FACTORS INFLUENCING INDONESIAN STUDENTS'

CHOICE OF STUDYING AT THE INTERNATIONAL

ISLAMIC UNIVERSITY MALAYSIA (IIUM)

BY

RISWANI SHAMSUDDIN

A THESIS SUBMITTED IN PARTIAL FULFILMENT OF

THE REQUIREMENTS FOR THE DEGREE OF MASTER
OF EDUCATION

KULLIYYAH OF ISLAMIC REVEALED KNOWLEDGE

AND HUMAN SCIENCES
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

OCTOBER 1998
 ABSTRACT OF THE THESIS

The purpose of this study is to investigate the factors influencing Indonesian

students' choice of studying at the IIUM. It also attempts to identify whether

there is any discernible pattern of reported factors between the male and

female Indonesian undergraduate students. In addition, the pattern of

responses toward the factors amongst students of different academic

performances is examined.

The score of this study consisted of 115 students who are studying at the

IIUM. A self-constructed instrument was used for data collection and

descriptive statistics were applied in the data analysis. The instrument

comprises 33 items suggesting factors that influence students to study at the

IIUM, Four categories of factors were included in the questionnaire:

academic, personal, educational facilities and, social development and

contextual factors.

The study found that the Indonesians study at the IIUM because they have a

chance to meet other international Muslim brothers and sisters. Besides, they

were free to enjoy the facilities, achieve their career preferences, experience

new educational environment, the university activities and the lslamization of

knowledge as well as its pre-sessional courses in English and Arabic. The

study also found that there is a discernible pattern of reported reasons

between the male and female students as well as between the high

performance students and the low performance students

11
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111
 ABSTRAK

Kajian ini bertujuan untuk menyelidiki faktor-faktor yang mempengaruhi

pelajar-pelajar indonesia yang sedang belajar dalam program ljazah Sarjana

Muda untuk belajar di Universiti Islam Antarabangsa Malaysia (UIAM). lanya

juga berusaha untuk menentukan apakah ada perbezaan faktor untuk

belajar di UIA antara pelajar laki-laki dan pelajar perempuan. Seterusnya,

Perbezaan faktor antara pelajar yang berbeza dari segi pencapaian

akademik juga diselidiki. Populasi penelitian ini adalah 115 pelajar

lnodnesia yang sedang dalam pengkajian ljazah Sarjana Muda. Alat untuk

pengumpulan data dalam pengkajian ini dibina sendiri oleh peneliti. Statistik

deskriptif digunakan dalam menganalisa data. Alat pengumpul data ini terdiri

dari 33 perkara yang terbahagi kepada empat kumpulan iaitu: akademik

,individu, kemudahan pendidikan dan perkembangan sosial dan alasan-

alasan yang berkaitan.

Kajian ini mendapati bahwa pelajar Indonesia belajar di UIA disebabkan

mereka memperolehi kesempatan untuk bertemu dengan pelajar-pelajar

antarabangsa di samping itu mereka boleh menikmati kemudahan

pendidikan yang disediakan dan kebijaksanaan university dalam

melaksanakan pengislamisasian ilmu di dalam lingkungan dan pengajaran

pembelajaran dan program pre-sessional dalam bahasa lngris dan Arab yang

dilaksanakan oleh university. Kajian ini juga mendapati bahwa ada alasan-

alasan yang nyata antara pelar laki-laki dan perempuan dan antara pelajar

yang berbeza pencapaian akademik.

IV
 APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion it
conforms to acceptable standards of scholarly presentation and is fully
adequate,in scope and quality, as a thesis fo the degree of Master of
Education.

Mo
Su ervisor
f
Date: :l"f ~ /<ri

I certify that I have read this study and that in my opinion it conforms to
acceptable standards of scholarly presentation and is fully adequate, in
scope and quality, as a thesis for the degree of Master of Education.

Zaleha lzhab
Examiner
Date: ~j,o / 1f
This thesis was submitted to the Department of Education and is accepted as
partial fulfilment of the requirements for the degree of Master of Education.

Rosnani Hashim
Head, Department of Education
w/
Date: J..tf f ~i

This thesis was submitted to the Kulliyyah of Islamic Revealed Knowledge

and Human Sciences and is accepted as partial fulfilment of the
requirements for the degree of Master of Education.

V
 DECLARATION

I hereby declare that this thesis is the result of my own investigations, except
where otherwise stated. Other sources are acknowledged by footnotes
giving explicit references and a bibliography is appended.

Name : Riswani Shamsuddin

. i~ , J fl Ito /51P
Signature .............................................. Date ................................... .

VI
© Copyright by Riswani Shamsuddin and the International Islamic
University Malaysia
 DEDICATED TO
MY BELOVED FATHER SHAMSUDDIN YASSIN
AND MY MOTHER NORMA HJ HUSSEIN
 ACKNOWLEDGEMENTS

Praise be to Allah, the Cherisher and Sustainer of the Worlds for His

continuing Mercy, Guidance and Blessing.

This work could not have been completed without the contribution and

concern of many people to whom I am most grateful. I would like to express

my heartfelt gratitude and admiration to my supervisor, Dr. Mohammad

Sahari Nordin who has been most generous with his time, intellectual

resource and patient assistance in guiding me through the work. My sincere

thanks are also extended to my second reader, Dr. Zaleha lzhab for her

constructive comments. I would like also to express my appreciation to

Assoc. Prof. Dr. Gulam Nabi Saqeb, Assoc. Prof .Dr. Rosnani Hashim, Head

of Department, and to all my respected lecturers who have taught me during

my study in the Department of Education.

I wish to express special thanks to my husband, Herman Syah Masran and

both my sons, Miftahul Fauzi and Miftahul Farid for their understanding

support, patience and love.

Last but not least, I express my gratitude to all my friends, Sis. Hjh. Salwa hj.

Mahalle, for her continuing support, companionship and for sharing her ideas

with me, Br. Azman A Talib, Sr. Jamaliah Hashim, Br. Abdul Jalil and Br.

Syamsi Hassan for editing my thesis, Sr. Siti Nurfiah, Sr. Zubaidah, Sr.

ix
Chamisah, Br. Zulkifli, Br. Ali Salim Khalfan, Br Asril Ibrahim and to all those

whom I cannot mention their names here. May Allah bestow His Grace and

Bounties on all those who heve helped me in completing this study.

X
 TABLE OF CONTENTS

ABSTRACT (ENGLISH) .............................................................. . 11

ABSTRACT (ARABIC) ................................................................. . l1J
ABSTRACT (MALAY) ... ............................................................... . IV
APPROVAL PAGE ..................................................................... . V
DECLARATION .......................................................................... VI
ACKNOWLEDGEMENTS ............................................................ . IX
LIST OF TABLES ...................................................................... . Xl1

CHAPTER ONE: INTRODUCTION ............................................... . 1

Statement of the Problem ........................................................... .. 3
Purpose of the Study ................................................................. .. 4
Significance of the Study ............................................................. . 4
Definitions of Terms ................................................................... . 5

CHAPTER TWO : REVIEW OF THE RELATED LITERATURE 7

Introduction ................................................................................ . 7
Factors Influencing Students' Choice of Studying at College or
University ............................................................................. . 7
Academic Factors .............................................................. . 7
Personal Factors ............................................................. . 10
Educational Facilities-Related Factors ................................... . 12
Social Development and Contexctualfactors ........................... . 13
Factors Influencing Students' Choice of Studying Abroad ............. . 16
Conclusion ................................................................................ . 22

CHAPTER THREE :RESEARCH METHOD .................................... .. 23

ntroduction .............................................................................. .. 23
Population of the study ................................................................. . 23
The instrument ........................................................................... . 26
Procedure ................................................................................. . 28
Data Analysis ............................................................................ . 29

CHAPTER FOUR RESULTS ........................................................ . 30

Introduction ................................................................................ . 30
Factors Influencing Students' Choice of studing at IIUM .............. .. 30
Academic Factors ........................................................... . 30
Personal factors ............................................................. .. 33
Eduactional Facilities-Related Factors .............................. .. 34
Social Development and Contextual Factors ....................... . 36

Discernible Pattern of Reported Factors Between the Male and

Female Indonesian undergraduate students .............................. .. 37
Academic Factors and Gender ........................................... . 38
Personal Factors and Gender ......................................... .. 40
Educational Facilities Related Factors and Gender ............... . 42

XI
 Social Development and Contextual Factors and Gender....... 44
Pattern of Responses Among Students of Different Academic
Performance......................................................................... 46
Academic Factors According to the Categories of
Academic Performance..................................................... 46
Personal Factors According to the Categories of
Academic Performance... .. . . . . . .. .. . . .. . .. . . . .. . . .. . .. . . . . .. . .. . .. . . . . . . . . . 48
Educational Facilities-Related Factors According to the
Categories of Academic Performance................................. 51
Social Development and Contextual Factors According
to the Categories of Academic Performance........................... 52

CHAPTER V: SUMMARY.DISCUSSION AND RECOMMENDATIONS 55

Introduction.......................................... .. . . .. . .. . .. .. . . .. . .. .. . . .. . .. . . . . .. . . 55
Summary of the Study.................................................................. 55
Discussion of the Findings............................................................ 56
Academic Factors........................................................... 56
Personal Factors............................................................ 57
Educational Facilities-Related Factors................................ 58
Social Development and Contextual Factors ... ... . .. ... ... ... . . . .. 59
Recommendations....................................................................... 61
Recommendations for the International Islamic University......... 62
Recommendations for the Malaysian Government... . . . . .. . .. . . . . . . . 63
Recommendations for Further Research............................... 63

APPENDIX I QUESTIONNAIRE ON FACTORS INFLUENCING

INDONESIAN STUDENTS' CHOICE OF STUDYING AT THE
INTERNATIONAL ISLAMICUNIVERSITY MALAYSIA 65

REFERENCES...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

XII
 LIST OF TABLES

Table no. Page

1.1 Characteristics of the Respondents 24

2.1 The Distribution of the Questionnaire According to its Categories 27

3.1 The Reliability of Items According to the Categories of the Fectors

28

4.1 Distribution of Academic Factors that Motivate Students

to Study at the II UM 32

4.2 Distribution of Personal Factors that Motivated Students

to Study at the IIUM 34

4.3 Distribution of Educational Facilities-Related Factors that

Motivate Students to Study at the IIUM 35

4.4 Distribution of Social Development and Contextual Factors

that Motivate Students to Study at the IIUM 37

5.1 Distribution of Academic Factors that Motivate

Respondents to Study at the IIUM According to Gender 39

5.2 Distribution of Personal Factors that Motivate

Respondents to Study at the IIUM According to Gender 41

5.3 Distribution of Facilities-Related Factors that Motivate

Respondents to Study at the IIUM According to Gender 43

5.4 Distribution of Social Development and Contextual Factors

that Motivate Respondents to Study at the IIUM According
to Gender 45

6.1 Distribution of Academic Factors that Motivate Respondents

to Study at the IIUM According to the Categories of Academic
Performance 47

6.2 Distribution of Personal Factors that Motivate Respondents

to Study at the IIUM According to the Categories of Academic
Performance 50

Xlll
6.3 Distribution of Educational Facilities-Related Factors that Motivate
Respondent to Study at the IIUM According to Academic
Performance 52

6.4 Distribution of Social Development and Contextual Factors that

Motivate Respondent to Study at the IIUM According to
Academi Performance 54

XIV
 CHAPTER ONE

INTRODUCTION

Universities have traditionally welcomed individuals from many nations to

study and teach. Indeed, the origins of the establishment of universities were

international. The early European universities used an international language,

Latin, and ever since they already had international students (Albatch, 1987).

