ISSN: 2226-6348
Open access
Since the past decade, many universities, and colleges as well as schools around the world have been implementing Open Distance Learning (ODL) in their curriculum as to meet the needs for students to be independent learners. This approach is especially crucial to be adapted in current situation because of the enforcement of the Movement Control Order (MCO) to curb the spread of Coronavirus Disease 2019 (COVID-19) epidemic, where Malaysians are urged to stay at home and segregate themselves socially. The purpose of this study is to examine the effect of student readiness on student understanding during ODL sessions in Universiti Teknologi MARA (UiTM) Melaka. 370 students from various faculties from three different campuses in UiTM Melaka were conveniently selected and responded in this study. The statistical Package for Social Science (SPSS) was used to analyse data through descriptive and correlation analysis. Based on the descriptive analysis, the results revealed that majority of the respondents were female, single, aged between 18-22 years old and currently study at degree’s level. Additionally, most of the respondents were students from Faculty of Business and Management at Kampus Bandaraya Melaka. Referring to the correlation analysis, the finding discovered that there is a positive and strong relationship between student readiness and student understanding and it can be summarized that, student readiness influences the dependent variable which is student understanding in UiTM Melaka. The research findings suggest several imperative insights for the respective university about the importance of student readiness during ODL sessions and its connection with content understanding among students.
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In-Text Citation: (Mazlan, Ismail, Norwahi, & Zolkapli, 2020)
To Cite this Article: Mazlan, N. A., Ismail, W. M. W., Norwahi, N. A., & Zolkapli, N. M. (2020). The Effect of Student Readiness on Student Understanding During ODL Sessions in UiTM Melaka . International Journal of Academic Research in Progressive Education & Development. 9(2), 713-721.
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