Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.5
,
No
.2
,
Jun
e
2
016
, pp
. 16
5
~
17
3
I
S
SN
: 225
2-8
8
2
2
1
65
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Rel
a
tionshi
p
between Reli
giosity and Academi
c
Perform
a
nce am
ongst
Accounting Students
Umaru Mus
t
apha
Z
ubairu,
Olale
kan Busr
a Sakar
i
y
a
u
Department o
f
Entrepren
e
urship
and Business Studies, Fed
e
ral U
n
iver
sity
of Technolog
y
Minna,
Nigeria
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
May 5, 2016
Rev
i
sed
May 25
, 20
16
Accepted
May 31, 2016
In this
paper, th
e as
s
o
ciat
ion bet
w
een relig
ios
i
t
y
and acad
em
ic perform
anc
e
am
ong account
i
ng students enr
o
lled a
t
the Int
e
rnation
a
l Islam
i
c
Universit
y
Mala
y
s
ia (IIUM) is explored,
a
s
r
ecent rese
arc
h
dem
onstrates a positiv
e
as
s
o
ciat
ion be
t
w
een re
ligios
i
t
y
and
acad
em
ic
s
u
cces
s
.
S
t
uden
t
s
'
re
ligios
i
t
y
was measured
using proxies f
r
om an
Islam
i
c
perspec
tive
,
w
h
ilst th
eir
acad
em
ic perfor
m
ances
were m
eas
ured us
ing th
eir Cum
u
lat
i
ve
Grade P
o
in
t
Averages
(CGP
A). The s
t
atis
ti
c
a
l an
al
ys
is
rev
e
a
l
ed no s
i
gnif
i
can
t corre
lat
i
on
between
re
ligios
i
t
y
and a
cad
em
ic perform
an
ce
a
m
ong account
in
g students
at
IIUM
.
However, a clos
er exam
in
ation of the res
u
lts
revea
l
ed th
at
s
t
udents
at
IIUM
pos
s
e
ss
ed high leve
ls
of religios
i
t
y
as
wel
l
as
high lev
e
ls
of acad
em
ic
performances.
Keyword:
Academ
ic perform
ance
A
ccoun
tin
g stud
en
ts
Higher education
Relig
io
sity
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Um
aru M
u
st
a
p
ha Z
u
bai
r
u
,
Depa
rt
m
e
nt
of
Ent
r
e
p
re
ne
urs
h
i
p
an
d B
u
si
ne
s
s
St
u
d
i
e
s,
Fede
ral
U
n
i
v
e
r
si
t
y
of Tec
h
nol
ogy
M
i
nna
,
PMB 65,
Nige
r State, Ni
geria.
Em
a
il: u
z
u
b
a
iru
@
g
m
ail.co
m
1.
INTRODUCTION
1.
1.
Brief Ba
ckg
r
ound
In
recent tim
es, there
has bee
n
an
inte
rest am
ongst educat
ion sc
hola
r
s
to understand the role that a
stude
nt'
s
religiosity plays in
his academ
ic
perform
a
nce, whether in
hi
gh s
c
hool [1]-[3]
or
at college
[4],[5]. If
a p
o
sitiv
e relatio
n
s
h
i
p
is foun
d
b
e
tween
st
u
d
e
n
t
relig
i
o
si
ty an
d
acad
e
mic p
e
rform
a
n
ce, it is ex
p
ect
ed
th
at
steps should be taken to im
p
r
ove st
udent re
ligiosity by encoura
g
ing m
o
re
invol
vem
e
nt
in religious activities
[3]
.
Th
is stud
y soug
h
t
to con
t
r
i
bu
te to
th
e
gr
ow
ing
bod
y of
scho
lar
s
h
i
p
in
th
is ar
ea
b
y
ex
p
l
o
r
i
n
g
t
h
e
relations
hip be
tween student religiosity
and academ
ic
perf
orm
a
nce from
an
Islamic pe
rs
pective. The
focus of
the
study was Muslim
accoun
ting stude
n
ts
enrolled at
t
h
e
International Is
la
m
i
c University Malaysia.
The
w
hol
e
l
i
f
e o
f
a
M
u
sl
i
m
is g
o
v
er
ne
d
by
t
h
e c
o
m
m
ands o
f
Al
m
i
ght
y
Al
l
a
h as
c
ont
a
i
ned
i
n
t
h
e
Noble
Qur'
an and Sunna
h (teachi
n
gs,
deeds, sayings, and silent
pe
rm
issions of the
Noble
Prophet
Muhamm
ad [peace be upon him
,
PBUH]).
This is evident
by the followi
ng
verse of the
Noble Qur'
an: Say,
"Indee
d, my pr
ayer, my
rites of
sacrifice, my
living
and
my d
y
ing
a
r
e for Alla
h, Lo
rd
o
f
th
e w
o
rld
s
(
A
l-an'
a
m
:
162
)
.
The strength
of a
Muslim'
s
co
mmit
m
en
t to
liv
e h
i
s life in
acco
rda
n
ce with
these comm
ands re
fer
to
h
i
s lev
e
l
o
f
relig
io
sity.
Regarding the
expecte
d
relations
hi
p betwee
n a stud
ent'
s religiosity and
hi
s academ
ic a
c
hievem
ent,
th
e
fo
llowing
verse o
f
the
Noble Qur'
an a
n
d
ha
d
ith
b
e
l
o
w shed
ligh
t
on
t
h
is issu
e:
An
d am
o
ng
pe
opl
e a
n
d
movi
ng cre
a
t
u
res
a
nd
grazi
n
g l
i
v
est
o
ck are vari
ous c
o
l
o
rs si
m
i
l
a
rl
y. Onl
y
t
hose f
e
ar Al
l
a
h
,
f
r
o
m
am
o
ng
Hi
s serv
a
n
t
s, w
h
o
h
a
ve
know
l
e
dge
. I
n
deed
, Al
l
a
h i
s
Exal
t
e
d i
n
M
i
ght
an
d
Fo
rg
ivin
g (Al-Fa
tir:
28
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
16
5 – 1
7
3
16
6
The
Pro
p
h
et
Mu
ha
mm
a
d
(
P
BUH)
sai
d
:
Ve
ri
l
y
, G
o
d
l
o
ves
i
f
any
of
yo
u
doe
s
a j
o
b,
he
doe
s i
t
w
i
t
h
p
e
rfectio
n” (Al-Ba
yha
q
i
)
.
Applying the
verse a
b
ove in the context of this
stud
y, th
e CG
PA
r
e
pr
es
ents a m
e
a
s
ure
of the
stude
nts'
knowledge about Isla
m
i
c principles in an
account
i
ng context; those with
the hi
ghe
st CGPA possess
th
e m
o
st k
n
o
wled
g
e
,
and
thus th
ey ou
gh
t to fear
Allah
th
e
m
o
st; "Fear of Allah
"
rep
r
esen
tin
g
relig
iosity. In
othe
r
words, t
h
ere are
the
hi
gher th
e C
G
PA, th
e
h
i
gh
er th
e
relig
io
sity.
Sim
i
l
a
rl
y
,
appl
y
i
ng t
h
e
had
ith
, relig
i
o
sity represen
ts one's co
mmit
m
e
n
t to
always
o
b
e
y
God
'
s
commands. In
the
ha
di
t
h
,
G
o
d c
o
m
m
ands st
ri
vi
n
g
f
o
r
pe
rfe
ct
i
on i
n
al
l
t
h
at
we
d
o
.
F
o
r
t
h
e
acco
u
n
t
i
n
g
st
u
d
en
t
,
t
h
e st
ude
nt
wi
t
h
t
h
e hi
ghest
C
G
PA
has st
ri
ven t
h
e m
o
st
to achi
e
ve pe
rf
ect
i
on, t
h
us
di
spl
a
y
i
ng t
h
e
hi
ghe
st
level of reli
giosity. Religiosity and acad
em
ic
pe
rform
a
nce are positively
related.
1.
2.
Rese
arch P
a
r
a
digm
Fo
r Musli
m
s, Islam
rep
r
esents a co
m
p
lete
way of life.