Thus, many academic institutions continue to be international.

One of the elements of internationalism in universities is the presence of

foreign students. It has been estimated that there are more than one million

students studying outside the borders of their home countries, with the top

three receiving nations being United States of America (USA), France and

Soviet Union (Albach, 1987).

The flow of students across international borders is a complex matter

(Cummings, 1987). It is often assumed that the flow is exclusively from the

Third World to the Western industrialized nations. The bulk of foreign students

do flow in this direction (Institute of International Education, 1984). However,

significant numbers of students go from one-third world nation to another to

study. For example, Egypt, India and Argentina are among the top 20 host

nations. Thousands of European students go to the USA and Canada to

study and many North American students study in Europe. Thousands of

American medical students study in Mexico, the Caribbean and other parts of

the world that contribute to the flow of foreign students (Albach, 1987). There
is also a significant flow to the East European nations as well, both from the

Third World and from within the region (Lee and Tan, 1984).

Nowdays, under its vision 2020, Malaysia hopes to emerge as the ASEAN

Regional Center of Higher Learning, especially in Islamic and technological

areas. The step has begun with the establishment of the International Islamic

University Malaysia (IIUM) in July 1983. Since it is an international university,

it has a broad mixture of students who come from more than 90 countries.

According to the 1996/1997 IIUM's postgraduate prospectus, the number of

students comprised approximately 7000 undergradutes and 700

postgraduates. Indonesian students make up the largest group of foreign

students studying at this international university. Thus, this provides a mojor

source of information and criteria to identify their reasons in choosing this

particular institution. Based on the findings of this study, the IIUM may monitor

and eventually modify its admission policy and plan its courses and studies

accordingly.

In this study only the Indonesian students are chosen because:

1. Students from other countries are few in numbers compared with the number

of Indonesian students. As such statistical comparison cannot be made

according to the countries of origin .

2. Indonesia and Malaysia share some similar aspects of culture, custom and

way of life, and therefore, this will be of great help for the researcher in

constructing the questionnaire.

2
3. The researcher herself is more familiar with the Indonesian students and this

allows her to gain access to the population.

4. It is more economical in terms of funds in carrying out the study.

Statement of the Problem

There are many factors which cause students of a country to study abroad.

Cummings (1991) presumed that the extent to which nationals from a particular

country take up residence and citizenship in a host country is likely to enhance

the flow of students between the two countries. For example, prior to 1965, the

majority of Americans of Asian origin came from East Asia. However, following a

change in the immigration laws, large numbers of Asians had settled in the United

States and these "new Asians" were likely to have come from South East and

central Asia. The immigrants provided information and financial assistance to

their countrymen who selected the United States as a destination to continue their

education.

Furthermore, Cummings (1991) argued that technical and military assistance

given to the developing countries influences their students to study in the donor

countries. For example, the influx of the Korean, Indian, Thai, Iranian and

Egyptian students who studied in the United States can be dated to the period

when each of these nations became the recipients of large amount of technical

and military assistance from the United States. Similarly the large number of

Indonesian students who studied in Germany are the product of extensive

German technical assistance to that country in the 1970's.

3
However, in Malaysia, not many factors are known as to why international

students came to study in this country in general, and at the IIUM in particular.

This research hopes to fill this gap. In addition, the results of this study would

offer guidelines to improve the educational practices and to enhance the

quality of services provided by the university to the Indonesian undergraduate

students, for example in helping them to achieve better academic

performance.

Purpose of the Study

This study will address the following questions:

1. What are the factors influencing Indonesian undergraduate students' choice

of studying at IIUM?

2. Is there any discernible pattern of reported factors between the male and

female Indonesian undergraduate students?

3. Is there any discernible pattern of responses amongst students of different

academic performance?

Significance of the Study

No extensive study has been done on reasons for Indonesian undergraduate

students to study at the IIUM. Therefore, it would be of great benefit to conduct

this study particularly to know what their reasons are. It would furnish the

university with useful information as well as help students to fulfill their needs.

The university would ensure that the social and academic needs of Indonesian

students are attainable and met. This in turn would help the Indonesian

undergraduate students to feel more confident in themselves, and therefore it

4
will increase their self-esteem and cultural adjustment. Finally, it is hoped that

this study will initiate other researchers to explore other relevant perspectives.

Definitions of Terms

In order to avoid doubts and confusion, it is important to clarify the terms

related to this study.

Factors

According to Oxford Dictionary (1986, p.433), factors are "circumstance that

are likely to produce the result ". In this study, the factors influencing

Indonesian students' choice of studying at the IIUM are divided into four

categories, namely, academic, personal, educational facilities, and social and

contextual factors as reported by the students.

Academic Factor:

Instances related to learning and teaching processes, contents and structures

chosen by respondents to be factors for attending the IIUM

Personal Factor:

Instances related to the respondents' personal and family ambition, needs and

expectations indicated to be factorss for attending the IIUM.

Educational Facility Factor:

Students' agreement with the adequacy of the learning and living facilities at

the IIUM that eventually attract them to enroll at the university.

5
Social Development and contextual Factor:

Instances related to social, cultural and geagraphical elements chosen by

respondents to be rns for attending the IIUM.

Indonesian Undergraduate students:

Students of Indonesian nationality who are pursuing a Bachelor's degree at the

IIUM.

Academic Performance

The outcome of studying at IIUM as measured by the students' CGPA

accumulated when the questionnaires were distributed.

6
 CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

Introduction

A number of studies have been conducted overseas examining the factors

which cause students to attend universities or colleges. Some of these

studies have dealt with the factors which cause students of a country to

studying in overseas universities. The purpose of this chapter is to present a

review of related literature which has important implications for this study. In

this chapter, previous studies regarding the factors that influence students to

pursue higher learning are briefly outlined. The factors which cause students

to study abroad are also reviewed.

Factors influencing students' choice of Studying at University or

College

There are many factors that could motivate students to come to an institution,

some of which are academic, personal, educational facilities, social and

contextual reasons.

Academic Factors

Academic factors have great influence on a student's decision to pursue

higher education. Research has indicated that academic factors are the

strongest factors motivating students to choose a particular university or

college.

7
The importance of academic factors for attending university or college has

been shown by Fidler in his study in 1972. The results indicated that the

reasons most often given for attending University of South Carolina (USC)

was the university's good academic reputation. Fidler's study is supported by

a study of Blinn College (BC) (1996) on factors influencing students' decision

to attend Blinn College. The study found that 65% of respondents reported

that they attended Blinn College because of its academic reputation.

Similarly, Stephen (1996) conducted a study on predictors of college choice

for first-time college students at American colleges and universities associated

with the church of Christ. The result of the study showed that the most

influential college choice factors were academic and job placement reputation.

Moreover, Belcher (1996) cited that a good academic reputation influenced

students to attend the Boise State University.

Some studies found that course offering also motivated students to study at a

particular university. Flament (1992) found that course offerings influenced

students' choice of post-secondary institutions. Slabik (1995) indicated that

the most important factor encouraged students to attend the National

Collegiate Athletic Association Division Ill was course offerings. Course

offerings as the factor that influence students to study at higher learning were

also found by Fidler (1972). Furthermore, Turcotte (1996) found the

availability of various programs of study was important to students attending

Christian College and those who attend national colleges. Kuhn (1977)

8
showed that expectation for rigorous academic experience was one of the

motives of students registered at Mount Holyoke College.

In addition, a need for religious development also seems to be another

academic factor that motivated the students to to join a college. Turcotte

(1996) designed a study to compare the college choice decision of first-year

students attending private Christian institutions of higher learning with the

students from national colleges. The data for this study was collected using

the entering student survey (ESS), published by the American College Testing

Program (ACTP). He found that the integration of faith and learning was the

most important factor when students made their final , decision to attend a

Christian college.

Other academic factors cited by the students when they made decision for

attending university or college were to learn new things and increase

understanding (Barnetson, 1977), learn about things of interest (Boyer, 1977),

enhancement of knowledge (Jasbir Sarjid, 1985) and develop intellect (Shore,

1994).

In this respect, the IIUM is a special institution of higher education created to

cater various aspirations and occupational needs of Muslim youths not only

from the ASEAN region, but also from all parts of the Muslim world. Its aim is

to prepare students for academic and intellectual excellence, professional and

Technological qualifications, and cultural understanding. Besides, it endeavors

to introduce an integrated teaching and learning process along with the

9
inculcation of both moral and spiritual values. Its overall purpose is the

lslamization of knowledge which motivates Muslims from all over the world to

seek admission and study at the IIUM (Postgraduate Prospectus, 1996/1997).

Therefore, it is interesting to understand the degree of alignment between the

objectives of the university and the international students' reasons for joining

it.

Personal Factors

As mentioned earlier some students also attend a particular university or

college because of personal factors. These include career oriented, fulfilling

self-expectation and even fulfilling parents' expectation. It has been

mentioned by Astin (1991) that in the eighteenth and early nineteenth

centuries, there were many students attending American colleges because of

the desire to develop a clear sense of personal identity and many came to

fulfill their parent's wishes.

In the same way Shore (1991) argues that some students enter a university to

get education that can help them develop a better image of their identities, find

skills that they can use later in jobs, or discover what skills they have and what

professional areas interest them, also some matriculate largely in response

both to parental pressure as well as expectation.

In line with the career oriented factors, research conducted by Boyer (1987)

indicated that the three reasons most given by the student as the reasons for

attending college or university were to have more successful career, to

IO
prepare for a specific occupation, and to get a better job. Kapiolani

Community College of Hawaii (1980) conducted a survey to determine the

reasons for the students to attend the Community College of Hawaii. He found

that 68% of the respondents agreed that preparing a career was one of the

reasons for attending the Kapiolani Community College.

Barnetson (1977) conducted a study on the marketing of University of

Calgary, Canada and found that expansion of career opportunities, and career

goal requirements were the motives most frequently cited by the students. In

addition, preparing for career and getting a better job were cited by 86% of the

respondents (Allen, 1984).

Furthermore, fulfilling parents' expectation also plays an important role in

students' decision to join a particular college. This can be seen from the study

done by Bouse (1991 ). The findings revealed that 55% of students said that

parents influenced their decision for attending the post secondary education.

Moreover, Moss (1990) conducted a study on graduates' reasons for choosing

a religious college. He found that a large number of students stated that their

decision to attend religious college was influenced by parents. Similarly, the

Mexican American students perceived their parents as having greater

influence in occupational and educational decisions than the non-Mexican

American students (Clayton, 1993)

Other personal factors agreed by the students as the reason for attending the

college were peer influence (Eyerman 1995) and (Fidler 1972), living away

11
from home (Fidler, 1972), becoming self-sufficient (Bouse, 1991 ), realizing

ambition (Moss, 1990) and involving in the university activities (Kuhn, 1977).

