International Journal of
Information and Education Technology

Abstract

In response to the COVID-19 Movement Control Order, the Malaysian Ministry of Education launched the Home Online Learning initiative, offering a viable alternative to traditional in-person schooling. However, the successful implementation of Home Online Learning relies heavily on students’ self-discipline to effectively absorb and retain the knowledge being delivered. This study aims to explore the level of self-discipline among upper secondary students and its correlation with their mathematics achievement in the national examination (SPM). The study additionally investigates any gender differences in self-discipline and mathematics achievement during the Home Online Learning initiative. Descriptive and inferential analyses were employed in this study, utilizing a quantitative, non-experimental, cross-sectional survey design. Data were collected through an online questionnaire from a sample of 165 high school students. The results revealed that most students displayed a high level of self-discipline, which positively influenced their mathematics achievement. Regarding gender differences, the analysis revealed that there was no significant disparity in self-discipline levels between male and female students during the Home Online Learning period. Both groups displayed similar abilities in managing self-discipline effectively, although specific items indicated that male students exhibited stricter adherence to avoiding social media distractions, postponing negative thoughts, managing interruptions, maintaining concentration, and effectively utilizing study time. However, there was an equivalent degree of self-discipline observed among both male and female students. This study contributes to a better understanding of the challenges and mathematics achievement among upper secondary school students. The findings emphasize the importance of cultivating self-discipline during Home Online Learning and provide valuable insights for educators and policymakers to develop effective strategies and interventions. Students’ eagerness to engage in online learning was evident, indicating their readiness to embrace virtual learning, especially during the implementation of the Home Online Learning initiative.