Wh
at th
is im
p
lie
s is th
at
e
very
aspect
of a
Mu
sli
m
's life,
i
n
cl
udi
ng
t
h
e c
o
n
d
u
ct
i
n
g
of
r
e
searc
h
, i
s
gui
ded
by
t
h
e
p
r
i
n
ci
pl
es
of
Isl
a
m
as em
bodi
e
d
i
n
i
t
s
two prim
ary so
urces
of guida
n
ce, The Nobl
e Qura
n and the
Su
nn
a
h
;
Th
e
S
unn
ah
i
s
fo
un
d i
n
nar
r
at
i
o
ns by
t
h
e
com
p
anions
of the Prophe
t M
u
h
a
mm
ad
(PB
U
H) called
Aha
d
ith
(p
lural
o
f
ha
d
ith
).
Th
e im
p
licatio
n
of ad
op
ting
th
is p
a
rad
i
g
m
i
n
cond
u
c
ti
n
g
research
is t
h
at all co
n
c
ep
ts iden
tified
in
a
study are
defined in accordance with
Islam'
s
prim
ary sourc
e
s of
gui
dance
,
rather tha
n
adopting c
o
nve
n
tiona
l
d
e
fi
n
itio
n
s
o
f
th
ese con
c
ep
ts. Ad
d
ition
a
lly, th
e exp
ected relatio
n
s
h
i
p
s
b
e
tween
th
ese co
n
c
ep
ts are also
deri
ved
f
r
om
t
h
e
Qu
ra
n a
n
d
S
unn
ah
. T
h
is s
t
udy em
braces
this pa
radi
gm
and
this is
pa
rticularly appropriate as
th
e fo
cu
s
o
f
t
h
e st
u
d
y
is on relig
iosity o
f
Mu
slim
accoun
tin
g stud
en
ts, and
t
h
is co
n
c
ep
t can
o
n
l
y
be fu
lly
un
de
rsto
od
by
refe
rrin
g
t
o
t
h
e
source
o
f
all Mu
sli
m
relig
iosity, th
e Quran and
S
unn
ah
.
I
n
or
der
t
o
she
d
m
o
re
l
i
ght
o
n
som
e
verse
s
of t
h
e Qu
ra
n an
d
Aha
d
ith
, comm
entaries by renowne
d Islam
i
c
scholars are al
so relie
d
u
pon
.
1.
3.
Literature Re
view
A re
view of the sc
hola
r
s
h
ip
on the
relations
hi
p
be
tween st
ude
nt
religiosity a
n
d academ
ic
per
f
o
r
m
a
nces reveal
e
d
t
w
o
br
oa
d st
ream
s
of resea
r
c
h
ba
sed o
n
t
h
e rel
i
g
i
o
n of t
h
e st
ude
nt
s i
n
q
u
es
t
i
on:
a
Christian pe
rs
pective and an Isla
m
i
c perspec
tive. A desc
ription of st
udies
revie
w
ed
unde
r each pe
rspect
ive is
descri
bed
i
n
t
h
e su
bse
que
nt
p
a
rag
r
ap
hs
.
From
t
h
e C
h
ri
st
i
a
n pers
pect
i
v
e, al
l
but
t
w
o
of t
h
e st
udi
es
revi
e
w
ed w
e
re
em
pi
ri
cal
i
n
n
a
t
u
re. T
h
es
e
st
udi
es
wer
e
b
a
sed
on
t
h
e a
s
s
u
m
p
t
i
on t
h
at
h
i
gh l
e
vel
s
of
re
l
i
g
i
o
si
t
y
am
on
gst
C
h
ri
st
i
a
n st
ude
nt
s
wo
ul
d
l
ead t
o
high levels
of academ
ic pe
rform
a
nce. An im
portant
question to as
k is, "
W
hat a
r
e the bases
of this
assu
m
p
tio
n
?
"
El
m
s
’ [6
] and
An
t
h
rop
-
Gon
z
alez et al.'s [7
]
qu
alitativ
e stud
ies
p
r
ov
id
e t
h
e an
swer. El
m
s
[6
]
and
Ant
h
r
o
p-
Go
nzal
ez et
al
. [7]
aske
d t
e
n
hi
gh ac
hi
evi
n
g Am
erican first-year un
i
v
er
si
t
y
st
udent
s and t
e
n
hi
g
h
ac
hi
evi
n
g
Lat
i
n
o
hi
g
h
s
c
ho
ol
st
ude
nt
s
res
p
ect
i
v
el
y
t
o
descri
be
h
o
w
t
h
ei
r
rel
i
g
i
o
si
t
y
had i
m
pact
ed
o
n
their academ
ic
perform
a
nces. Four them
es e
m
erged
from
the stude
nts'
descri
ptions, a
nd t
h
ese provi
de the
b
a
ses fo
r t
h
e assu
m
p
tio
n
th
at h
i
gh
lev
e
ls of relig
io
sity a
m
o
n
g
s
t Christian
s
sh
ou
ld
b
e
po
si
tiv
ely related
t
o
h
i
gh
lev
e
ls o
f
acad
e
mic p
e
rform
an
ce: 1
)
God
ex
cep
t
s th
em
to
e
x
cel in
wh
atever th
ey do
,
2
)
God
'
s p
r
oh
ib
itio
n
of
t
h
e us
ual
hi
g
h
sch
ool
a
n
d
col
l
ege di
st
ract
i
o
ns s
u
ch
as
wi
l
d
part
y
i
ng
,
pre
-
m
a
ri
t
a
l
sex, d
r
u
g
use a
n
d
ex
cessi
ve
alcohol consum
ption ena
b
le
d them
to
focus
m
o
re on thei
r academ
ic work,
3) God wa
s
always
there to
help
them
be successful in t
h
eir a
cadem
ic
endeavo
u
r
s, a
nd
4)
B
e
l
i
e
f i
n
Go
d
en
able
d them
to see that education
was a
n
im
porta
nt pa
rt
of t
h
eir
ultim
a
te
object
ive in
being sp
i
r
itually success
f
ul.
Th
e
rem
a
in
in
g Ch
ristian stud
ies rev
i
ewed were all em
p
i
rical in
n
a
t
u
re and
are
d
e
scrib
e
d
in th
e
fol
l
o
wi
n
g
pa
ra
gra
p
hs. Al
l
t
h
e
st
udi
es re
vi
ew
ed we
re co
nd
u
c
t
e
d i
n
Am
eri
c
a, and al
l
but
t
w
o [
2
]
,
[
3
]
,
f
o
u
nd a
p
o
s
itiv
e
correl
a
tio
n
b
e
tween
stu
d
e
n
t
s'
relig
io
sity and
acade
m
i
c p
e
rfo
r
m
a
n
ces.
R
e
gne
ru
s [
8
]
use
d
ch
u
r
ch at
t
e
nda
nce as a
pr
o
x
y
f
o
r
hi
g
h
sch
ool
st
ude
n
t
rel
i
g
i
o
si
t
y
, a
nd
st
u
d
ent
s
'
avera
g
e
gra
d
es
as a proxy
for
academ
ic perform
a
nce. Mc
Kune
and
Hoffm
an [9] includ
e
d
belief in
di
vinity of
sacred sc
ri
pt
ur
e and st
ude
nt
s'
perce
p
t
i
o
ns o
f
t
h
e im
port
a
n
c
e of
rel
i
g
i
o
n i
n
t
h
ei
r l
i
v
es
, i
n
ad
di
t
i
on t
o
c
h
u
r
c
h
at
t
e
ndan
ce t
o
m
easure t
h
e r
e
l
i
g
i
o
si
t
y
of hi
g
h
sch
o
o
l
st
u
d
e
n
t
s
. Li
ke R
e
ge
ner
u
s [
8
]
,
t
h
ey
used a
v
e
r
age
st
ude
nt
g
r
ad
es as a m
e
asu
r
e
o
f
acad
e
mic p
e
rform
an
ces. Bo
th
stud
i
e
s fou
n
d
sign
ifican
t p
o
s
itiv
e relatio
n
s
h
i
p
s
b
e
tween
religiosity and
academ
ic perform
a
nce.