Educational Facilities-Related Factors

Apart from the academic and personal factors, educational facility also plays

an important role for attending college. Castaldi (1978) argued that in most

instances, future enrollment at a university is determined primarily by the

capacity of the college facilities. Educational facilities include library, lecture

rooms, laboratories and students dormitories (Castaldi 1978). This is

consistent with the Blinn College Entering Student Survey (1994) which found

that 67% of the students agreed that they chose BC because of good

educational facilities.

Belcher (1996) conducted a study on motivation of graduate students studying

at Boise State University (BSU) in Idaho. The results showed that about half of

the students reported that they attended BSU because of its modern

laboratories and library.

Furthermore, accommodation provided by the university or college is

important and attracts students' attention to join that university. This is

supported by Kallio (1994) who found that good accommodation was one of

the factors that influenced students to attend the University of Michigan. In

another study, Sallee (1994) found that availability of comfortable student

housing is considered as the reason for freshmen students to attend a

particular university.

12
Tuition fees and financial aid can be considered as educational facilities and

they may also be the reason for pursuing higher learning. The importance of

tuition fees is indicated by Fidler's study (1972) and a survey of Blinn College

(1994). Both studies found that low tuition fee as the reason for joining the

university. Slabik (1995) contended that the financial aid package was one of

the most important reasons which influence students to study at a particular

university. Among the community college students, availability of financial aid

was the biggest factor in choosing a four-year college (Clayton, 1993). In

addition, Stephens (1996) has indicated in his study that financial assistance

was perceived as one of the major reasons for students to study at college.

Social Development and Contextual Factors

College or university provides students with the opportunity to meet of diverse

linguistic and culture background and make them engage in variety of new

activities. This new situation can be challenging and exciting for most of them

and it can also be a strong factors that motivate the students to attend the

college or university.

Kallio (1994) surveyed 1,068 admitted graduate students at the University of

Michigan to examine the relative influence of factors affecting college choice

decision. The survey showed that the campus social environment appeared

as one of the factors that has the greatest influence on students' decisions.

However, Cameron (1992) found that undergraduate students considered the

variety of social activities to be more important in their decision process than

post graduate students. Moreover, Barnetson (1977) found that meeting new

13
people was one of the motives most frequently cited as the reason in deciding

to attend a college.

Furthermore, Eyerman (1995) examined some of the factors that affect the

college choice for students from low-income families. The study found that

students chose the institution they attended due to its small size, friendly, and

homelike atmosphere.

In religious context, Siebert and Timothy (1994) conducted a study on factors

influencing the college choice process of full time freshmen at Southwest

Baptist University. The purpose was to determine what factors influenced full

time students to matriculate at the University of Southwest Baptist. The

findings showed that the respondents were particularly influenced by the

Christian emphasis of the campus life, Christian fellowship and friendly

people. The Christian atmosphere of campus life was also found to be one of

the reasons for attending a college (Salle, 1994). Consistently, Stephens

(1996), found that the most influential college choice factor was the college's

religious affiliation.

Several researchers have indicated that location also determines students'

decision for attending university or college. The significance of location is

indicated by the study done by Lee (1995) on Sunny students' opinion survey

1994: Why students select Westchester Community College (WCC). The

study found that 44% of students agreed that they chose WCC because of its

location. Similarly, Flamet (1993) pointed out that location of the college was

14
one of the reasons for Yokon College students to study there. Cameron

(1993) found that a school located close to permanent residence was the

reason for students to attend post secondary institutions.

In the Malaysian context, Jasbir Sarjit (1985) reported that the two main

reasons given by the majority of the respondents as to why they pursue

university education were to obtain a good job (36.1 % ) and professional

qualification (35.9%). More specifically, he explained that only 18.2% of the

respondents said that they had entered university for the purpose of widening

their knowledge and less than 1% had done that because it was interesting. It

is significant to note that only a small percentage of the respondents (25%)

said that they pursued university education because they were given the

opportunity or scholarship to do so, and a smaller percentage (1.4%) had

done it due to parental pressure It can be concluded that the major

motivation to pursue university education was to secure good employment,

and very few had entered university for seeking knowledge.

In summary, academic reputation, course offering, and integration of

knowledge are the factors which nfluence students to attend the university or

college in the academic categories In the personal category, the factors

include preparing for career, getting a good JOb, and fulfilling parents'

expectation, living away from home and achieving the amb1t1on. Good library

and laboratory services, cheaper tuition fees and availability of f1nanc1al aids

are the factors for the educational facility category. As for the social and

15
contextual category the factor are campus social environment, variety of social

activities, Christian oriented education and the location of the campus

Studies on Factors influencing Students' Choice of Studying

Abroad

A number of studies have been conducted on the factors influencing students'

choice of studying abroad. Most of them dealt with the factors that influenced

them to study in developed countries. Unfortunately, none of them concerned

with the factors that cause the students to study in Malaysia. Nevertheless.

these studies are useful in providing information as to why generally students

leave their own country to study abroad.

First. the standard of academic system in developed countries is higher than

that of developing countries Therefore, there are many students going

abroad especially to the developed countries as their main choice. It seems

that the academic standard has been an important factor as the reason for

studying abroad. This is supported by Brewer (1983) who found that 84% of

considered general academic goals are primary reasons for studying overseas

when he analyzed student's mot1vat1on for studying overseas S1m1larly,

Kashlak and Jones (1966) found academic reason as the most important 1n

facilitating students' interest to study abroad.

In line with the academic factors, Syed Noorani (1980) studied the opinion of

Iranian students who were studying in USA The purpose of this study was to

1dent1fy the factors that influence them to come to USA for further study Two

16
hundred Iranian undergraduate students from universities and college in San

Diego, California were selected for the study. He interviewed 1O of the

students to produce additional data and a 32-item questionnaire was

administered to all respondents. The result indicated that 39.3% of them had

chosen to study in USA because they did not like the academic programs

offered in Iran. Whereas 26% had left Iran because they wanted to study in

their area of specialization through practical application.

Difficulty in gaining admission in local universities may also be one of the

factors in the academic category for going abroad. In some developing

countries, the number of students who apply and enroll in university is not

balanced. Thus, those who are rejected by the local universities are forced to

study abroad. Rochester (1986) stated that the difficulty to gain admission in

one's own country could be noted as a reason for the students to travel

abroad to study. Hence, failure to gain admission in local institutions can be

the reason to study abroad (Albach, 1987). It is also supported by Syed

Nooraini's study which found that 44% of applicants who were not accepted

by the Iranian universities decided to go abroad.

Another factor that can be categorized as academic reason for studying

abroad is the interest in a learning foreign language. This is supported by a

study by Maiworm and Ulrich (1995), Miller (1994) and Rohrlich (1994) who

found learning foreign language as the reason for going abroad.

17
Second, research has also indicated that personal factors have important

roles in students' decision for going abroad. In most cases the reason to go

overseas is largely a personal effort (Cummings, 1987). Furthermore, Waters

(1994) explored factors that exert the greatest influence upon foreign students

on choosing their graduate schools. The data were based on responses to a

mailed questionnaire which was sent to all foreign graduate students

matriculated in the fall semester of 1991 in eight persecuted academic

departments at Indiana university at Bloomington and the university of Illinois

at Urbana-Champaign. Two small group interview sessions were conducted

to provide additional insights into choice process. The questionnaire consisted

of 36 variables which were divided into three categories. The result of study

showed that the personal influences such as desired to enhance career

opportunities and self development affected their decision for attending the

college.

Consistently, Kashlak and Jones (1996) found that personal factors such as to

develop career and desire to obtain a degree were the strongest encouraging

variables for the participation of students studying abroad. Regarding

research on motivation for studying abroad, Brewer (1983) found that

enhancing career opportunities motivated students to study overseas.

Hines (1996) conducted a study on motivation of Japanese woman studying in

the United States for higher degrees. The sample of the study included

twenty women. Interviews and coding procedures were used to arrive at the

findings. The respondents living in Los Angeles area at the time of the

18
interviews and were studying for MA's and PhD's. Hines found that developing

careers, fulfilling parents' expectations and intercultural experiences with

English speakers motivated them to study abroad. Pam and Dykstra (1996)

found that the most important personal reasons cited by participants for

attending Rancho Santiago Community College (RSCC) were

recommendations from friends, and fulfilling parents' expectations.

Third, the other category of factors which influence students to study abroad is

educational facilities. One of the facilities which is important for students

when they make decision to study abroad is cost. This includes cost of tuition

fees and cost of living. Among all the organizational and structural factors

which influence the outcomes of studying abroad programs, cost must

certainly have a substantial effect (Techler et.all, 1990). Gillet's (1985)

reported that there were three reasons for the selection of Australia as a

student's destination, one of them was the relatively low cost of study in

Australia.

As mentioned above, cost is important, hence, some students receive

financial aid such as, scholarships or loan to support their cost during abroad

study. Nearly one quarter of the students who study abroad cover their

expenses by scholarship and loan (Teichler et.all, 1990). Scholarship and

loan probably are the critical elements in making sure that the participation in

studying abroad is high every year (Hanson, 1995). Furthermore, availability

of scholarship for international students as the reason for students to study

abroad (Albatch, 1987) is supported by Teichler et.all (1990) who found that

19
61.4% of United Kingdom (UK) students, 9.8% French students, 19.8%

Dannish students, 87.5% of Swedish students and 17.8% of United State (US)

students receive grant loans, as sources of funding for the cost of studying

abroad.

Doing part time work is also a means to help the students to fund their

financial needs. Cumming (1991) noted that in some countries, students often

discover opportunities for financial assistance by part time work on or off

campus. Thus, this will enable the students to cover a substantial portion of

their expenses.

The final category of factors that motivated students to study abroad is social

development and contextual factorss. It is recognized that foreign students at

a host country can experience the culture and society of the host country in a

variety of ways. Learning about and experiencing the culture and society of

the host country is necessary in order to cope with life and study there, as well

as to serve one's own social and cultural needs during the study period

(Maiworm et.al, 1991)

According to Smith et.al (1990) studying abroad provides a direct opportunity

for cultural learning through the broadening of knowledge and views

internationally. It directly provides the opportunity to acquire knowledge about

culture and other aspects of the host country. This is supported by Brewer

(1983) who found that the desire to live in another culture motivated students

to study overseas. In addition, Maiworn et.al (1990) found desire to enhance

20
understanding of other cultures as the major motive of students participating in

the European Credit Transfer System (ECTS)

Furthermore, for some students it is easy to adjust with new social and cultural

life when studying abroad but for others this might be difficult. Therefore, in

this case, the students tend to find more similarities in terms of social and

culture to their own country.

Another factors in the category of social and contextual factor is the location of

the country. Kim (1990) stated that the costs of education including

transportation cost are crucial in the choice of host countries. Therefore, if the

host country is close to the students' country, the students might need less

money for this purpose.

