ABSTRACT

The barriers that indigenous students face in pursuing higher education are substantial and far-reaching. This study seeks to understand the impact of institutional support on engagement of Orang Asli students and its effects on their learning outcomes and academic achievement. Quantitative data were collected from 160 Orang Asli students from three tribal groups through an online survey. Indigenous students from 11 selected public universities in Malaysia have responded to the survey, with a response rate of 89%. The partial least squares (PLS) approach was used to analyse the data. Results of the structural model showed that despite the absence of dedicated indigenous support centres at public universities in Malaysia, institutional support still have significant impact on engagement of Orang Asli students, which in turn affects their learning outcomes and academic achievement positively. The implications of the research findings and recommendations for future research are discussed in this paper.

抽象的

土著学生在接受高等教育方面面临的障碍是巨大而深远的。本研究旨在了解机构支持对Orang Asli学生参与的影响及其对他们学习成果和学业成就的影响。定量数据收集自160 Orang Asli来自三个部落群体的学生通过在线调查。来自马来西亚11所选定的公立大学的土著学生对调查做出了回应，回应率为89％。偏最小二乘（PLS）方法用于分析数据。结构模型的结果表明，尽管在马来西亚的公立大学中没有专门的土著支持中心，但是机构支持仍然对Orang Asli学生的参与度有重大影响，这反过来又积极地影响了他们的学习成果和学习成绩。本文讨论了研究结果和建议对未来研究的意义。