Jey
n
es
[1
0]
, T
o
l
d
s
o
n a
n
d
A
nde
rs
on
[
1
]
an
d B
u
t
l
e
r-B
ar
ne
s et
al
. [
3
]
al
l
ex
pl
o
r
ed
t
h
e
rel
a
t
i
ons
h
i
p
bet
w
ee
n rel
i
g
i
o
si
t
y
and aca
d
e
m
i
c perfo
rm
ance am
ongst
A
fri
can
-
A
m
e
ri
can hi
g
h
sc
ho
ol
st
ude
nt
s. Jey
n
e
s
[1
0]
co
m
b
in
ed
st
u
d
en
ts' lev
e
ls of relig
iou
s
co
mmit
m
en
t an
d atten
d
a
n
c
e
o
f
a relig
iou
s
scho
o
l
as a m
easu
r
e of
st
ude
nt
s'
rel
i
g
i
o
si
t
y
;
Tol
d
s
o
n
and
A
nde
rs
o
n
[
1
]
an
d B
u
t
l
er-B
ar
nes et
a
l
. [3]
al
so
use
d
st
u
d
e
n
t
s
'
l
e
vel
s
of
relig
iou
s
co
m
m
it
men
t
as a
measu
r
e of stud
en
ts' relig
io
si
ty, b
u
t
co
m
b
in
ed
with
it ch
urch
atten
d
a
n
c
e in
stead
of attendance of a religi
o
us s
c
hool.
All thre
e studies us
ed
the stude
nts'
avera
g
e gra
d
es
as a
m
easure of their
academ
ic perform
a
nces. Jey
n
es [10] and
Toldson
and Ande
rson
[1] bot
h
found
a positive relationshi
p
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Relationship betwee
n Rel
i
giosity and Ac
ade
mic Pe
rf
or
mance
amongs
t
....
(
U
m
a
r
u
M
u
stapha Z
u
bair
u)
16
7
betwee
n the re
ligiosity and academ
ic
performances of
Afri
can-Am
e
rican high school
stude
nts. On the
other
hand, B
u
tler-B
arnes et al. [3]
found that reli
giosity wa
s not
related to academ
ic perform
ance. T
h
ey ga
ve two
p
o
s
sib
l
e reason
s fo
r
n
o
t
findin
g
th
e exp
ect
ed
po
sitiv
e rel
a
tio
n
s
h
i
p
b
e
t
w
een
th
ese two
v
a
riab
les: Firstly, th
ey
foc
u
se
d o
n
l
y
on Af
ri
can
-
A
m
e
ri
can m
a
l
e
s
whi
l
s
t
ot
he
r st
udi
es i
n
cl
ude
d
bot
h m
a
l
e
s and
fem
a
l
e
s. Secon
d
l
y
,
they use
d
st
udents’
self-reported ave
r
a
g
e
gra
d
es i
n
stead
o
f
s
t
ude
nt
pe
rf
o
r
m
a
nces i
n
st
an
da
rdi
z
e
d
t
e
st
s.
C
h
ad
wi
ck
an
d
To
p [
1
1]
an
d
Li
ne [
4
]
foc
u
s
e
d
on
st
u
d
e
n
t
s
bel
o
ngi
ng
t
h
e
C
h
ri
st
i
a
n se
ct
of
t
h
e
Lat
t
e
r-
Day
Sai
n
t
s
(L
DS);
C
h
a
d
wi
c
k
an
d To
p [
1
1]
sur
v
ey
ed
hi
g
h
scho
ol
st
u
d
ent
s
, w
h
i
s
t
Li
ne [
4
]
foc
u
se
d o
n
col
l
e
ge
st
ude
nt
s. B
o
t
h
st
udi
es c
o
m
b
i
n
ed rel
i
gi
o
u
s
be
l
i
e
fs, p
r
i
v
at
e
re
l
i
g
i
ous
be
ha
vi
ou
r
(f
req
u
e
n
cy
of
pe
rs
onal
pr
ay
er)
,
an
d
p
u
b
lic relig
iou
s
b
e
h
a
v
i
ou
r (chu
rch
atten
d
a
n
c
e) to
measu
r
e th
e st
ud
en
ts' relig
io
si
ty. Bo
th
stu
d
i
es also
utilized stude
n
ts' aver
age
sc
ores t
o
m
easure
academic
perform
a
nce.
The
findings of
bot
h studies we
re
als
o
si
m
ilar, with
th
e stro
ng
est
po
sitiv
e correlatio
n
s
fou
n
d
b
e
tween
p
r
i
v
ate relig
iou
s
b
e
h
a
v
i
ou
r and
acad
e
m
i
c
per
f
o
r
m
a
nce, a
n
d
t
h
e
wea
k
est
co
rrel
a
t
i
o
n
bet
w
een
st
u
d
e
n
t
s
'
rel
i
g
i
o
us
bel
i
e
f
s
an
d aca
dem
i
c pe
rf
orm
a
nces.
R
e
i
c
hard'
s
[
2
]
st
udy
c
oncl
u
de
s t
h
i
s
sect
i
o
n
o
f
t
h
e
re
vi
ew, a
n
d
l
i
k
e B
u
t
l
e
r
-
B
arnes et
al
.
[
3
]
,
f
o
un
d
no
si
gni
fi
ca
nt
cor
r
el
at
i
on bet
w
e
e
n rel
i
g
i
o
si
t
y
and aca
dem
i
c
per
f
o
r
m
a
nce am
ongst
hi
g
h
scho
ol
st
ud
ent
s
wh
ose
perform
a
nces at an academ
ic
decathl
on served as a m
eas
ure
of their
ac
adem
ic performances. The s
t
ude
nts'
relig
io
sity were d
e
term
in
ed
u
s
ing
th
e Duke Un
iv
er
sity Relig
io
n
Ind
e
x (DUREL)
which
co
m
b
in
es
ch
urch
at
t
e
ndan
ce, fre
que
ncy
of
pray
ers an
d im
port
a
nce of
rel
i
g
i
o
n i
n
st
ude
nt
s'
li
ves. The a
u
t
h
or ex
pl
ai
ne
d t
h
at
hi
s
findings prove that the e
xpecte
d
positive relationshi
p betwee
n Christian religi
o
sity and academ
ic
p
e
rform
a
n
ce is no
t un
iv
ersal.
Only two studies were found th
at explored the relationshi
p betwe
e
n religiosity and academ
ic
per
f
o
r
m
a
nce from
an Isl
a
m
i
c pers
pect
i
v
e
[1
2]
,[
5]
. S
u
r
p
r
i
si
ngl
y
,
b
o
t
h
s
t
udi
es
di
d n
o
t
fi
nd t
h
e ex
p
ect
ed
si
gni
fi
ca
nt
posi
t
i
v
e rel
a
t
i
o
n
s
hi
p
bet
w
ee
n t
h
e
t
w
o
va
ri
abl
e
s.
El
i
a
s et
al
. [12]
sur
v
ey
ed
u
nde
r
g
ra
duat
e
M
u
sl
im
st
uden
t
s enr
o
l
l
e
d i
n
a M
a
l
a
y
s
i
a
n uni
ve
rsi
t
y
. The
aut
h
ors
d
e
vel
o
ped
a
2
4
-i
t
e
m
i
n
st
rum
e
nt
to
measure t
h
e st
ude
nts'
religios
ity, wh
ich
th
ey called
th
e "Isla
m
ic
Religious C
o
mmitm
ent Scale". Students'
academ
ic perf
orm
a
nces we
re determ
ined
using t
h
eir C
u
m
u
la
tive
Grad
e Po
in
t Av
erag
es
(CGPA).
No
sign
ifican
t correlatio
n was f
o
un
d
bet
w
een t
h
e t
w
o
vari
a
b
l
e
s. T
h
e
aut
h
or
s
di
d
not
gi
ve a
pos
si
bl
e reas
o
n
f
o
r t
h
ei
r u
n
e
xpect
e
d
fi
ndi
n
g
s. T
h
ey
o
n
l
y
que
st
i
one
d
wh
et
her t
h
e
fi
n
d
i
ngs
we
re
irregu
lar
or wh
eth
e
r th
ey rep
r
esen
ted th
e
g
e
n
e
ral Mu
sli
m
s
t
u
d
e
n
t
po
pu
latio
n
i
n
Malaysia. Th
ey ch
arg
e
d
fu
t
u
re
stud
ies to
an
swer t
h
is
qu
estion
.