To summarize, high academic standard, difficulties to gain admission in local

university and learning foreign language are the main factors as the reason for

going abroad in academic categories. In the personal category, the desire to

enhance career opportunities, self development, recommendation from friends

and to fulfill parents' expectation were cited by students as the reasons for

going overseas. Lower tuition fees, availability of part-time work and financial

aids as their reasons to study abroad appeared in the educational facility

category. In the social development and contextual category, learning other

cultures and the location of the country were the reasons given.

21
Conclusion

Based on the analysis made it can be concluded that this study provides a

major break through in detemining the reasons for the indonesian students to

study at the IIUM. Most researchers perceived this issue from the Western,

non-Islamic perspectives. But in the context of the IIUM, it is important also to

focus on Islamic education orientation as the IIUM's mission is to integrate

both Islamic and Human sciences. Therefore, the researcher feels strongly

motivated to carry out this study to find out the reasons why Indonesian

undergraduate students choose to study at the IIUM.

Recommendations will be proposed based on the findings obtained. It

expected these will benefit the Indonesian students, IIUM and the

governments of both Malaysia and Indonesia.

22
 CHAPTER THREE

RESEARCH METHOD

mtroduction

The purpose of this chapter is to summarize the methodology that was used in

this study. The descriptions of the population under study, the instrument

used for collecting the data, the procedure by which the study was conducted,

and the data analysis are highlighted accordingly.

Population of the Study

According to Wiersma (1986) population survey can be used effectively with

small sized population, but it is not useful with the large ones. As the

population of the Indonesian undergraduate students was small, the entire

group was used as subject of the survey. The subject consists of all

Indonesian undergraduate students who were registered in Semester Three,

1996/1997, encluding those who were undergoing pre-sessional English and

Arabic. The characteristics of the population are as follows:

23
 Table 1.1 Characteristics of the Respondents
Characteristics of the respondents N %
Gender
Male 56 58.9
Female 39 41.1

Age of Students ( In Years)

17-20 6 62.5
21 -25 81 84.4
26-28 9 9.4

CGPA Accumulated
~ 2.50 16 22.5
2.60 - 2.90 40 56.3
~ 3.00 15 21.1

Student's Major

Law 6 6.3
Economic 18 19.5
IRKH 65 67.7
Engineering 8 8.3

Year of Study
Year1 24 25.0
Year2 19 19.7
Year3 29 30.2
Year4 24 25.0

Parent's Educational Attainment

Primary 7 7.8
Secondary 34 37.8
Diploma 17 18.9
Bachelor 21 23.3
Master Degree 7 7.8
Others 4 4.4

Respondents' Socio-Economic Status

Lower class 7 70
I .v

Middle Class 48 53.9

Upper class 34 38.2

NOTE: Only 95 students out of 96 specified their sex

Only 71 students out of 96 specified their CGPA
Only 90 students out of 96 specified their parent's education attainment
Only 89 students out of 96 specified their socio-economic status

24
Of the 96 respondents 58 9% were females and 41.1 % were males, while

84.4% of the sample are students between 21-25 years old Only 9 4% and

6.25% of them were between 26-28 and 17-20 years old respevtively.

A majority of the sample (56 3%) had accumalated CGPA of between 2.5-

2.90 when this study was carried out. Furthermore, 22.5% of them had CGPA

of between 2.00-2.40 and 21.1 % of them had CGPA of 3.00 and above

However, 35.2% of them did not reveal their CGPA

Of the 96 respondents, 67.7% were 1n the Kulliyah of Islamic revealed

Knowledge, 17 7% 1n the Economics, 8.35% were from the Engineering, and

only 5.15% were in Law Faculty. This indicated that laws and Engineering

Faculty had small numbers of Indonesian students It can also be seen that

31.2% of them were in the third year, 25.8% were in their first year, 22.6 were

in the fourth year and only 20 4% were in their second year

In term of parent's education, 37.8% stated that their parent's highest

attainment was secondary education, followed by bachelor degrees (23 3%),

diploma (18.9%), while the percentages of students whose parents had

obtained masters degrees (7 8%) and primary (7.8%). As well as others were

only 4 4%. With regard to soc10-econom1c status, 57.3% of the respondents

came from the middle class, 7 9% from the lower class and 7 9% came from

upper class

25
The Instrument

The questionnaire used in this study was self-constructed and it consisted of

closed-ended questions. That allowed each of the respondents to select his or

her answer from the numbered items. According to Nauman (1991 ), some of

the advantages of close-ended questions are:

- It is easier and quicker for respondents to answer.

- Answers are easier to code and statistically analyze.
- The response choices can clarify question meaning for respondents.
- Respondents are more likely to answer sensitive topics.
- There are fewer irrelevant or confused answers to questions.
- Less articulate or less literate respondents are not at a disadvantage.
- Replication is easier. (Neuman 1991, p, 239)

Some of the questions in the questionnaire were reflectied from Kashlak and

Jones (1996), Waters (1994) and Shore (1991 ). The construction of the

questionnaire went through the following steps: first, the researcher

administered an open-ended question and distributed it to 25 undergraduate

Indonesian students. The open-ended question was " why are you studying at

the International Islamic University Malaysia?"

Then, the researcher analyzed their written responses in order to identify the

recurring themes and categories of reasons. The analysis produced five

categories of responses: (1) academic (e.g., I am studying at the I/UM

because of its philosophy), (2) personal (I am studying at the I/UM because I

want to achieve my ambition), (3) educational facilities ( I am studying at the

I/UM because it provides good facilities--hostels, library, computer lab, etc.),

(4) social and contextual ( I am studying at the I/UM because I want to have

wide relationship among Muslims from different cultures and countries and

26
I am studying at the I/UM because Malaysia is near to Indonesia). Additional

10 items were added based on the reflection of other references.

The questionnaire consisted of two parts, the first part asked for information of

students' backgrounds, including their age, sex, program of study, year of

study/semester, CGPA, social status and parents' educational attainment.

The second part comprised 33 Likert-Scale items on the reasons for the

Indonesian undergraduate students to study at the IIUM. The scale of

measurement of instrument used in this study was ordinal. The agreement

ranging from strongly disagree to strongly agree were used.

To ensure the face validity of the instrument, 4 lecturers from the Department

of Education of IIUM were requested to review the first draft of the

questionnaire. Some modifications were made in finalizing the instrument.

Table 2. 1
The Distribution of the Questionnaire According to Its Categories
No Category Item no

1. Academic factors 1-10

2. Personal factors 11-20

3. Educational facilities factors 21-27

4. Social and contextual factors 28-33

Once the instrument was completed, the researcher conducted a pilot study

on 30 students to make sure that the instruction and the items were clearly

27
understood. The reliability of the instrument was estimated using Spearman

Rank Order Correlation Coefficient. Table.3.1. summarizes the estimated

test-retest reliability coefficient for the 33 items.

Table 3.1 The Reliability of Items According to the Categories

Dimension No of Item Sperman Rank-Order Correlations

Academic 1 - 10 .01 - .07

Personal 11 - 20 .32 - .81

Educational facilities 21 - 27 .07 - .68

Social and contextual 28 - 33 .17 - .79

Procedure

For practical reasons, the researcher consulted the leader of the Indonesian

students Organization (ISO) at the IIUM. He introduced the researcher to the

respondents and with his assistance, they were requested to respond to the

questionnaires in a monthly meeting session organized by the body. The

researcher used a direct administration method because it was considered to

be more economical and through direct interactions, she could give clear

instructions as to avoid any misinterpretation on the part of the respondents in

completing the questionnaires.

When the questionnaires were administered, the researcher was assisted by

three students representing the ISO at IIUM. The assistance included

gathering the respondents and supervising them in filling the questionnaires

28
after a brief explanation pena1rnng m the quesuons. ror mis purpose, one and

a half-hour duration was needed. For those who did not attend that meeting,

the researcher sent the questionnaires through students in Petaling Jaya and

Gombak Campuses. However, after several follow up attempts, only 96

completed questionnaires were collected and these were equivalent to

82.05% of 115 students.

Data Analysis

Since this study was a descriptive survey on the small population of

Indonesian undergraduate students, descriptive statistics was used. More

specifically, to answer the first research question, percentages and the

frequency counts were tabulated. This procedure was used to identify the

variables that would indicate the main reasons for the Indonesian

undergraduate students to study at IIUM. To address the second and third

research questions cross tabulation of frequency and percentage distribution

between gender and the suggested reasons as well as the levels of academic

performance and the reasons were conducted.

29
 CHAPTER FOUR

RESULTS

Introduction

This chapter sheds light on the results of data analysis on the factors as to

why the Indonesian undergraduate students study at the IIUM. The thirty-three

items were grouped into four categories, namely: academic, personal,

educational facilities and social development and contextual factors.

The presentation of the findings is divided into three parts. Part one highlights

the main factors as the reasons for studying at the IIUM. Part two examines

the discernible pattern of reported factors between the male and female

students. Part three discusses the discernible pattern of responses among

students of different academic performance.

Factors that Cause the Students to Study at the IIUM

A descriptive statistical analysis was used to examine the factors reported by

the Indonesian undergraduate students who were studying at the IIUM. The

main factors were classified into four categories which are academic,

personal, facilities and social development and contextual factors.

Academic Factors

Table 4.1 presents the results of the data analysis of respondents' degree of

agreement towards academic factors as the reasons for studying at the

30
International Islamic University Malaysia. Overall, the majority of the students

agreed that academic factors motivated them to attend the university, the

degree of agreement (agreed and strongly agreed) ranged between a

minimum of 57.4% (allows me to become broadly educated) and 88.5% (the

university uses English and Arabic as the medium of teaching and learning

process). On the other hand, the data showed that only an insubstantial

proportion (less than 20%) of the Indonesian undergraduate students

disagreed with each of the suggested academic factors.

Upon closer examination, the results indicated that considerable numbers of

the respondents agreed and strongly agreed that the major reasons were the

use of English and Arabic as the medium of instruction (88.5%) and the

various specializations in field of studies (81 % ) offered at the university. In

addition, 70% of the respondents agreed and strongly agreed that the Islamic

atmosphere infused in teaching and learning processes, the integration of

revealed knowledge and human sciences, and the opportunity to learn Arabic

are reasons for them to choose the university.

In summary, the results showed that the respondents considered academic

factors as the reason to decide in choosing the International Islamic University

Malaysia as the place to study. It is noted that most of the favored

suggestions appeared to be related to Islamic knowledge, integration of

knowledge, and the presence of Islamic atmosphere.

31
Therefore, it is reasonable to conclude that the respondents were inclined to

learn more about Islam and they wanted to lead their university lives

according to its teaching and principles. In essence, this is significant

evidence, which enhances understanding about the interests in seeking

Islamic knowledge among Muslim youths, particularly those from Indonesia.

