subject and fulfilled her free time

with readings. She also said that she used her hard life as motivation to succeed. However,

one interesting point was her personal religiosity. She mentioned that she always practised

voluntary fasting on Monday and Thursday since she was 12 years old (Resipi kejayaan

Madihah dapat 20A, 2009). Besides Madihah, there were many other examples of excellent

students who showed a high commitment to religiosity. Thus, this raise the question of

whether there exist a relationship between personal religiosity and academic achievement

among Muslim secondary school students?

The debate on the relationship between religiosity and academic achievement identifies an

interesting viewpoint on how the level of religiosity is measured (Belgoumidi & Tiliouine,

2009). In Malaysia, the status of religious education is on par with other academic subjects in

school, for example, geography, history or mathematics (Ministry of Education Malaysia,

2012). However, high achievement in religious education may not necessarily ensure that

students do not engage in negative behaviour. On the other hand, logically, appreciation of

religion encourages people towards goodness. Thus, this indicates that the level of an

individual's religiosity cannot be detennined solely by his knowledge about the religion.

Therefore, this raises the question of what is an app~opriate way to measure one's personal

religiosity level?

Although there are many studies that have investigated the relationship between religion and

academic achievement, most of them have defined religion in a very wide perspective. For

example, Jeynes (2007) has put attending religious school as a factor in measuring religiosity.

3

He suggested that religious school attendance has contributed to higher academic

achievement, at least for lower social economy status (SES) students. Besides that, studies by

Adams (n.d.), Cephas (201l), Fagan (2010), Hansen (2011), Jeynes (2003, 2007), Logan

(2013) and Zhang (2012) which related religiosity with developing of intact family, internal

locus of control, participation in religious service, and attending religious education class is

seen as indirectly affecting students' academic achievement.

There are only a few studies that looked into the relationship between personal religiosity and

academic achievement. For example, Line (2005) conducted a study on the relationship

between personal religiosity and academic performance among LDS (Latter-day Saints)

college students at Brigham Young University. In this study, personal religiosity was defined

and measured in three components: religious belief, public religious practice and private

religious practice. The findings of Line's study showed a strong correlation between private

religious practice and academic performance especially in areas of personal scripture study,

engagement with church activities, and personal prayer. For public religious practice, it

showed a moderate impact on academic performance while there was no significant

relationship between religious belief and academic performance for the same respondents.

Howe-ver, Line's research was conducted at Brigham Young University and the respondents

were only among Christians. Only a few studies (e.g. , Achour, Grine, Mohd Yusoff, & Nor,

2014; Ibrahim, 2012) have been carried out among Muslim students in Malaysia, and no

known research have been conducted among Muslim secondary school students in Sarawak

based on a search of Malaysian-based studies in PERPUN (Persidangan Perpustakaan

Universiti dan Perpustakaan Negara, www.perpun.upm.edu.my). As such, .there was a need to

4

further investigate the relationship between personal religiosity and academic performance

among Muslim secondary school students in Sarawak.

1.3 Research Objectives

1.3.1 General Objective

The general objective of the study was to investigate the relationship between personal

religiosity and academic achievement among Muslim secondary school students in Sarawak

1.3.2 Specific Objectives

Specifically. this study has the following research objectives:

1. To investigate the relationship between religious belief and academic achievement

among secondary school Muslim students in Sarawak.

2. To investigate the relationship between public religious practice and academic

achievement among secondary school Muslim students in Sarawak.

3. To investigate the relationship between private religious practice and academic

achievement among secondary school Muslim students in Sarawak.

4. To determine the most dominant factor/component in personal religiosity that affects

the academic achievement of secondary school Muslim students in Sarawak.

5

1.4 Research Questions

1. Was there a relationship between religious belief and academic achievement among

Muslim secondary school students in Sarawak?

2. Was there a relationship between public religious practice and academic achievement

among Muslim secondary school students in Sarawak?

3. Was there a relationship between private religious practice and academic achievement

among Muslim secondary school students in Sarawak?

4. Which was the most dominant factor/component in personal religiosity that affects the

academic achievement of secondary school Muslim students in Sarawak?

1.S Research Hypothesis

NuD Hypothesis

HoI: There was no significant relationship between religious belief and academic

achievement among secondary school Muslim students in Sarawak.

H02: There was no significant relationship between public religious practice and academic

achievement among secondary school Muslim students in Sarawak.

Ho3: There was no significant relationship between private religious practice and academic

achievement among secondary school Muslim students in Sarawak

H04:'None of the factor/ component in personal religiosity affects the academic achievement

of secondary Muslim school students

6