Tagh
av
i
n
ia and
Mo
tav
a
ssel [5
] d
e
term
in
ed
th
e relig
io
sity o
f
m
e
d
i
cal stu
d
e
n
t
s en
ro
lled
at an
Iran
i
an
uni
versi
t
y
u
s
i
n
g
Gl
uc
k-
St
ark'
s 2
6
-i
t
e
m
ques
t
i
onnai
r
e
whi
c
h c
ont
ai
ne
d
be
l
i
e
fs, em
ot
i
ons
, rel
i
g
i
ous
ri
t
u
al
s an
d
conseque
nces.
Stude
nts'
CGPA were use
d
to m
easure
their academ
ic perform
ances. Similar to Elias
et al.
'
s
[1
2]
M
a
l
a
y
s
i
a
n fi
ndi
n
g
s,
n
o
si
gni
fi
cant
c
o
rrel
a
t
i
o
n
wa
s
fo
u
nd
bet
w
ee
n rel
i
gi
osi
t
y
and
M
u
sl
i
m
stude
nt
s'
academ
ic perform
a
nces. T
h
e
authors
conc
l
ude
d t
h
at in light of the
res
u
lts
of their st
udy
, there
was a
need for
fu
t
u
re
stud
ies to
try t
o
id
en
tify o
t
h
e
r fact
o
r
s
asso
ciated
with relig
io
sity.
The
revi
e
w
re
veal
ed t
h
at
a
vast
m
a
jori
t
y
of t
h
e sc
hol
a
r
shi
p
e
x
pl
o
r
i
n
g
t
h
e rel
a
t
i
o
nsh
i
p bet
w
een
religiosity and
academ
ic achievem
e
nt have
been conduc
te
d from
a Christian pe
rspective. Additionally, these
Ch
r
i
stian
stud
i
e
s h
a
v
e
all b
e
en
cond
u
c
ted
i
n
A
m
er
ica. This stu
d
y
add
s
t
o
th
e
d
ear
t
h
of
stud
ies condu
cted
fr
om
an Isl
a
m
i
c pe
rspect
i
v
e,
and
al
so
p
r
ovi
des a
d
di
t
i
onal
val
u
e
by
pr
o
v
i
d
i
n
g
kn
o
w
l
e
d
g
e
ab
out
a
di
ffe
ren
t
soci
et
y
.
Fi
nal
l
y
, i
t
answers
El
i
a
s et
al
.'
s [
12]
cal
l
t
h
at
furt
her resea
r
c
h
be carri
e
d
o
u
t
am
ongst
t
h
e
M
u
sl
im
st
ude
nt
po
p
u
l
a
t
i
on i
n
M
a
l
a
y
s
i
a
.
2.
R
E
SEARC
H M
ETHOD
2.
1.
Conceptual
F
r
amewor
k
Th
is stud
y h
a
d two
k
e
y con
c
ep
ts: relig
io
sit
y
an
d
aca
dem
i
c perform
ance. The c
onc
ept
u
alizations of
th
ese two
v
a
riab
les an
d th
eir ro
le in
t
h
is st
u
d
y
are
prov
ided
b
e
low. Th
e Islam
i
c p
o
s
itio
n on
t
h
e expected
rel
a
t
i
ons
hi
p
be
t
w
een t
h
ese t
w
o
vari
a
b
l
e
s i
s
a
l
so
prese
n
t
e
d
.
In
t
h
e co
n
t
ex
t
o
f
t
h
is stud
y,
relig
io
sity is d
e
fin
e
d
as the st
rength
of a
pe
rson'
s c
o
mmit
m
ent t
o
the
prece
pt
s of
I
s
l
a
m
;
i
n
or
der
w
o
rds
,
t
h
e
st
rengt
h
of
a M
u
sl
i
m
's f
a
i
t
h
.
In co
n
c
ep
t
u
alizin
g
relig
iosity for th
is
st
udy
, t
w
o i
s
s
u
es we
re co
ns
i
d
ere
d
fr
om
an Isl
a
m
i
c pe
rsp
ectiv
e: Firstly, wh
at f
actors shape
d
a stude
nts'
relig
io
sity b
e
fo
re h
e
o
r
sh
e en
ro
lled
in
to u
n
i
v
e
rsity
?
Seco
nd
ly, wh
at is th
e
m
o
st
e
x
tern
al ev
id
ence o
f
a
Mu
sli
m
's relig
i
o
sity
?
In
d
eali
n
g
with
th
e first issu
e, referen
ce is
m
a
d
e
to
th
e fo
llowing
ha
di
t
h
w
h
i
c
h e
xpl
ai
n
s
t
h
at
a chi
l
d
'
s
hom
e envi
ro
nm
ent
im
pact
s hi
s or he
r rel
i
g
i
o
s
i
t
y
:
Alla
h'
s Messeng
er (PBUH)
sa
id
, "
N
o
ch
ild
is
bor
n except
on Al-Fitra (Islam)
and the
n
hi
s pare
nts
mak
e
him Jewish,
Christian or
Magian,
as
an animal
pro
d
u
ces a
per
f
ect
youn
g a
n
i
m
al
: d
o
yo
u se
e any p
a
rt
of
i
t
s
bo
dy a
m
put
a
t
ed?
"
T
h
en
he
rea
d
, ‘
So
di
rec
t
your
fa
ce to
wa
rd
the relig
io
n
,
in
cl
in
in
g
to
tru
t
h
.
[Ad
h
e
re to
]
t
h
e fitra
h
o
f
Alla
h
up
on
wh
ich
He ha
s crea
ted
[a
ll
]
p
e
op
le. No cha
n
g
e
shou
ld
t
h
ere
b
e
in
t
h
e crea
tion o
f
Alla
h
.
Th
a
t
is th
e co
rrect
relig
ion
,
bu
t
mo
st
o
f
t
h
e
peo
p
l
e
d
o
n
o
t
know
(
3
0.
30)
’.
(
Sahi
h al
-B
uk
hari
,
Bo
ok 6
5
,
Ha
di
t
h
4
8
22)
. The im
portanc
e the pare
nts pl
ace on
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
16
5 – 1
7
3
16
8
th
e p
r
ecep
ts
o
f
Islam as a way o
f
life will affect th
e ch
ild
's relig
io
sity; if relig
io
n
is
v
e
ry i
m
p
o
r
tan
t
in th
e
h
o
u
s
eho
l
d
,
t
h
e ch
ild
will b
e
v
e
ry
relig
iou
s
. If relig
ion
is
o
f
no
im
p
o
r
tan
ce, t
h
en th
e ch
ild
will n
o
t
be v
e
ry
relig
iou
s
.
The seco
n
d
en
vi
r
onm
ent
whi
c
h w
oul
d im
pact
on t
h
e st
u
d
ent
'
s rel
i
g
i
o
si
t
y
woul
d be t
h
e ch
oi
ce of
seco
nda
ry
sch
ool
at
t
e
n
d
ed
. I
n
M
a
l
a
y
s
i
a
, st
udent
s
ha
ve t
w
o
choi
ces as
reg
a
rds sec
o
nd
ary
scho
ol
s:
rel
i
g
i
ous
o
r
secul
a
r.
S
h
ah'
s
[
13]
st
udy
o
f
10
0 M
a
l
a
y
sec
o
n
d
a
r
y
sch
o
o
l
st
ude
nt
s
dra
w
n
eq
ual
l
y
fr
om
rel
i
g
i
ous
an
d
se
cul
a
r
sch
ool
s re
veal
ed t
h
at
st
ude
nt
s from
rel
i
g
i
ous sch
o
o
l
s
di
s
p
l
a
y
e
d a hi
g
h
e
r
l
e
vel
of rel
i
gi
osi
t
y
t
h
an t
h
ose i
n
secu
lar sch
o
o
l
s. Add
ition
a
lly, Saat et al.