Table 4.1 Distribution of Academic Factors that Motivate the Students to

Study at the IIUM
No Item SD& 0% U% A &SA% N
1 Uses English and Arabic as 5.2 6.3 88.5 96
medium of teaching and learning
process

2 Offers various specializations in 9.1 9.5 81.1 95

field of study

3 Provides Islamic atmosphere in 6.3 13.5 79.2 95

teaching and learning process

4 Offers integration of knowledge 5.2 15.6 79.2 96

5 Provides a chance to learn Arabic 12.5 13.5 74 96

6 Provides a wide selection of 15.6 15.6 68.8

programs and course
96
7 Has credible teachers and scholars 9.5 22.1 68.4 93

8 Provides lslamization of knowledge 11.6 23.2 65.2 91

9 Offers pre-sessional courses in 16.6 19.8 64.6 96

English and Arabic

10 Allows me to become broadly 31.1 11.5 57.4 92

Educated

Note: N =Number of Respondent

SD&D =Strongly Agree & Disagree
u = Undecided
A&SA = Agree & Strongly Agree

32
Personal Factors

Table 4.2 shows that the distribution of agreement with personal factors as to

why the Indonesian undergraduate students chose to study at IIUM. There

are 10 items in this dimension. A large majority of the students (77.8%)

II
agreed and strongly agreed that the reason for joining IIUM was to achieve

their ambition." In addition. more than half of the respondents were in

agreement (agreed and strongly agreed) with the suggestion that they
II
attended the IIUM because It offers experience in a new environment "
II 11
(75.1 %), and they had an intention of studying abroad" (68.8%), and to be

Involved in the university activities" (55.2%).

On the other hand, less than half of the respondents were in agreement

(agreed and strongly agreed) with the suggestion that the reason for choosing

IIUM was" to fulfill parent's hope" (39%). Only 30.2% of them reasoned that
II
they studied at the IIUM because it was recommended by their friend, " and

29.5% of them agreed and strongly agreed that by studying at the IIUM " they

are away from home. " " Having a better chance of securing a good job " and

" making other people respect me " were agreed and strongly agreed by only

23.4 % and 23.4% of the respondents, respectively, and 19.2% of them were

in agreement that they attended the IIUM because" they had no other choice."

Thus, it can be seen that according to the students " having the intention of
II
studying abroad," " to achieve their ambition " and to experience new

environment II
are the three main factor as the reasons that motivated them to

study at the IIUM.

33
 Table 4.2 Distribution of Personal Factors that Motivated Students
to Study at HUM
No Items SD& 0% Uo/o A&SAo/o N

11 Achieve ambition 11.6 10.6 77.8 95

12 Experience new environment 8.3 16.6 75.1 96

13 Wanted to study abroad 10.4 20.8 68.8 96

14 Involved university activities 9.4 35.4 55.2 95

15 Fulfill parents wishes 32.7 28.4 38.9 95

16 Recommended by my friend 46.9 22.9 30.2 66

17 Takes me away from home 45.2 25.3 29.5 95

18 Have a better chance to securing 27.1 49.0 23.9 96

a good job

19 Makes other people respect to me 58.5 18.1 23.4 94

20 No other choice 59.5 21.3 19.2 94

Note: N = Number of Responden SD & D = Strongly Agree & Disagre

u = undecided A & SA = Agree & Strongly Agree

Educational Facilities-Related Factors

As Table 4.3 indicates, 77.9% of the respondents agreed and strongly agreed
II
that they study at the IIUM because the university provides adequate

hostels." Also, 75.9% (the university offers financial loans) and 72.9%

(provides comfortable study environment) of them agreed and strongly agreed

that these motivated them to study at the IIUM. The suggestion that says" the
II
university provides good library facilities and university provides adequate

34
computer services" were agreed and strongly agreed by 71.9% and 70.8%,

respectively, of the respondents. In contrast, only about 30% of the students

agreed and strongly agreed that they study at the IIUM because " they can

discover opportunities for financial assistance or part time work " and "

cheaper cost of tuition fees." In summary, the results showed that the

respondents considered most of the existing educational facilities as the

reasons that motivated them to attend the IIUM. Most of the favored variables

that were good library, computer laboratory and hostel services and financial

assistance appeared to be related.

Table 4.3 Distribution of Educational Facilities-Related Factors that

Motivate Students to Stud}'. at the IIUM.
No Item SD&Do/o Uo/o A&SA% N

21 Provides adequate hostels 3.2 18.9 79.9 95

22 Offers financial loan 13.6 10.5 75.9 96

23 Comfortable study environment 10.4 16.7 72.9 95

24 Good library facilities 10.4 17.7 71.9 96

25 Provides adequate computer 8.4 20.8 70.8 96

services.

26 Can discover opportunity for 34.4 31.3 34.3 96

financial assistance or part- time
work

27 Cheaper cost of tuition fees 26.6 42.6 30.8 95

Note : N =Number of Respondent SD & D) =Strongly Disagree & Disagree

U =Undicided A&SA = Agree and Strongly Agree

35
Social Development and Contextual Factors

Table 4.4 shows the results of the students' responses toward social

development and contextual factors as the reasons for studying at the IIUM.

There are six items in this category. That" the university provides opportunity

to meet Muslim brothers and sisters " recorded the highest percentage in the

students' agreement (92.7%). In addition 77.4% of the students responded

that their reasons for choosing the IIUM was because of II

the university

provides an opportunity to learn other cultures." On the other hand, the data

showed that only an insubstantial proportions (less than 30%) of the students

disagreed with these two reasons. Majority of Indonesian undergraduate

students (71.5%) also agreed and strongly agreed with the suggestion that "

Malaysia has similar culture to Indonesia" and 67.7% of respondents admitted

II
that " Malaysia is near to Indonesia motivated them to attend the IIUM.

Furthermore, the data indicated that 40.6% of the respondents were in

II
agreement with the suggestion that they chose IIUM because the university.''

" encourages healthy competition among Indonesian students and another

38.5% chose because it "does not discourage marriage among students."

Therefore, the results showed that most of the items in the category of social

development are the reasons for Indonesian undergraduate students to study

at the IIUM.

36
Table 4.4 Distribution of Social Development and Contextual Factors that
Motivated the Students to study at the IIUM

No Item SD&Do/o Uo/o A&SA% N

28 Provides opportunity to meet 7.3 92.7 96

muslim brothers and sisters

29 Provides opportunity to learn 3.7 18.9 77.4 95

other cultures

30 Malaysia has similar culture to 8.4 21.0 71.5 95

Indonesia

31 Malaysia is near to Indonesia 18.8 13.5 67.7 93

32 Encourages healthy competition 18.8 40.6 40.6 96

among Indonesian students

Does not discourage marriage 23.9 39.6 36.5 96

among students

Note: N =Number of Responden SD&D =Strongly Dis agree & Disagree

u =Undecided A&SA = Agree & Strongly Agree

In summary, the Indonesian undergraduate students mostly prefer to study at

the IIUM because they have a chance to meet other international Muslim

brothers and sisters. Besides, they were free to enjoy the facilities, their

career preferences, new educational environment, universitys' activities and

the lslamization of knowledge as well as its pre-sessional courses which are

available in English and Arabic.

Discernible Pattern of Reported Factors Between the Male and Female

Indonesian Undergraduate Students

The second phase of the analysis used cross tabulation between the

frequency counts and the percentage distribution by gender and the factors as

37
their reasons for studying at the IIUM. It aimed to assess the possibility of

identifying patterns of the reported reasons between the male and female

students. The following is the detailed account of the results.

Academic Factors and Gender

Table 5.1 presents the distribution of academic factors that motivated the

respondents to study at the IIUM according to gender. With the exception of

the suggestion that " the university offers pre-sessional courses in the English

and Arabic language " and " the university provides a wide selection of

programs and courses," the difference in agreement between the male and

female students exceeded 10 percentage point. More of the female students

agreed and strongly agreed with the suggestion that they attended the IIUM

because" it allows me to become broadly educated "(82.%)," it ha credible

teacher and scholar" (84.2%), and " offers integration of knowledge." (89.7%)

Also, they agreed and strongly agreed that " the university provides Islamic

atmosphere in teaching and learning process " (89.7%) and " uses English

and Arabic as medium of teaching and learning" (89.7%0) were their reasons

for attending the IIUM

Again, more than 80% of the female samples agreed and strongly agreed that

they chose to study at the IIUM because" it provides a chance to learn Arabic"

(82.0%) and " it offers various specialization in field of study" (86.8%). The

proportions of the male students' agreement in these two reasons were 78.5%

and 76.8% respectively. Therefore, it can be concluded that more of the

females chose to study at the IIUM mainly because it uses English and Arabic

38
as medium of teaching and learning process, offers integration of knowledge

and provides lslamization of knowledge.

Table 5.1 Distribution of Academic Factors that Motivated the

Respondents to Study at the IIUM According to Gender

No Item Gende SD&Do/o Uo/o A&SA Diff

N %
1 Allows me to become M 56 17.5 26.8 53.6
broadly educated F 39 17.9 82.0 28.4

2 Has credible teacher M 56 14.9 28 57.1

and scholar F 38 2.6 13.2 84 .. 2 27.1

3 Offers integration M 56 8.0 19.6 71.4

of knowledge F 39 10.3 89.7 18.3

4 Provides Islamic M 56 10.7 16 73.3

atmosphere in teaching F 39 10.3 89.7 16.4
and learningProcess

5 Uses English and Arabic M 56 8.9 8.9 82.2 15.4

as Medium of teaching F 39 2.6 97.4
and learning process

6' Provides a chance to M 56 16.0 16.1 67.9

learn Arabic F 39 7.7 10.3 82.0 14.1

7 Provides lslamization of M 56 9.0 12.5 78.5

knowledge F 39 10.3 89.7 11.2

8 Offers various M 56 10.7 12.5 76.8

specialization in field F 39 7.9 5.3 86.8 10
of study

9 Provides a wide selection M 56 19.7 14.3 66.0

of programs and courses F 39 17.3 17.9 71.8 5.8

10 Offers pre- sessional M 56 10.0 23.2 66.8

courses in English and F 39 4.3 15.4 80.3 4.2
Arabic

Note : N = Number of the Males and Females

Diff= Percentage difference in agreement between the males and females.

39
Personal Factors and Gender

Table 5.2 presents the distribution of personal factors that motivated the

respondents to study at the IIUM according to gender. More females (48.5%)

agreed and strongly agreed that by studying at the IIUM they " have better

chance for getting a good job," meanwhile only 20.2% of the males were in

agreement (agreed and strongly agreed), the difference in agreement

between the male and female students exceeded 20 percentage. It was also

found that 46.1 % of the females joined the IIUM because their friends "

recommended them to do so," but only 17.9% of the males were in agreement

(agreed and strongly agreed). With regard to their involvement with the

university activities as a reason 68.8% of females agreed and strongly agreed

with it compared with 17.9% of the males who agreed and strongly agreed.

In addition, the females also admitted a strong agreement (agreed and

strongly agreed) that " experiencing new environment " (89.8%) motivated

them to attend the IIUM compared with the males (67.95%).

