5.

0 Factor Socioeconomic (SES)

POINT 5.1 (HOUSEHOLD INCOME)

SES Factors towards Student Achievement

The socioeconomic status (SSE) background comprises aspects of family content, parental
income and parental occupation and family aspirations, which are usually linked to social and
economic core components. Sociologists, including Max Weber, agree on the five social
classes within the community which consists upper class, middle class, lower middle class,
working class and subordinate.

Such SSE position also affects children who directly and indirectly learn from the physical,
social and climatic environment in their enlarged world. The height of SSE is often associated
with high initiative, motivation, and highlighting success. Meanwhile, the low SSE status is
grouped in poverty, poverty, isolation from mainstream progress, livelihoods, early morning
breakfasts with no certainty, and various misfortunes of life. They are labeled as often in
despair and difficult to accept reality. This makes them difficult to plan for the future and often
become victims of the situation until it continues in the 'violent round of poverty' circle.
Hashima and Amato (1994) study found that parents from poor families exhibited less
educated and inconsistent attitudes in disciplining children. They also practice judicial
behavior and do not provide support to children. Solis-Camara and Fox (1996) found that
mothers of low socioeconomic status had low educational expectations of children. The mother
of this low socioeconomic status is also often found to use negative discipline (eg giving
punishment, slapping and screaming) and giving less education to the child.

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POINT 5.2 SOSIOECONOMIC IN EXAMINATION & SUBJECT

Kajian ; 14th International Conference on Education. Theme: Bridging Words: Making Connections in
Education. 21th 24th May 2009. By Sultan Hassanal Bolkiah Institute of Education Universiti Brunei
Darussalam. Mohamad Johdi Salleh, PhD : STATUS SOSIO EKONOMI DAN KOMITMEN IBU BAPA
TERHADAP PENCAPAIAN PELAJAR DALAM PENILAIAN MENENGAH RENDAH, MALAYSIA

Keyword

Mine (1966), employment status of fathers and family types influenced their achievements
Boocock (1972) noted that the influences in academic achievement of students include the
influence of family social environment, the level of parents' education, the type of job of
parents and the individual capability factor who was born.

Is SSE really affecting student academic achievement? Based on the findings of the
researcher, it was found that SSE influenced the achievement of the students in their studies
where the highest percentage of SSE respondents were 73% consisting of those with weak
achievement with no gain A. While for the high SSE respondents, the highest percentage 54%
consisting of excellent achievers.

Based on this study, the researcher categorizes student achievement into 4 categories; First
category: very brilliant students who get 6A sbove.. Second category: brilliant; students who
earn 5A to 3A. Third category: category less brilliant; ie students who earn 2A to 1A in PMR. The
fourth category is not brilliant; students who did not get any A in their PMR result.

Students are divided according to their social and economic class (SSE) based on the total
household income in the family. They are categorized into four; first income RM 4000 and more
for high SSE, second income RM3000-RM4000 for medium high SSE. Third: the RM 2000-
RM3000 household income for the medium and fourth SSEs of all household income of RM1000
and below is a low SSE.

No. SSE 6A ABOVE 5A-3A 2A-1A No A TOTAL

1 Low SSE 15 20 15 135 185
2 Middle SSE 15 20 20 40 95
3 Middle High 75 25 5 10 55
SSE
4 High SSE 35 15 5 10 65
Table above shows the number of students divided into SSE based on various PMR result.

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Rujukan:

Abdullah Mohd Noor. 2005 Pencapaian Bahasa Inggeris dan Matematik Serta Kaitan Dengan
Latarbelakang Sosial Murid: Perspektif Sosiologikal, dalam STUDIES IN EDUCATION. Vol. 9, No. 1, 2004.
SHBIE, Universiti Brunei Darussalam, muka surat 97-107.

Faridah Abu Hassan, Naimah Ishak, Hamidah Yusof dan Habibah Abdul Rahim. 2005. Kemiskinan Dan
Pendidikan: Perubahan Minda Orang Melayu Ke Arah Kecemerlangan Pendidikan Akademik . Jurnal
Penyelidikan Pendidikan, Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian
Pelajaran Malaysia, Jilid 7. muka surat 27-73.