'
s [1
4] stu
d
y
rev
ealed
th
at Malaysi
a
n
stud
en
ts
who
atten
d
e
d
reli
g
i
ou
s
seco
nda
ry
sc
h
ool
s
p
o
ssesse
d
"st
r
o
n
g
r
e
l
i
g
i
ous
vi
e
w
s a
n
d
(w
ere
)
i
n
cl
i
n
e
d
t
o
ha
ve a
cl
ose
rel
a
t
i
ons
hi
p
wi
t
h
Go
d"
(
p
.
1
7
)
.
I
t
can t
hus
be c
oncl
ude
d
t
h
at
t
h
e acc
o
unt
i
n
g
st
ude
nt
s
wh
o
a
t
t
e
nded
rel
i
g
i
o
us sec
o
nda
ry
s
c
ho
ol
s
wo
ul
d
be m
o
re rel
i
g
i
o
us t
h
a
n
t
h
ose t
h
at
at
t
e
nde
d sec
u
lar seco
nd
ary scho
o
l
s. Im
p
o
r
tance o
f
relig
ion
in
the
st
ude
nt
'
s
fam
i
ly
and c
hoi
ce
o
f
seco
n
d
ary
sc
ho
ol
t
h
us ser
v
ed as t
h
e t
w
o
f
act
ors t
h
at
det
e
rm
i
n
ed t
h
e st
ude
nt
'
s
relig
io
sity b
e
fore en
ro
lm
en
t in
to
th
e
un
iv
ersity.
R
e
gar
d
i
n
g t
h
e
seco
n
d
i
ssue
add
r
essi
ng
t
h
e
m
o
st
vi
si
bl
e exp
r
essi
on
o
f
a M
u
sl
i
m
'
s
reli
gi
osi
t
y
, t
h
e
fo
llowing
had
ith
pr
o
v
i
d
es cr
u
c
i
a
l
gui
dan
ce:
It
was nar
r
at
ed
t
h
at
Jabi
r bi
n
‘A
bd
ul
l
a
h sai
d
:
“The Messenger of
Al
l
ah (
PBU
H)
sai
d
: ‘bet
w
e
e
n
a perso
n a
n
d
K
u
f
r
(
d
i
s
bel
i
e
f
)
i
s
aba
n
d
o
n
i
n
g t
h
e pr
ayer.
’
” (
Sun
a
n
Ib
n
Maj
a
h,
Bo
ok 5,
Ha
di
t
h
11
31)
.
Fo
r t
h
e M
u
sl
im
, perf
or
m
i
ng t
h
e fi
ve o
b
l
i
g
at
o
r
y
praye
r
s is the clearest expre
ssion of hi
s
o
r
h
e
r
relig
io
si
ty. Add
itio
n
a
lly, for th
e m
a
le
Mu
sli
m
, p
e
rfo
r
m
i
n
g
th
ese
prayers in
th
e
m
o
sq
u
e
is o
b
l
i
g
atory
an
d thu
s
an
imp
o
rtan
t ev
id
ence o
f
h
i
s
relig
i
o
sity. Th
is
ob
lig
atio
n
is ev
i
d
en
ced in
t
h
e fo
llo
wi
n
g
had
ith
:
it is
nar
r
at
ed
f
r
om
Ab
u
H
u
ray
r
a
h
t
h
at
t
h
e
Mes
s
e
nge
r of Allaah
(PB
U
H) said:
“By t
h
e
One i
n
W
h
ose
hand
is my
soul
, I ha
d t
h
o
u
g
h
t
of
or
deri
n
g
t
hat
w
o
od
be
gat
here
d, t
h
e
n
I w
oul
d co
m
m
a
n
d
t
h
e cal
l
t
o
pra
yer t
o
be gi
ven,
an
d
I w
o
ul
d
a
p
p
o
i
n
t
a
ma
n
t
o
l
e
a
d
t
h
e
pe
opl
e i
n
pr
ayer
, t
h
en
I w
oul
d
go
t
o
men [
w
ho
d
o
not
at
t
e
nd t
h
e
co
ng
rega
tio
na
l
p
r
ayer
]
and
bu
rn
t
h
eir hou
ses do
wn
a
r
ound
th
em
. By t
h
e O
n
e i
n
Wh
o
s
e h
and
is m
y
sou
l
, if
any
one of you
had know
n that
he woul
d receive a bone c
o
vered with me
at or two (small)
pieces of meat in a
shee
p’s f
o
ot
, h
e
w
oul
d co
me
f
o
r 'Is
h
a
'
pr
ay
er.” (
S
a
h
i
h
B
u
kha
r
i
,
Ha
di
t
h
72
2
4
)
.
The fam
ous
Isl
a
m
i
c schol
a
r
Ib
n
Al
-M
u
n
d
h
i
r ex
pl
ai
ne
d t
h
e
ha
d
ith
as
fo
llo
w
s
:
"
T
he
fa
ct
t
h
at
he
(PB
U
H
)
was t
h
i
n
k
i
ng
of
b
u
r
n
i
n
g
d
o
w
n
t
h
e h
ouse
s
o
f
peo
p
l
e
w
ho
di
d
not
at
t
e
n
d
the praye
r
is the cl
earest evide
n
ce that
at
t
e
ndi
ng pr
ay
er
i
n
con
g
re
g
a
t
i
on i
s
obl
i
g
at
o
r
y
, because it woul
d not be
perm
issible fo
r the
Prophet (PB
U
H) to
do thi
s
with
rega
rd t
o
s
o
m
e
t
h
i
ng t
h
at
was
m
u
st
a
habb
(
r
ecom
m
ended
)
a
nd n
o
t
obl
i
g
at
ory
"
(
R
ul
i
ng fo
r pr
ay
er
i
n
con
g
r
egat
i
o
n f
o
r m
e
n, n.
d., e
m
phasi
s added
)
.
I
n
t
e
rest
i
n
gl
y
,
t
h
e
m
o
st
com
m
on pro
x
y
fo
r
rel
i
g
i
o
si
t
y
i
n
m
o
ral
com
p
et
ence
sc
hol
a
r
shi
p
has b
een fre
que
ncy
of
rel
i
g
i
o
us
at
t
e
nda
nce [
15]
-
[
20]
.
To co
ncl
u
de, r
e
l
i
g
i
o
si
t
y
as concept
u
al
i
zed f
o
r t
h
i
s
st
u
d
y
h
a
d t
w
o b
r
oad c
o
m
pone
nt
s:
1. Fact
ors t
h
at
sh
ap
ed th
e st
ud
en
t's relig
i
o
sity b
e
fo
re
enro
l
m
en
t in
u
n
i
v
e
rsity (a. Im
p
o
rtan
ce
o
f
relig
i
o
n
to stud
en
t's fa
m
i
l
y
and
b. Seco
n
d
ary
sch
o
o
l
at
t
e
nded [
r
el
i
g
i
ous
vers
us se
cu
lar]); 2
.
Extern
al exp
r
essi
o
n
o
f
relig
i
o
sity (1
.
Perf
o
r
m
a
nce o
f
fi
ve
dai
l
y
pra
y
ers an
d
2.
P
r
a
y
i
ng i
n
t
h
e m
o
squ
e
).
2.
2.
Over
view of I
I
UM
Th
e
Un
i
v
ersity o
f
In
terest in
th
is stud
y was th
e
In
tern
ation
a
l Islam
i
c Univ
ersity Malaysia (IIUM
)
.
I
I
U
M
w
a
s estab
lish
e
d
on
23
rd
May, 1
983
based
on
th
e
p
h
ilo
sop
h
y
th
at all f
i
eld
s
o
f
know
ledg
e shou
ld lead
to
ward
t
h
e reco
gn
itio
n of, and
su
b
m
issio
n
t
o
, t
h
e fact t
h
at Almig
h
t
y Allah
is th
e
on
ly on
e
worth
y
o
f
worsh
i
p
and i
s
t
h
e A
b
s
o
l
u
t
e
C
r
eat
o
r
and M
a
st
er
of
t
h
e uni
verse
.