Furthermore, 79.5% of the females agreed and strongly agreed that they

attended this university simply because they " wanted to study abroad " while

the male students' agreement (agreed and strongly agreed) was only

(60.7%). In response to the suggestion on II

to achieve my ambition," 87.3%

of females agreed and strongly agreed and 69.9% males agreed and strongly

agreed. On II
to make other people respect me," 33.3% of females agreed

and strongly agreed and 16. 7% of males agreed and strongly agreed. For

suggestion that II
to fulfill parents' hope," 45.8% of the females and 34.6% of

males students agreed and strongly agreed to this item as their reasons for

40
attending the IIUM. Therefore, it was found that the differences between the

male and female students exceeded 10 percentage. The results also indicate

that there was less than 10% difference between male and female students'

agreement towards the least items. More females (20.4%) agreed that they

studied at the IIUM because they do not have any other choice, and it takes

them away from home (30.7%), while 18.2% and 30.0% of males did so. In

summary, it is found that female students showed higher percentage than the

males for most of the items.

Table 5.2 Distribution of Personal Factors that Motivated the

Respondents to Study at the IIUM According to Gender
No Item Gender SD&Do/o Uo/o A&SAo/o Diff
N %
11 Have a better chance M 56 22.7 57.1 20.2
for securing a good job F 39 15.7 38.5 45.8 28.5

12 Recommended by M 56 58.9 23.2 17.5

friend F 39 30.8 23.1 46.1 28.2

13 Involve the university M 56 14.3 41.1 44.6

activities F 39 5.4 25.9 68.7 24.1

14 Experience new M 56 10.7 21.4 67.9

environment F 39 2.5 7.7 89.8 21.9

15 Wanted to study M 56 10.8 28.5 60.7

abroad F 39 10.2 10.3 79.5 18.8

16 Achieve ambition M 56 19.7 10.7 69.6

F 39 2.6 10.3 87.1 17.5

17 Makes other people M 56 64.8 18.5 16.7

respect me F 39 51.3 15.4 33.3 16.6

18 Fulfill parents' hope M 56 34.5 30.9 34.6

F 39 28.8 25.6 45.6 11

19 No other choice M 56 61.8 20 18.2

F 39 55.9 23.7 20.4 2.9

20 Takes me away from M 56 43.4 25.5 30.0

home F 39 43.7 25.6 30.7 0.4

Note : N = Number of the Males and Females

Diff= Percentage difference in agreement between the males and females.

41
Educational Facilities-Related Factors and Gender

Table 5.3 presents the distribution of responses on the facilities-related factors

as their reasons for choosing the IIUM according to gender. Generally, there

was a 10% difference between the agreement responses of male and female

students. More specifically, 82% of the female students considered that the

computer facility was one of their reasons for joining the IIUM compared with

the lower percentage of agreement among the male students (64.2%). In

addition, 43.6% of the females agreed and strongly agreed with the reason

for getting opportunities of financial assistance or part time work, while only

28.6% of the male students agreed and strongly agreed. Moreover, 81.5% of

the females and 69.7% of the males agreed and strongly agreed with the item

that the university offers financial loans.

The results also indicate that there was less than 10% difference between the

female and male students' agreement (agreed and strongly agreed) with other

items. On the reason II

university provides comfortable study environment,"

77% of the females agreed and strongly agreed and 69.6% of the males did

so. In addition, cheaper cost of tuition fees agreed and strongly agreed by

34.2% of the female and 24% of male students, and 79.5% of the female
II
students agreed that II
the university provides adequate hostel motivated

them to join the IIUM compared with the male students whose agreement

(agreed and strongly agreed) was 76.4%. The overall patterns of the above

analysis show that female students made higher percentage of agreement

towards most of the items in comparison with the male students. The most

distinctive pattern was that the female students gave more agreement (agreed

42
and strongly agreed) towards the provision of the computer facility, the

possibility to discover an opportunity for financial assistance or part time job,

as well as the offering of financial loans that became their main reasons for

joining the IIUM.

Table 5.3 Distribution of Educational Facilities-Related Factors that

Motivated the Respondents to Study at the IIUM According to Gender

No Item Gnd(N) SD&D u A &SA Off%

% % %
21 Provides adequate M 56 7.3 28. 64.2
computer facility
F 39 10 10 82.0 17.8

22 Can discover opportunities M 56 44.6 26.8 28.6

for financial assistance or
F 39 17.9 38.5 43.6 15
part time job

23 Offers financial loan M 56 8.6 10.7 69.7

F 39 7.6 10.5 81.5 11.8
24 Comfortable study M 56 14.3 16.1 69.6
environment
F 39 5.1 17.9 77.0 7.4

25 Cheaper cost of tuition M 55 37.9 38.1 24.0

fees F 39 18.5 47.3 34.2 5.2

26 Provides adequate hostels M 55 3.6 20 76.4

F 39 2.6 17.9 79.5 3.1

27 Good library facilities M 56 5.4 21.4 73.2

F 39 15.4 12.8 71.8 1.4

Note : N = Number of the Males and Females

Diff= Percentage difference in agreement between the males and females.

43
Social Development and Contextual Factors and Gender

Table 5.4 indicates that 76.1 % of the female students agreed and strongly
II
agreed that Malaysia is near to Indonesia," motivated them to study at the

IIUM, while male students (57.1 %) reported that this item also motivated them.

Furthermore, 59% of female students agreed by joining the IIUM II

they would

have the opportunity to learn other cultures. However, only 57 .1 % of the male

students agreed with that item. The response to the suggestion that says, "

university does not discourage marriage among students " indicated that

female students' agreement (agreed and strongly agreed) was considerably

higher (42.8%) than the males whose percentage of agreement (agreed and

strongly agreed) was only 28.2%. In addition, 79.5% of females and 67.2% of

male students agreed and strongly agreed that II

Malaysia and Indonesia

share some similar aspects of culture."

The table also shows that most of the female students (97.5%) agreed and

strongly agreed that IIUM II

provided opportunity to meet Muslim brothers and

sisters" and so did 89.3 % of male students. The result closely shows that
11
gender differences towards this item was 8.2%. Regarding the item that

encourages healthy competition among Indonesian students," 41 % of females

and 42.0% of males agreed and strongly agreed with the suggestion. In

summary, the majority of the female students showed a higher percentage in

agreement (agreed and strongly agreed) compared with male students with

each of the proposed social development and contextual-related reasons.

44·
Table 5.4 Distribution of Social Development and Contextual Factors that
Motivated the Respondents to Study at the IIUM According to Gender

No Item Gender SD&D% U% A&SA Off%

N
28 Malaysia is near to M 56 38.6 14.3 57.1
Indonesia
F 39 10.8 12.3 76.9 19.8

29 Provides opportunity M 56 24.1 16.1 57.1

to learn other culture
F 39 33.9 5.1 59.0 16.4

30 Does not discourage M 56 36.1 35.7 28.2

discourage among
F 39 13.6 43.6 42.8 14.6
students

31 Indonesia and M 55 12 21.8 67.2

Malaysia share some 79.5 12.3
F 39 5.1 15.4
similar aspects of
culture
32 Provides opportunity M 56 - 10.7 89.2
To meet Muslims 8.3
F 39 - 2.5 97.5
brothers and sisters

33 Encourages healthy M 56 21.4 37.5 41.0

competition among 42.0 1.0
F 39 34.4 43.6
Indonesian students

Note : N = Number of the Males and Females

Diff= Percentage difference in agreement between the males and females.

In summary, of all categories in the questionnaire, the female students had the

highest percentage in comparison with the male students. More females

showed their agreement (agreed and strongly agreed) that the factors which

motivated them to attend the university were because it has credible teachers

and scholars that enable them to become broadly educated, have a better

chance for getting a good job as well as they will have more experiences in

new environment. Both the female and male students also agreed and

strongly agreed with little difference that the university provides good

45
computer facilities, financial assistance and the close distance of Malaysia to

Indonesia were reasons to study at the IIUM

Pattern of responses Among Students of Different Academic

Performance

The third phase of the analysis also used cross tabulation of the frequency

counts and the percentage distribution between academic performance and

factors that caused them to join the IIUM. The level of performance (CGPA)

was divided into three categories; Low (s 2.50), Average (2.6 - 2.9) and High

(:::: 3.00). The following analysis did not include the "undecided " category of

responses. Thus, the interpretation of the results should consider this

exemption accordingly.

Academic Factors According to the Categories of Performance

Table 6.1 presents the distribution of academic factors that caused the

students to attend the IIUM by categories of academic performance. There

are two interesting points to be noted. First, regardless of their academic

performance, the majority of the respondents (more than 50%) were in

agreement with the suggested reasons. The results reemphasized an earlier

analysis showing that academic elements are the major reasons for the

undergraduate Indonesian students to study at this university.

Second, the frequency of agreement among the high achievers appeared to

be the least on most of the reasons compared to students of lower academic

performance. With the exception of the suggestion that they attended the

IIUM because "it provides a chance to learn Arabic," the data showed that the

46
proportions of agreement among the low and the average achievers were

substantially bigger than that of the high achievers. More specifically, the

difference in agreement between the high achievers and those of lower

performance levels was found to be more than 10% for each reason.

However, the results should be interpreted cautiously because the number of

respondents categorized as high achievers is small.

Table 6.1 Distribution of Academic Factors that Motivated the

Respondents to study at the IIUM According to the Categories
Performance
No Item CGPA SD&Do/o A&SA% N
1 Offers pre-sessional courses in L (:$;2.5) 15.4 84.6 13
English and Arabic
M (2.6-2.9) 9.7 90.3 31
H (~3.00) 33.3 66.7 6

2 Provides lslamization of L (Q.5) 100.0 13

knowledge
M (2.6-2.9) 24.0 76.0 25

H (~3.00) 50.0 50.0 8

3 Provides Islamic atmosphere L (Q.5) 14.3 85.7 13

in teaching and learning
M (2.6-2.9) 3.6 96.4 31
Process
H (~3.00) 25.0 75.0 8

Provides a wide selection of 16

4 L (Q.5) 6.3 93.7
programs and courses
M (2.6-2.9) 3.8 96.2 30

H (~3.00 25.0 75.0 6

5 Offers integration of L (:$;2.5) 8.2 81.8 10

knowledge M (2.6-2.9) 8.3 91.7 24

H (~3.00 28.6 71.4 7

47
Table 6.2 .... Continue

No Item CGPA SD&Do/o A&SAo/o N

6 Offers various specialization in L (Q.5) 7.7 92.3 13

field of studies M (2.6-2.9) 100.0 27
L (2::3.00 33.3 66.7 6

7 Uses English and Arabic as L (::;2.5) 23.0 77.0 13

medium of teaching and M (2.6-2.9) 18.5 81.5 27
learning proses L (2::3.00 50.0 50. 6

8 Has credible teachers and L (Q.5) 7.1 92.9 14

Scholars M (2.6-2.9) 10.0 90.0 30
L (2::3.00 28.6 71.4 7

9 Allows me to become broadly L (Q.5) 10.0 90.0 10

educated M (2.6-2.9) 18.8 81.2 32
L (2::3.00 16.7 83.3 6

10 Provides a chance to learn L ($2.5) 25.0 75.0 12

Arabic M (2.6-2.9) 7.1 92.9 28
L (2::3.00 20.0 80.0 5

Note N Number of Respondents

SD&D = Strongly Disagree & Disagree
A&SA = Agree & Strongly Agre

Personal Factors According to the Categories of Academic Performance

Table 6.2 presents a summary of the distribution of personal factors that

motivated the students to attend the IIUM according to academic

performance. There are several noteworthy results. First, of the suggested

reasons agreed by the majority of the respondents (more than 50%), the

pattern of agreement found to be similar. Regardless of academic

performance, the vast majority of the respondents indicated that their studying

at the university was the results of they wanted to "get involve in the university

activities," have a better chance for securing good job," achieve ambition,"

"gain respect," and because "it was recommended by friends." The difference

48
in agreement for each of these reasons between students of different CGPA

levels was less than 10%.

