ISSN: 2226-6348
Open access
Students’ interest in theory-based subjects is an important factor that may influence their motivation and engagement in the learning process. However, maintaining students’ interest in these subjects can be challenging, particularly among students from Science and Technology streams who may have different learning preferences. This study aims to examine the factors influencing interest in theory-based subjects among Science and Technology stream students at Universiti Teknologi MARA Cawangan Terengganu, Kampus Kuala Terengganu (UiTMCTKKT). Specifically, the study investigates the influence of perceived complexity, pedagogical resources and self-competence on students’ interest in theory-based subjects. A quantitative research design was employed, involving 105 students from the Science and Technology stream. Data was analyses using the Statistical Package for the Social Sciences (SPSS) version 30.0. Correlation analysis was conducted to determine the strength and direction between variables, while multiple regression analysis was used to determine how independent variables predict or explain variation in a dependent variable. The findings show that perceived complexity and pedagogical resources do not significantly predict students’ interest in theory-based subjects. Meanwhile self-competence shows a significant positive relationship with students’ interest in those types of subjects. The findings are expected to provide insights into the factors associated with students’ interest in theory-based subjects and contribute to the improvement of teaching and learning practices in higher education. The study may assist educators in developing more engaging teaching approaches, enhancing the perceived relevance of theoretical content, addressing students’ learning difficulties, and providing effective learning materials.
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