II
UM
has a f
o
ur
-p
r
o
n
g
e
d
m
i
ssi
on
of I
n
t
e
g
r
at
i
o
n
,
Isl
a
m
i
zat
i
on, I
n
t
e
r
n
at
i
onal
i
z
a
t
i
on an
d C
o
m
p
re
he
nsi
v
e E
x
cel
l
e
nce [2
1]
.
The u
n
i
v
ersi
t
y
pr
ovi
des b
a
c
h
el
o
r
s’
d
e
grees, m
a
ste
r
s’
d
e
g
r
ees and
d
o
c
t
o
rate
d
e
g
r
ees in
its
1
3
facu
lties
called
“ku
lliyyah
s
”. Of p
a
rticu
l
ar
i
n
terest
to
th
is stud
y was I
I
U
M
’
s
un
der
g
r
a
du
ate acco
u
n
ting
pro
g
ram wh
ich
is accred
ited
b
y
th
e
Malaysian
In
st
itu
te o
f
Accountants (MIA). MIA ac
creditation
of an
accounti
ng programm
e
is
very
im
portant
as only stude
nts that
gra
d
uate from suc
h
progra
mmes can le
gally call th
em
se
lves “accounta
n
ts” in
Malaysia [22]. IIUM'
s
accounting programm
e c
l
aims
to integrate Isla
m
i
c principles with
contem
porary accounting
knowledge.
In
o
r
d
e
r to
gr
aduate, stud
en
ts are r
e
q
u
i
r
e
d to
co
m
p
lete a
m
i
n
i
m
u
m
o
f
13
4 ho
ur
s
of
a co
m
b
in
atio
n
of
u
n
i
ver
s
ity-
req
u
i
r
e
d
,
kul
l
i
y
y
a
h-re
qui
red
and
de
part
m
e
nt
al
courses
whi
c
h i
n
cl
u
d
es
pr
act
i
cal
t
r
ai
ni
ng
;
3 of t
h
e
uni
v
e
rsi
t
y
-
req
u
i
r
e
d
co
u
r
s
e
s have
Isl
a
m
i
c et
hi
cal
cont
e
n
t
(a.
Isl
a
m
i
c
Wo
rl
d
v
i
e
w
,
b
.
Isl
a
m
,
Knowl
e
dge a
n
d C
i
vi
l
i
zat
i
on
an
d c. Et
h
i
cs an
d Fiqh
for Everyd
ay Life); 4 o
f
th
e
ku
lliyy
a
h
-
requ
ired
cou
r
ses h
a
v
e
Islamic eth
i
cal co
n
t
en
t.
In addition, a
recent Islam
i
zat
ion i
n
itiative has m
a
ndated t
h
at ethical and
Isla
m
i
c content
be
integrated in all
co
ur
ses
[2
1
]
.
A
t
th
e tim
e t
h
is stud
y,
I
I
UM d
e
p
a
r
t
m
e
n
t
o
f
accoun
ting
h
a
d 28
acad
e
m
i
c staf
f
an
d
552
un
de
rg
rad
u
at
e st
ude
nt
s
e
n
r
o
l
l
e
d.
At
II
UM
, fi
rst
-
y
ear st
ude
nt
s are al
l
requi
red
t
o
t
a
ke ge
neral
cou
r
ses. T
h
ey
onl
y
sel
ect
t
h
ei
r
m
a
jor i
n
th
eir
2
n
d
year
o
f
stud
y. Th
is
is w
h
y t
h
is stud
y ex
cl
u
d
e
d t
h
ese students
in its sam
p
le. 2nd-year,
3rd-ye
ar a
n
d
final-year accounting
students
served
as t
h
e s
a
m
p
le of this st
udy.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Relationship betwee
n Rel
i
giosity and Ac
ade
mic Pe
rf
or
mance
amongs
t
....
(
U
m
a
r
u
M
u
stapha Z
u
bair
u)
16
9
2.
3.
Data Collection Pr
ocedure
Data reg
a
rd
ing stu
d
e
n
t
s' relig
io
sity an
d
CGPA were ob
tain
ed
as
p
a
rt of
a larg
er st
u
d
y
th
at ai
m
e
d
to
measure the
m
o
ral co
m
p
etencies of
accounting stude
n
ts at IIUM
.
The
instrum
e
nt called "The Muslim
Accoun
tan
t
Mo
ral Co
m
p
etency Test" o
r
"MAMOC" h
a
d th
ree m
a
in
se
ctio
n
s
.
Of
p
a
rt
icu
l
ar in
terest
for th
is
st
udy
w
a
s t
h
e
dem
ogra
phi
c
sect
i
on
of M
A
M
O
C
.
T
h
i
s
sect
i
on
had t
e
n i
t
e
m
s
(Age
,
R
e
l
i
g
i
on,
Ge
nde
r,
Natio
n
a
lity, "How often
do
yo
u
pray
d
a
ily?
"
, "How im
p
o
rtan
t is relig
io
n
in
you
r famil
y
?
”
Year of
stu
d
y
,
Type of sec
ondary school attende
d, "
H
ow often do you vis
it your place of
worshi
p
?
" and CGPA). Four ite
ms
serve
d
as a pr
oxy
f
o
r a st
u
d
e
nt
'
s
rel
i
g
i
o
si
t
y
, "Ho
w
of
ten
d
o
you
pray daily
?
"
, "How im
p
o
r
tan
t
is relig
io
n
in
yo
ur
f
a
m
ily
?
”
Typ
e
o
f
second
ar
y scho
o
l
att
e
n
d
e
d
and
"H
ow
o
f
ten
d
o
you v
i
sit you
r
p
l
ace of
w
o
r
s
h
i
p
?
”
Th
e p
a
rticip
atin
g
st
u
d
e
n
t
s were assign
ed
a "relig
io
sity" sco
r
e
b
a
sed
on
th
eir resp
on
ses to
th
e four
i
t
e
m
s
i
n
t
h
e de
m
ograp
hi
c sect
i
on t
h
at
ser
v
e
d
as pr
oxi
es
for relig
io
sity. For th
e first ite
m
,
"How often
d
o
yo
u
pray
dai
l
y
?
"
, t
h
e st
u
d
e
n
t
s
ha
d se
ven
o
p
t
i
o
n
s
(0
,1
,2
,3
,4
,5
,
m
o
re t
h
an 5
)
;
A ch
oi
ce
of
0-
4 wa
s sco
r
e
d
"
0
" as
ev
ery Mu
slim is o
b
lig
ated
t
o
pray five times a day; A choice
of
"
5
" was sc
ore
d
"1", as the stude
n
t ha
d
co
m
p
leted
h
i
s o
b
lig
ation, wh
ilst a ch
o
i
ce
o
f
"m
o
r
e th
an 5
"
was
scored
"2
" as it sho
w
ed
th
at the
stu
d
e
n
t
enga
ge
d i
n
e
x
t
r
a
pray
ers
bey
o
n
d
t
h
e m
i
nim
u
m
requi
rem
e
nt
, an
d t
h
i
s
i
s
e
n
co
u
r
age
d
i
n
I
s
l
a
m
.
For
t
h
e
s
econ
d
i
t
e
m
,
"How i
m
port
a
nt
i
s
rel
i
g
i
on i
n
y
o
u
r
f
a
m
i
ly
?
"
, t
h
e st
ude
nt
s ha
d f
o
u
r
opt
i
ons (
V
e
r
y
im
port
a
nt
- score
d
"3
", Mod
e
ratel
y
i
m
p
o
r
tan
t
- sco
r
ed
"2
", Little i
m
p
o
r
tan
ce - sco
r
ed
"1
" and
No
im
p
o
r
tance - sco
r
ed
"0
"). For
t
h
e t
h
i
r
d i
t
e
m
,
Ty
pe o
f
sec
o
nda
ry
sch
o
o
l
at
t
e
nded
,
st
u
d
e
nt
s ha
d t
w
o
opt
i
o
ns
(rel
i
g
i
ous
- sc
ore
d
"
1
" an
d
norm
al (secular) - sc
ore
d
"
0
"
)
. For the
fourth ite
m
,
"How often
do y
ou
visit your
place of worshi
p
?