Second, the percentage of agreement among the high achievers on two of the

suggestions found to be lower compared to the undergraduate students of

lower academic achievement. More precisely, of the high achievers were in

agreement that they attended the university because they "wanted to study

abroad" (25%) and "to fulfill parents' hope" (71.4%). The difference in

agreement on these reasons between the high achievers and those of low and

average performers exceeded 20%. The data showed that the majority of the

high achievers did not consider the suggestion that an intention to study

abroad as the reason for their enrolment at the university.

Third, the majority of the low achievers and the average performers disagreed

and strongly disagreed with the suggestion that they attended the IIUM

because it took them away from home; their percentage of agreement were

37.5% and 38.1 % respectively. In contrast, about 57% of the high achievers

were in agreement with the suggestion. In addition, the data analysis showed

that the idea of experiencing new environment was more appealing to the high

achievers (60%) and the average performers (65% ). On the other hand, only

25% of the low achievers were in agreement with the suggestion.

49
 Table 6.2 Distribution of Personal Factorss that Motivated the
Respondents to Study at the IIUM According to Categories of Academic
Performance

No ITEM CGPA SD&D% SA&A% N

11 Involve the university L (Q.5) 20.0 8.0 15

activities M (2.6-2.9) 10.7 89.3 28
H (~3.00 14.3 85.7 7

12 Have a better chance for L (Q.5) 25.0 75.0 14

securing a good job M (2.6-2.9) 12.0 82.0 28
H (~3.00 25.0 75.0 4

13 Achieve ambition L (Q.5) 1 92.3 12

M (2.6-2.9) 100.0 26
H (~3.0 100.0 8

14 Makes other people respect L (Q.5) 25.0 75.0 8

me M (2.6-2.9) 47.6 52.4 21
H (~3.0 33.3 66.7 6

15 Recommended by friend L (Q.5) 100.0 14

M (2.6-2.9) 100.0 30
H (~3.0 100.0 8

16 Wanted to study abroad L (Q.5) 7.1 92.9 14

M (2.6-2.9) 3.6 96.4 28
H (~3.0 75.0 25.0 4

17 Fulfill parents' hope L (Q.5) 4.3 100.0 12

M (2.6-2.9) 28.6 95.7 23
H (~3.0 7.7 71.4 7

18 It takes me away from L (Q.5) 5.3 55.0 12

home M (2.6-2.9) 25.8 50.4 26
H (~3.0 8.7 25.3 8

19 Experience new L ($2.5) 75.0 25.0 8

M (2.6-2.9) 35.3 64.7 17
environment
H (~3.0 40.2 60.0 5

20 No other choice L (Q.5) 60.3 36.0 8

M (2.6-2.9) 20.8 30.4 21
H (~3.0 40.6 28.5 6

Note N Number of Respondents

SD&D Strongly Disagree & Disagree
A&SA = Agree & Strongly Agree

50
Educational Facilities-Related Factors According to the Categories of
Academic Performance

Table 6.3 summarizes the results of cross tabulations between the students

reported factors as the reasons for joining the IIUM and categories of

academic performance. Overall, the results showed the absence of any

noticeable pattern of relationships between the two variables. Possibly, the

variability of students' responses toward facilities-related suggestions was not

associated with their academic performance.

However, it is interesting to note that higher percentage of agreement was

found among the high achievers in terms of the availability of financial loan

, (100%), compared to those of lower academic CGPA. The differences in

agreement the high achievers and other students exceeded 15%. Intuitively,

these students, i.e. the high achievers, were given better treatment in terms of

securing financial loans, and therefore they are more contented compared to

the others. Similarly, although the majority of the low achievers disagreed

with the suggestion that they were motivated to attend the IIUM due to its

comfortable study environment, the percentage of agreement among the high

achievers was substantially higher (33.3%) in comparison with those who

obtained low CGPA (14.3%) and the average performers (20.8%).

51
 Table 6.3 Distribution of Educational Facilities-Related Factors as the
Reasons for the Respondents to Study at the IIUM According to the
Categories of Academic Performance

No Item CGPA SD&D% SA&A% N

21 Adequate computer facility L (s 2.50) 12.5 87.5 8
M (2.6-2.9) 35.0 65.0 20
H (~ 3.00) 33.3 66.7 6

22 Financial assistance or part L (s 2.50) 23.0 91.7 12

time job M (2.6-2.9) 14.3 92.9 28
H (~ 3.00) 66.7 6

23 Financial loan L (s 2.50) 8.3 77.0 13

M (2.6-2.9) 7.1 85.7 28
H (~ 3.00) 33.3 100.0 6

24 Comfortable study environment L (s 2.50) 85.7 14.3 14

M (2.6-2.9) 79.2 20.8 24
H (~ 3.00) 66.7 33.3 6

25 Cheaper of tuition Fees L ($ 2.50) 66.7 33.3 9

M (2.6-2.9) 42.1 57.9 19
H (~ 3.00) 100.0 5

26 Adequate hostels L ($ 2.50) 33.3 66.7 5

M (2.6-2.9) 3.7 96.3 12
H (~ 3.00) 40.0 60.0 24

27 Good library facilities L (S 2.50) 69.2 30.8 13

M (2.6-2.9) 47.8 52.2 23
H (~ 3.00) 50.0 50.0 6

Note N Number of Respondents

SD&D Strongly Disagree & Disagree
A&SA Agree & Strongly Agree

Social Development and Contextual Factors as the Reasons to Study at

the IIUM According to the Categories of Academic Performance

Table 6.4 presents a summary of the results of data analysis on respondents'

agreement toward social development and contextual factors as the reasons

for studying at the IIUM. Similar to the earlier results, the pattern of students'

agreement in relation to the categories of academic achievement across items

52
is inconclusive. In most likelihood these items measure more than one

psychological construct labeled as social development and contextual reason.

Comparing the three groups of undergraduate Indonesian students, the high

achievers' seemed to be totally in agreement (100%) with the suggestion that

their being at the university was because it encourages healthy competition

among themselves. Only 61.5% of the low achievers and 83.3% of the

average performers gave the similar response. At the other extreme, all of the

high achievers (100%) disagreed and strongly disagreed that they were

motivated to attend the university because it provides the opportunity to meet

Muslim brothers and sisters. However, 34.5% of the average performers

agreed that it was one of the reasons for studying at the IIUM.

In addition, a vast majority of the high achievers (83.3%) negatively responded

to the proposition that they were at the university because Malaysia has

similar culture to Indonesia. In contrast, the proportions of disagreement

among the low and average achievers were much smaller, 64.3% and 60.0%

respectively.

53
 Table 6.4 Distribution of Social Development and Contextual Factorns
that Motivated the Respondents to Study at The IIUM According to
Categories of Academic Performance

No Item CGPA SD&D% SA&A% N

28 Encourages healthy competition L(s; 2.50) 38.5 61.5 13

among Indonesian students M (2.6-2.9) 16.7 83.3 30
H (~ 3.00) (5) 100.0 7

29 Provides opportunity to meet L (s; 2.50) 90.9 9.1 11

Muslims brothers and sisters M (2.6-2.9) 65.5 34.5 29
H (~ 3.00) 100.0 7

30 Malaysia has similar culture L (s 2.50) 64.3 35.7 15

to Indonesia M (2.6-2.9) 60.0 40.0 25
H (~ 3.00) 83.3 16.7 6

31 Provides opportunities to learn L (s 2.50) 90.9 21.4 11

other culture M (2.6-2.9) 65.5 48.0 18
H (~ 3.00) 100.0 28.6 4

32 Does not discourage marriage L ($ 2.50) 9.1 61.5 14

Among students M (2.6-2.9) 16.7 75.9 7
H (~ 3.00) 25.0 75.0 13

33 Malaysia is near to Indonesia L (s 2.50) 38.5 61.5 13

M (2.6-2.9) 24.1 75.9 29
H (> 3.00) 25.0 75.0 8

Note N : Number of Respondents

SD&D : Strongly Disagree & Disagree
A&SA : Agree & Strongly Agree

54
 CHAPTER FIVE

SUMMARY, DISCUSSION AND RECOMMENDATIONS

Introduction

This chapter presents a summary of the study and discusses the important

findings of the study. It also provides some recommendations for the

university authority and Malaysian government.

Summary of the Study

This study was conducted to (1) investigate the factors that motivated the

Indonesian undergraduate students to study at the IIUM, (2) identify

discernible pattern of reported factors between the male and female

Indonesian undergraduate students, (3) determine discernible pattern of

responses on the reasons and levels of academic performance of Indonesian

undergraduate students to study at the IIUM.

The results of the study, indicate that the respondents were in agreement

(agreed and strongly agreed) that they study at the IIUM because they have a

chance to meet other international Muslim brothers and sisters. Besides, they

were free to enjoy their career preferences, new educational environment,

facilities and the lslamization of knowledge as well as its pre-sessional

courses which are available in English and Arabic at the university. Finally, the

results show that more female students agreed and strongly agreed to all of

the categories suggested in the questionnaire as compared with the male

5-5
students, and far as for the students' level of performance is concerned the

data indicates that more low performing students agreed and strongly agreed

to all items compared with the high performing students.

Discussion of the Findings

Academic Factors

A large number of the respondents considered academic factors as the major

reasons for attending the IIUM. These results were consistent with that of

Brewer (1983) who found that academic goal as the reason for studying

overseas. Kashlak (1996) also found the similar result when he investigated

the factors encouraging and inhibiting administration students' participation in

studying abroad.

Interestingly, most responses appeared to be related to Islamic knowledge,

integration of knowledge and the presence of Islamic atmosphere which exist

at the IIUM. According to the researcher, it can be interpreted that the

respondents were a group of Muslim youths who are inclined to learn Islamic

knowledge.

It is worth mentioning that this finding offers a new understanding since there

are no other studies done regarding the reasons for studying at a university or

college which emphasizes the Islamic attribution. Most of the studies

conducted were according to the Western and Christian perspective. For

example a study done by Siebert and Timothy (1994) showed that the

Christian oriented educational system was the reason for students to attend

56
the Southwest Baptist University. Turcott (1996) found that the integration of

faith and learning was the most important reason when students made their

final decision to attend a Christian college.

Another significant finding was that the university offers pre-sessional courses

both in English and Arabic which made the Indonesian students chose to

attend the IIUM. Based on the analysis most of the respondents stated that

this was an important reason. This means that learning another language is

important for the students. The results of this study were consistent with a

study done by Maiworm and Ulrich (1995) who found that learning a new

language is the main reason for studying abroad. The result of the study

showed that the students still lack language skills, especially in English. This

probably is because in Indonesia the importance of English is not much

emphasized in the educational system, limiting the use of the language. Due

to this fact, it is quite difficult for the students to use English in class as a

medium in learning processes at tertiary levels Therefore, as shown in this

study, the presence of this system was an important factor as the reason for

the Indonesian undergraduate students to choose the IIUM as a place to

study.

