Authors : Nor Hazana Abdullah, Eta Wahab, Alina Shamsuddin and Nor Aziati Abdul Hamid
Abstract: The application of Outcome-Based Education (OBE) system is regarded as critical national agenda not only to increase graduates employability but to also improve the quality and competitiveness of Malaysian higher education system. Under the OBE system, student’s performance is no longer measured in terms of their knowledge and psychomotor but inclusive of affective dimensions or soft skills such as communication skills and teamwork. The new system requires students to be socially apt which prompted this study. Specifically, this study attempted to examine the Effects of Extraversion (EX), Emotional Intelligence (EI) and English Proficiency (EP) on academic performance. Majority of present studies have been focusing on the effect of each variable while none has studied the effect all variables together on academic performance. This study employed an explanatory research design where emotional intelligence was assessed with the General Emotional Intelligence Scale by McShane and extraversion was measured using Goldberg researcher. English proficiency was measured using MUET entry result. Academic performance was derived from the participants actual CGPA at the present semester. A total of 88 second year Management of Technology (MoT) students participated in this study. Linear regressions were performed to examine the effects of extraversion and EI on academic performance. Contrary to previous studies, EI and EX did not significantly predict academic achievement while EP has significant weak effect on academic performance. This study highlights the gaps in understanding factors associated with student’s academic performance especially in the light of current higher education system.
Nor Hazana Abdullah, Eta Wahab, Alina Shamsuddin and Nor Aziati Abdul Hamid, 2017. Extraversion, Emotional Intelligence, English Proficiency and Academic Performance among Mot Students: A Case Study at a Premier Malaysian Technical University. The Social Sciences, 12: 370-375.