"
,
only
m
a
l
e
st
udent
s
had a
va
ry
i
ng
s
c
ore as
Isl
a
m
onl
y
m
a
kes i
t
obl
i
g
at
o
r
y
f
o
r t
h
em
t
o
pray
t
h
e
fi
ve
dai
l
y
pray
ers i
n
t
h
e m
o
sque
as
m
e
nt
i
oned i
n
ha
d
ith
stated i
n
a
n
ea
rlier se
ction
of
th
is stu
d
y
(Sah
ih
B
u
kh
ari,
ha
di
t
h
7
224
)
;
Fem
a
le Mu
slim
s h
a
v
e
th
e op
tio
n
o
f
prayin
g in th
e
ho
m
e
o
r
t
h
e
m
o
sq
ue.
St
u
d
e
n
t
s
h
a
d si
x
opt
i
o
ns
(
N
eve
r
,
once a we
ek, 2-4 tim
es
a week, once a day,
2-4 tim
e
s a day,
5
ti
m
e
s a
d
a
y): o
n
l
y a selectio
n
of th
e last o
p
tion
,
"5 t
i
m
e
s a day
"
, earne
d a sco
r
e of "1";
any
ot
he
r choi
ce w
a
s score
d
"0".
Ho
we
ver
,
al
l
fem
a
l
e
st
udent
s were
score
d
"1" re
g
a
rdl
e
ss o
f
t
h
e choi
ce t
h
ey
m
a
d
e
. R
e
l
i
g
i
o
si
t
y
scores t
h
us co
ul
d vary
f
r
om
a
m
i
nim
u
m
of "0" t
o
a
m
a
x
i
mu
m o
f
"7
"
.
The stude
n
ts'
academ
ic perform
ances were
determ
ined
by their respons
e
to
the CGPA ite
m
in the
dem
ogra
phi
c i
n
f
o
rm
at
i
on sec
t
i
on o
f
M
A
M
O
C
.
They
had
fi
ve o
p
t
i
o
ns t
o
c
h
o
o
se
fr
om
:
<2.
0
0
,
2
.
0
0
-
2
.
5
0
,
2.
5
1
-
3.
00
, 3
.
0
1
-
3
.
5
0
,
an
d >3
.5
0.
E
ach o
p
t
i
o
n wa
s
gi
ve
n a sc
ore,
a
m
i
nim
u
m
of "0" f
o
r C
G
P
A
choi
ce <
2
.
00
and a
m
a
xim
u
m
of "
4
" f
o
r C
G
PA
c
hoi
ce
o
f
>
3
.
5
0
.
Al
l
sect
i
ons o
f
a com
pul
sory
2n
d-year, 3rd-year and final
-
year
accounting c
o
urse were surveyed
usi
n
g M
A
M
O
C
.
12
5 2
n
d
-y
e
a
r st
ude
nt
s,
1
05
3r
d-y
e
a
r
st
ude
nt
s an
d 7
2
fi
nal
-
y
ear st
u
d
ent
s
, com
p
l
e
ted t
h
e
que
stionnaire
. The relationshi
p bet
w
een the
stude
nts'
re
ligiosity and their academ
ic
perform
a
nces was
the
n
det
e
rm
i
n
ed usi
ng S
p
ea
rm
an'
s
R
a
nk
Or
der C
o
r
r
el
at
i
on. T
h
i
s
no
n-
pa
ram
e
t
r
i
c
t
echni
q
u
e w
a
s used i
n
st
ead
of i
t
s
param
e
tric alternative
,
Pea
r
son'
s product
m
o
tion c
o
rre
l
ation,
becaus
e
the ass
u
m
p
tion
of li
nearity was
vi
ol
at
ed.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
This section
of the
pa
per
presents the
res
earch
find
ing
s
and
th
eir imp
licatio
n
s
. The d
e
scrip
tiv
e
statistics o
f
th
e stu
d
y
's r
e
spond
en
ts is
p
r
esented
f
i
r
s
t.
Th
e
relatio
n
s
h
i
p
b
e
t
w
een
t
h
e acad
e
mic p
e
r
f
o
r
m
a
n
ces o
f
IIUM'
s
accounting stude
n
ts a
nd t
h
eir
reli
giosity as determined
usi
ng
Sp
e
a
rm
an'
s
Rank Order C
o
rrelation is
th
en
presen
ted
.
A
d
i
scu
ssion
of th
e im
p
lica
tio
n
s
o
f
th
e
resu
lts con
c
lud
e
s t
h
e sectio
n.
3.
1.
Descripti
v
e Statis
tics
Tables 1,
2 and 3 bel
o
w
pres
ent descri
ptive
statisti
cs of IIUM accounting stud
ents s
u
rveyed in this
st
udy
. Ta
bl
e 1
reveal
s t
h
at
t
h
e
m
a
jori
t
y
of a
ccou
n
t
i
n
g st
u
d
e
nt
s su
rvey
e
d
were
fem
a
l
e
, r
e
prese
n
t
i
n
g 6
8
.
9%
of
t
h
e sam
p
l
e
;
Tabl
e 2 s
h
ows t
h
e di
st
ri
b
u
t
i
o
n
of t
h
e st
u
d
e
n
t
s
'
C
G
PAs,
wi
t
h
t
h
e m
a
jori
t
y
of st
ude
nt
s
ha
vi
n
g
a
C
G
PA
bet
w
ee
n 3.
0
1
an
d 3
.
5
0
, re
pre
s
ent
i
n
g
61.
6%
of t
h
e
sam
p
l
e
. Tabl
e
3 sh
o
w
s t
h
at
t
h
e ave
r
age a
g
e
of t
h
e
stu
d
e
n
t
s
w
a
s
21
.9
3 year
s, and th
at th
eir m
e
a
n
r
e
lig
io
sity sco
r
e w
a
s 5.31
ou
t of
a m
a
x
i
m
u
m
o
f
7
.
Tabl
e 1. Ge
nde
r
Fr
equency
Per
cent
Valid
M
A
LE 94
31.
1
FE
M
A
L
E
208
68.
9
T
o
tal 302
100.
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
16
5 – 1
7
3
17
0
Tabl
e 2.
C
G
P
A
Fr
equency
Per
cent
Valid
2 T
O
2.
5
2
0.
7
2.
51-
3
47
15.
6
3.
01-
3.
5
186
61.
6
M
O
RE T
H
AN 3.
5
67
22.
2
T
o
tal 302
100.
0
Tab
l
e 3
.
Ag
e
an
d
Relig
io
sity sco
r
es
N
M
i
nim
u
m
M
a
xim
u
m
M
ean
Std.
Deviation
AGE 302
20
25
21.
93
1.
155
Religiosity
Scor
e
302
1
7
5.
31
0.
994
Valid N
(listwise)
302
3.
2.
Determining
the relations
hip be
tween II
UM's
acc
o
un
ting
s
t
ude
nts' religiosity and
their ac
adem
ic
performances
Tabl
e
4
bel
o
w
p
r
esent
s
t
h
e c
o
r
r
el
at
i
on
bet
w
een st
ude
nt
s'
C
G
P
A
s a
n
d
rel
i
gi
osi
t
y
sco
r
es.
The
res
u
l
t
s
are startling
as
they go agai
nst th
e grain
o
f
th
e m
a
j
o
rity o
f
p
r
ev
iou
s
st
ud
ies rev
i
ewed
in
th
is p
a
p
e
r.
Rath
er
th
an
th
e ex
p
e
cted
p
o
sitiv
e correlatio
n
b
e
tween
th
e two
v
a
riab
les, th
ere
was a n
e
g
a
tiv
e co
rrelatio
n
o
f
-.0
3
6
.
Howev
e
r,
th
e
co
rrelatio
n
was n
o
t
statisticall
y
sign
ifican
t.
Pal
l
a
nt
[2
3]
sugge
st
ed t
h
e f
o
l
l
o
wi
n
g
i
n
t
e
r
p
r
e
t
a
t
i
on of t
h
e s
t
ren
g
t
h
o
f
a co
rrel
a
t
i
on:
.
10 t
o
.2
9 (sm
a
l
l
)
;
.3
0 t
o
.4
9
(m
edi
u
m
)
;
.50
t
o
1
.
0
(l
ar
ge).