Personal Factors

The results of the study showed that the majority of the respondents agreed

toward the personal factors suggested. Thus, these results emulate the

studies done by Kashlak (1996) and Waters ( 1994) which found that personal

factors motivated the students to study abroad.

57
More specifically, a large majority of the respondents stated that the reasons

for joining the IIUM were that they wanted to study abroad, experience new

environment and achieve their ambitions. It should be noted that the majority

of the respondents were between 20 and 25 years of age. At this stage,

students are more matured and can make decisions about themselves and

are more independent. Therefore, studying far away from their home,

experiencing new environment and achieving ambitions are challenging and

exciting for them.

In addition, the result also showed that there was a higher degree of

agreement from the students to be involved in the universitys' activities. This

means that this finding is not in contrast with a study done by Kuhn (1977)

who found that being involved in the university activities is one of the motives

of students to attend Mount Holyoke College. In the researcher's opinion,

many students' activities at the IIUM are organized according to international

levels, and this might attract the respondents' attention because such

activities may not be found at their local university.

Educational Facilities-Related Factors

The result also indicated that the majority of the students agreed that they

study at the IIUM because it offers the financial loans. Thus, this finding is not

much different from a study done by Teichler et.al (1990) who found that many

students from UK, France, Denmark, Swisszerland and US received loans as

source of funding for the cost of studying abroad. It should be noted also that

58
Indonesian undergraduate students who are studying at the IIUM come from

different socio-economic backgrounds. Therefore, some students find it

difficult to support themselves financially. Thus, to solve this problem, they

receive loans from the university. Another way to support studying abroad is

by working as part time workers on or off campus. As mentioned by

Cummings (1991) that often discovering opportunities for financial assistance

or part time work on or off campus in some countries, enable students to

cover a substantial portion of their expenses.

Other items which were agreed and strongly agreed by the students include

the fact that the university provides good library, computer laboratories

services and good hostel facilities. The researcher suspects that these

facilities can help the respondents to economise. For example students do

not need to spend their money to buy computers because the university

provides the facilities.

Social Development and Contextual Factors

As mentioned earlier, the IIUM consist of students who come from different

countries from all over the world. Therefore, the students at the IIUM can

meet the people of different nationalities and cultures. Furthermore, living with

people of different nationality and cultures is interesting because it gives the

students new experience and exposure to other cultures. Due to this fact, the

majority of the respondents agreed that they study at the IIUM because it

provides the best opportunity to meet Muslim brothers and sisters from all

over the world and learn other cultures. The result of this study is consistent

59
with a study done by Maiworm et.al (1990) who found the desire to enhance

understanding of other cultures as the major motive of students participating in

the European Credit Transfer System (ETCS). In the al-Quran Allah also

asked mankind to know each other as He mentioned in surah al-Hujarat: 13,

that he created mankind into nations and tribes, that they may know each

other.

Other factors that were stated as the reasons by majority of the students were

"Malaysia has similar culture to Indonesia" and "Malaysia is near to

Indonesia". Perhaps, it is because they will not find any major problems in

adjusting themselves in Malaysia. Therefore, that is why they chose the IIUM

as their priority. It will also be economical in terms of transportation because

Malaysia is Indonesia's neighbur.

Furthermore, concerning the second research question, the results indicated

that there were discernible patterns of reported factors between the male and

female Indonesian undergraduate students. More female respondents

showed higher percentage in each category of factors suggested in the

questionnaire. Maybe, this can be interpreted, first, that in the academic

category, the females felt that they still lack knowledge such as Islamic and

language skills compared with that of male students. Second, in the personal

category, the female students viewed that they need more experience,

especially experience in studying abroad in order to be successful in their

future career compared with that of males. Third, female students are more

dependent on funds than males because the needs of females are more than

60
males. This study also showed that more females agreed to each item

suggested in the category of educational facilities. Fourth, the females are

more open-minded. They are willing to study other cultures, but some of them

find it difficult in adapting with new environment and culture which are very

different from theirs. Therefore, they prefer to study in a country which has

more or less the same culture as theirs.

With regard to the third research question, again, the study found that there

was discernible pattern of responses on reasons among students of different

performance. The results indicated that more low performing respondents

agreed and strongly agreed with each category of reasons suggested in the

questionnaire compared with the high performing students. Perhaps, ( 1) the

high performing respondents did not feel that they lack Islamic knowledge. (2)

They were well versed in both languages English and Arabic. (3) They viewed

that it makes no difference in studying locally or abroad in terms of

experience. (4) They faced no problem in funding their cost of studying

abroad. (5) They emphasized more on academic than their social

development. Therefore, they did not show much agreement (agreed and

strongly agreed) to the all categories in the questionnaire.

Recommendations

With regard to the findings of the study, the researcher would like to propose a

number of recommendations. It is desired that these recommendations will

provide guidelines to the university as well as the Malaysian government in its

61
attempt to attract more Indonesian undergraduate students to study in

Malaysia, especially at the IIUM.

Recommendations for the International Islamic University Malaysia

Based on the findings of the present study, the researcher makes the

following recommendations for the IIUM:

1. The Islamic atmosphere should be maintained and further enhanced by the

university through lslamization of knowledge and Islamic socialization

among the students in various university programs.

2. Pre-sessional courses, both English and Arabic should be continuously

offered because they provide unique language training program which

seem to attract the Indonesian students to study at this university.

3. The financial loans should be continuously provided because they can be of

great help for the Indonesian students in terms of expenses. Other facilities

that can be of great help to the Indonesian students, should include

computer laboratory, library and hostel facilities. These facilities based on

the responses given by the students in the questionnaire, are also some of

the main reasons for studying at the IIUM. Therefore, maintaining and

upgrading the standards of these facilities could help the students.

4. The university must continue to accept Muslim students from other

countries because this is the best opportunity for the Indonesian students in

particular to interact and socialize more with other students of various

nationalities and cultures.

5. The Counseling Unit should organize more activities for both the

Indonesian and international students, so as to give more opportunities for

62
 them to expand their interests by participating the university's activities.

Thus, this also motivates them to study harder.

6. The counseling Unit must also organize Islamic activities in such a way to

help maintain the Islamic atmosphere. It is also suggested that these

activities should involve more international students in general and the

Indonesian students in particular.

Recommendations for the Malaysian Government

1. The Malaysian government should issue flexible working permits to enable

the Indonesian students to work part-time. This is of course to help the

students to support themselves during their study in Malaysia.

2. The Malaysian government should accept students from Indonesia, for

instance, so that they can help in promoting Malaysia internationally as a

place with good institutions for higher learning and at the same time, this

will also convince other students from other countries to study in Malaysia.

Recommendations for Further Research

As this study is only an initial study focused only on the reasons for the

Indonesian undergraduate students, some questions that might be raised

need to be answered through a systematic research study. Therefore, the

researcher intends to see that this study will stimulate further research on the

topic. Accordingly, a number of suggestions are made below:

1. This study may further be extended through other perspectives, for

example, researcher may take postgraduate Indonesian students at the

IIUM or other Indonesian students at other Malaysian universities or

63
 institution of higher learning. This will give an overall picture what are the

reasons for the Indonesian students' interest in furthering studies in

Malaysia.

2. There should be an extended study which focus not only on the Indonesian

students but also on other International students. This will no doubt clarify

the reasons why international students study at the IIUM and in Malaysia in

general.

3. Since it is realized that there is an acute shortage of literature dealing with

reasons for students studying at universities or colleges according to

Islamic perspective, studies on this aspect need to be undertaken and

encouraged. This will contribute to data collection for further research.

64
 APPENDIX I
QUESTIONNAIRE ON FACTORS INFLUENCING INDONESIAN
STUDENTS' CHOICE OF STUDYING AT THE INTERNATIONAL
IS LAM IC UNIVERSITY MALAYSIA (IIUM)

PART I: PERSONAL INFORMATION

Instruction: please fill or tick (./)in the appropriate place

1. Sex: _ _ _ _Male _ _ _ _ Female

2. Age: _ _ __

3. Program of Study: _ _ _ _ _ __

4. Year/Semester: - - - - - - - -

5. CGPA (Cumulated Grade Point Average): _ _ _ __

6. Based on social grouping in your country, the income group that you
belong to _ _ _ higher class

_ _ _ upper middle class

- - -Lower middle class

- - -lower class
7. Your father's/guardian's highest educational achievement:

_ _ _ primary

_ _ _ secondary

_ _ _diploma

_ _ _ bachelor's degree

_ _ _ master's degree

- - -doctoral degree
_ _ _ other (please specify)

65
PART II: FACTORS AS THE REASONS FOR STUDYING AT

THE IIUM

Please read each statement carefully, then select and circle one of
these five alternatives:
SA = Strongly Agree
A = Agree
u =Undecided
SD =Strongly Disagree
I am studying at the IIUM because:
1. It offers various specialization in field
of studies SA A u D SD
2. It offers pre-sessional courses in
and Arabic language SA A u D SD

3. It uses English and Arabic as the medium

teaching and learning process SA A u D SD
4. It promotes lslamization of knowledge SA A u D SD

5. It has credible teachers and scholars SA A u D SD

6. It offers an integration of knowledge SA A u D SD

7. It provides a wide selection of programs

and courses SA A u D SD
8. It provides an Islamic atmosphere in
teaching and learning process SA A u D SD

9. It provides a chance to learn Arabic as

an area of specialization SA A u D SD
10. It allows me to be come broadly educated SA A u D SD

11. I will experience a new environment SA A u D SD

12. I have no other choices SA A u D SD

13. I have a better chance of securing a good

job SA A u d SD

14. I wanted to study abroad SA A u D SD

15. I have to fulfill my parents' hope SA A u D SD

16. I wanted to achieve my ambition SA A u D SD

66
17. It makes other people respect me if
I graduate from a foreign university SA A u D SD
18. It takes me away from home SA A u D SD
19. I would like to involved in this university's
activities SA A u D SD
20. It is recommended by my friend SA A u D SD
21. It offers financial loans SA A u D SD
22. I can discover opportunity for financial
assistance or part time work on or off
campus SA A u D SD
23. Cost of tuition and fees are cheaper than
Indonesia's private universities SA A u D SD
24. It provides adequate computer facilities SA A u D SD
25. It has good library facilities SA A u D SD
26. It has comfortable study environment SA A u D
SD
27. It provides adequate hostels SA A u D SD
28. It provides opportunity to learn other
cultures SA A u D SD
29. It provides an opportunity to meet other
Muslim brothers and sisters from
different countries SA A u D SD
30. It does not discourage marriage among
students SA A u D SD
31.lt encourages healthy competition among
Indonesian students SA A u D SD
32. Indonesia and Malaysia share some similar
aspects of culture SA A u D SD
33.Malaysia is near to Indonesia SA A u D SD

THANK YOU FOR YOUR TIME. YOUR COOPERATION IS GREATLY

APPRECIATED

67
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