The study is aimed to explore the influence between the metacognition practice, students’ learning motivation, students’ learning commitment and academic achievement among matriculation students. The sample consisted of 454 Module 1 and Module 2 matriculation students from Penang Matriculation Students. Data was collected using a questionnaire measuring metacognition, students’ learning motivation factors and students’ learning commitment factors and diagnostic physics test question to measure the score of academic achievement. For the quantitative method, statistical analysis used is independent t-test sampling. This research used the quantitative method and statistical descriptive independent t – test sampling. The results of the analysis showed that there were no significant differences in all dimension of metacognition, students’ learning motivation and students’ learning commitment and achievement among Module 1 and Module 2 students. Structural Equation Modeling (SEM) technique analysis showed that the practice of metacognition influenced students’ learning motivation and students’ learning commitment except extrinsic motivation had a direct, negative relationship with academic achievement. The practice of metacognition showed indirect relationship with academic achievement via intrinsic and extrinsic motivation and affective commitment. In summary, the results of this study provide evidence in support of the influence of metacognition to academic motivation of matriculation students, but via students’ learning motivation (intrinsic motivation and extrinsic motivation) and students’ learning commitment (affective) as mediator. Therefore, students’ learning motivation dimension and students’ learning commitment dimension are important in improving physics achievement among matriculation students.
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In-Text Citation: (Saaidin, 2020)
To Cite this Article: Saaidin, N. (2020). The Influence Between Metacognition Practice, Students’ Learning Commitment and Academic Achievement of Matriculation Students in Physics. International Journal of Academic Research in Business and Social Sciences, 10(3), 824–842.
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