The study was conducted to obtain the validity and reliability of the HM Learning Skill Module. The HM Study Skills inventory was used to measure validity while the percentage method was used to measure the reliability of the module. The HM Learning Skills Inventory is used to measure the validity and reliability with the aims to measure the habits and learning methods of students. The value of validity is measured using Russel's Validity which consists of modules related to the content of this module to meet its Population target, 85.7%; The contents of this module can be implemented; perfectly; 80.0%, The content of this module is in line with the time allocated; 78.6%, The contents of this module can improve student performance; 81.4%, and the content of this model can transform students towards greater excellence; 80% and all these items are accepted by experts as a good legality. While for the reliability based on the pilot study of the HM-Learning Skills Module conducted by the application of the Small Group Learning Skills (n = 10) application in 3 small groups and the Study Group on the Learning Skills (n = 30) found that the reliability of the HM learning group module overall is .948. Hence, high alpha values prove that the HM-Learning Skills Module is acceptable and reliable to be used in the Intervention of Learning Skills Lesson Group and the Master's Guide to Learning Skills.
Atkinson, J.W. & Raynor. J.O. (1974). Motivation and Achievement. Winston, New York.
Yahya, A. & Ma’alip, H. (2010). Youth Self-Esteem, Skudai: Universiti Teknologi Malaysia.
Barker, L. L. (1971). Listening Behavior. Prentice-Hall, Inc., Englewood Cliffs, New Jersey.
Bandura, A. (1997a). Social learning theory. New Jersey: Prentice-Hall.
Briers, S. (2012) Brilliant Cognitive Behavioural Therapy: How to use CBT to improve your mind and your life, Pearson, UK.
Brunner, J. T., & Hudson, M. S. (2014b). Hm-Program Student Text: Learning and Study Skills program 4th Ed., Rowman & Littlefield, Maryland.
Campbell, D. T. dan Stanley, J. C. (1971). Experimental and quasi-experiment design for research, Rand McNally, Chicago.
Cook, T. D. & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues for field Settings, Houghton Mifflin Cognitive Behavioural Therapy: Boston.
Cresswell, J. W. & Miller, D. J. (2000). Determining validity in qualitative inquiry. Theory into- Practice.
Davis, A. (2011). The Correlation between attendence and achievement, Dublin Institute of Technology, Dublin.
Drucker. P. F. (1966). The effective executive, Oxford: Butterworth-Heinemann Ltd.
Heppner, P.P., Kivlighan, D.M. Jr. & Wampold, B.E. (1992). Research design in counseling. Pasific Grove CA: Brooks/ Cole Pub. Company.
Iberahim, H. (2014). PhD. Thesis. Influence of environmental factors on students' academic excellence Faculty of Mechanical and Manufacturing Engineering and students of the Faculty of Electrical Engineering at UTHM. UniversitiTun Hussein Onn Malaysia, Batu Pahat, Johor.
Heron, J. (1999). The Complete Facilitator’s Hand Book, Kogan Page Limited: London.
Kerlinger, F. N. (1979). Foundation of behavioural research. Ed. Ke-2. New York: Holt Rinehart & Winston.
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of educational Psychology.
McClelland, D. C. (1961). The achieving society, Princeton, Van Nostrand.
McClelland, D. C. (1965). An achievement and enterpernuership: A longitudunal study, Journal of Psychology.
McClelland, D. C. (1985). Human motivation, Scot, Foresman & Company, USA.
McCrimmon, J.M. (1976). “Writing As a Way of Knowing.” In the promise of English: NCTE Distinguished Lectures. Urbana, I ll.: National Council of Teachers of English.
Menzel (2011). Study habits and attitudes: The Road to Academic Success. International Journal of Applied Research and Studies.
Muchnick C. C. & Muchncik R. M. (2011). Guide to study skills, Advantage Quest Publication, Petaling Jaya.
Robinson, F. P. (1978). Effective Study (6th ed.). New York: Harper & Row.
Rusell, J.D. (1974). Modular instruction: A guide to the design, selection, utilization and evaluation of modular materials. United States: Publishing Company.
Marican, S. (2006). Penyelidikan Sains Sosial: Pendekatan pragmatik. Kedah: Hexa Print Enterprise.
Noah, S. M. (2002). Philosophy, Theory And Practical Research Design: Theory and a Application . Universiti Putra Malaysia: Serdang: Penerbit Universiti Putera Malaysia, Serdang.
Noah, S. M. & Ahmad, J. (2005). Module Construction: How to build training m modules and academic modules. Serdang: Universiti Putra Malaysia.
Tuckman, B. (1965). Developemental Sequence in small groups, Psychological Bulletin.
Kumar, V. & Sebastian, J. (2011). Impact of CBT on self efficacy and academic achievement in adolescent student, Univrsity of Mysore, Journal of Indian Psychology.
West Virginia Department (2015). WVAdultEd Instructor Handbook 2016-17 Section 5: Identifying strengths and weaknesses, adult education (AdultEd) programoffice of adult education and workforce development, West Virginia Department of Education, West Virginia.
Wilenzick, P.G. (1990). Hm Study Skills Inventory. Reston, Newton, MA: NSSP/ NAESP Publication.
In-Text Citation: (Fuad, Arip, & Sa’ad, 2019)
To Cite this Article: Fuad, R. A., Arip, M. A. S. M., & Sa’ad, F. (2019). Validity and Reliability of the HM-Learning Module among High School Students in Malaysia. International Journal of Academic Research in Business and Social Sciences, 9(1), 773–787.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