Faktor Yang Mempengaruhi Pencapaian Pelajar Dalam Mata Pelajaran Fizik: Satu Sudut Pandangan.

Socioeconomic factors, especially the level of education and income of parents,

are seen to be related to the student's attitudes, aspirations, motivations, self-reliance,
participation in co-curricular activities in schools (Zahir, 2015). Most of the students
coming from the people and the highly educated parents have a much better level of
achievement than those who come from the lesser and moderate classes. From the study
of JK Folger (Yee, 2005), 90% of high school socio-economic leavers will enter college
and university, and only 52% (girls) and 69% (male students) come from families with
socioeconomic status low. In fact, these groups are able to finance tuition classes for
Science, Mathematics and English subjects in further improving the mastery of subjects
and preparing for the nature of colleges and universities (Najib, 2002) in Yee's thesis,
2005).

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Rujukan

Fazliana Othman (2006). Hubungan Status Sosioekonomi Keluarga Dengan Pencapaian Pelajar
Bumiputera dan Bukan Bumiputera dalam Mata pelajaran Matematik Di Dua Buah Sekolah Daerah Johor
Bharu. Tesis Sarjana Muda. Universiti Teknologi Malaysia
Khalijah Mohd Salleh (1987). Physics Learning And Factors That Influence It, Problems In Physics
Teaching In Developing Countries. Proceeding of the Workshop on Problems in Physics Teaching in
Malaysian Secondary Schools. Federal Publications.

Kola, A.J. (2013). Students Challenges in Conducting Effective Physics Practical in College of Education.
Continental J.Education Research, 6(2): 15-21. Kristen, E.V. (1997). Identification with School. American
Journal of Education, Vol 105: No 3.

6.0 Factor Geografi

MOHAMAD JOHDI BIN SALLEH International Islamic University Malaysia (IIUM) ABDUL RAZAK AHMAD
Universiti Kebangsaan Malaysia (UKM),

KESEDARAN PENDIDIKAN DALAM KALANGAN MASYARAKAT ORANG ASLI

Abdul Razaq Ahmad & Zalizan Mohd Jelas (2009) Masyarakat Orang Asli: Perspektif Pendidikan dan
Sosiobudaya. Bangi: Penerbit UKM. Hlm 47-58. ISBN 978-967-5048-72-2

6.1 Rural schools

1) Rural school students are left out in academic field. Compared to students from
urban schools, most rural school students are from low socioeconomic levels.
Urban school students are more optimistic and willing to compete in pursuing
ambitions (Goh, 2015). However, the students who come from the hard and middle
class, this socioeconomic factor can be a motivational factor to be more
successful in order to improve the standard of family life for the future.

2) Based on a study conducted in Australia, the country has managed to position itself
among the world's top center of academic excellence, but the sadness of its own
education is still neglected. Malaysian journalist Suhaimi Sulaiman, a graduate in
Australia recently found that their academic achievement level was still low and the
chances of getting a job were small. Studies show that the number of students at the
University of New South Wales, in Sydney Australia is 28,000. Aboriginal students are
only 110 people, which is 0.4 percent of the total number of campus communities.
Journalist Suhaimi Sulaiman reports that the future in the job market is not so bright for
aborigines in this IT era. Only 2.2 per cent of indigenous people graduate from
 institutions of higher learning. The average person in Australia who successfully
completed college on campus is 12.8 percent. If the situation in Austaralia is similar to
the situation in Malaysia, the percentage of students who succeed in pursuing higher
education is low at less than 15 percent. Aboriginal settlements are centered in the
interior. Referring to a study by Steve Nettleton (2007), their geographical position,
located deep in the interior, has reinforced thought in most indigenous
communities that there is no benefit to sending their children to school.

6.2 Facilites

The position of indigenous people far from the interior also affects the education of
indigenous children. Their isolated position in the pedestrian is far from public facilities
such as public transport, libraries, communication tools (roads and communication
tools). Due to the lack of facilities received, coupled with their narrow mentality they are
lazy trying to get the best education for their children.

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