T
h
e
cor
r
el
at
i
on c
o
e
ffi
ci
ent
of
-.
0
3
6
does
n
o
t
rea
c
h t
h
e
t
h
re
sh
ol
d
of a
sm
a
ll co
rrelatio
n b
e
t
w
een the v
a
riab
les. Th
e im
p
licat
io
n is th
at th
ere
was alm
o
st no
relation
s
h
i
p at all
bet
w
ee
n t
h
e
st
ude
nt
s'
C
G
P
A
an
d th
eir relig
i
o
sity scores.
Tabl
e
4. C
o
r
r
el
at
i
on
bet
w
ee
n
St
ude
nt
s'
C
G
P
A
a
n
d
rel
i
g
i
o
si
t
y
scores
RELSCOR
E
CGPA
Spearm
a
n's r
ho
RELSCOR
E
Cor
r
e
lation Coeffi
cient
1.
000
-
.
004
Sig.
(
2
-
t
ailed
)
.
.
943
N 302
302
CGPA
Cor
r
e
lation Coeffi
cient
-
.
004
1.
000
Sig.
(
2
-
t
ailed
)
.
943
.
N 302
302
Table 5
below provides the
correlation
bet
w
een
students'
religiosity an
d academ
ic perform
a
nces
base
d on year of study. T
h
ere was no signi
ficant corre
lation
betwee
n the two va
riable
s for each of the thre
e
years o
f
st
ud
y. Th
e h
i
gh
est correlatio
n
o
c
cu
rred
am
o
n
g
s
t fin
a
l-year st
u
d
e
n
t
s with
a sm
al
l, p
o
s
itiv
e co
rrelation
o
f
0.127
.
Tabl
e
5. C
o
r
r
el
at
i
on
bet
w
ee
n
st
ude
nt
s'
rel
i
g
i
o
si
t
y
sco
r
es a
n
d C
G
PA
ba
sed
o
n
y
ear
o
f
st
u
d
y
YEARS
T
UDY
RELSCOR
E
CGPA
2 Spearm
a
n's
r
ho
RE
L
S
COR
E
Cor
r
e
lation
Coeffi
cient
1.
000
.
006
Sig.
(
2
-
t
ailed
)
.
.
949
N 125
125
CGPA Cor
r
e
lation
Coeffi
cient
.
006
1.
000
Sig.
(
2
-
t
ailed
)
.
949
.
N 125
125
3 Spearm
a
n's
r
ho
RE
L
S
COR
E
Cor
r
e
lation
Coeffi
cient
1.
000
-
.
048
Sig.
(
2
-
t
ailed
)
.
.
629
N 105
105
CGPA Cor
r
e
lation
Coeffi
cient
-
.
048
1.
000
Sig.
(
2
-
t
ailed
)
.
629
.
N 105
105
4 Spearm
a
n's
r
ho
RE
L
S
COR
E
Cor
r
e
lation
Coeffi
cient
1.
000
.
127
Sig.
(
2
-
t
ailed
)
.
.
287
N 72
72
CGPA Cor
r
e
lation
Coeffi
cient
.
127
1.
000
Sig. (2-
tailed
) .
287
.
N 72
72
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
The
Relationship betwee
n Rel
i
giosity and Ac
ade
mic Pe
rf
or
mance
amongs
t
....
(
U
m
a
r
u
M
u
stapha Z
u
bair
u)
17
1
3.
3.
Discussion
Th
e
resu
lts of
th
e stud
y
failed
t
o
actu
a
lize t
h
e exp
ected
positiv
e relatio
nsh
i
p b
e
t
w
een the relig
iosity
of Muslim
accounting st
ude
nts at
IIUM a
n
d their aca
de
mic perform
a
nces.
Ove
r
all, t
h
ere
wa
s actually a
n
e
g
a
tiv
e,
bu
t no
t sign
ifican
t,
co
rrelatio
n b
e
t
w
een re
l
i
g
i
o
si
t
y
and
aca
dem
i
c pe
rf
orm
a
nce.
H
o
we
ve
r, am
on
gst
fin
a
l-year st
u
d
en
ts, th
ere was a s
m
all, p
o
s
itiv
e,
b
u
t
in
si
g
n
i
fican
t co
rrelation
b
e
t
w
een
t
h
ese two
v
a
riab
les. Th
e
lack of signific
ant correlation
betwee
n stude
n
ts'
religiosity and t
h
eir
ove
ra
ll academic perform
a
nces found i
n
t
h
i
s
st
udy
m
i
rror t
h
ose f
o
un
d
by
som
e
previ
ous st
u
d
i
e
s co
nd
uct
e
d am
on
gst
M
u
sl
i
m
stude
nt
s [
5
]
,
[
12]
,[
24]
.
Ho
we
ver
,
t
h
e
resul
t
s
we
nt
a
g
ai
nst
s
o
m
e
ot
her st
u
d
i
e
s w
h
i
c
h
fo
u
nd t
h
at
st
ude
nt
rel
i
g
i
o
si
t
y
di
d act
ual
l
y
correlate with
Muslim
students’ academ
ic perform
a
nces in specific s
u
bje
c
ts like Scienc
e [25], E
n
glish [26]
,
[2
7]
-[
2
9
]
,
Isl
a
m
i
c educat
i
o
n
[
30]
a
n
d
l
a
w
[
31]
.
It
i
s
qu
ite in
teresting
to ob
serv
e th
at th
e
stud
ents th
at
exam
ined the relationshi
p
between Muslim
s
t
udents’
religiosities and
overall acad
emic perform
a
nce found
no
co
rrelatio
n,
b
u
t th
o
s
e th
at l
o
o
k
e
d
at p
e
rforman
ces in
sp
ecific subj
ects
d
i
d
.
Ultim
ate
l
y th
oug
h, Islam
d
o
e
s
require M
u
slim students to
do t
h
eir
very
best in all th
eir academ
ic endeavours.
It
is im
portant to understa
nd
that doing one
’
s best does not gua
rantee getting the hi
ghest grades
, as each indi
vidua
l
has diffe
rent
God-
gi
ve
n t
a
l
e
nt
s i
n
di
f
f
ere
n
t
s
phe
r
e
s o
f
l
i
f
e t
h
at
g
o
bey
o
n
d
j
u
st
g
e
t
t
i
ng hi
gh
gra
d
es i
n
sc
ho
ol
.
Despite the lac
k
of significa
n
t co
rrelation between the t
w
o va
riables,
a
closer look at the academ
ic
p
e
rform
a
n
ces
o
f
th
e st
u
d
en
ts rev
eal th
at t
h
e resu
lts
are no
t as trou
b
l
i
n
g as in
itially th
o
ugh
t. Tab
l
e
2 abo
v
e
sho
w
s t
h
at
7
7
.
8
%
of t
h
e
st
u
d
e
nt
s (
2
5
3
out
o
f
3
0
2
)
had a
C
G
P
A
o
f
3
.
0
0
a
nd a
b
ove;
18
6
st
ude
nt
s ha
d a
C
G
P
A
bet
w
ee
n
3.
00 a
n
d
3
.
5
0
, a
n
d
6
7
st
u
d
e
n
t
s
ha
d
a C
G
P
A
a
b
o
v
e
3.
5.
Acc
o
r
d
i
n
g t
o
II
UM
'
s
gr
adi
n
g sy
st
em
in Ta
bl
e
6
b
e
low, a m
a
j
o
rity of th
e stud
en
ts surv
eyed h
a
d
a m
i
n
i
m
u
m
g
r
ad
e
o
f
"B
" wh
ich
is
consid
ered
"g
ood
".
W
ith
a
m
ean st
ude
n
t
rel
i
g
i
o
si
t
y
score
of
5.
31
ou
t
of 7, a
nd a
m
a
jori
t
y
of st
ude
nt
s p
o
sses
s
i
ng a "B
" aver
age, a
comm
on sense
concl
u
sion ca
n be
reache
d
t
h
at the lack
of
"statistical" correlati
on
betwe
e
n IIUM'
s
accounting
st
ude
nt
s'
rel
i
g
i
o
si
t
y
and aca
d
e
m
i
c perfo
rm
ances i
n
not
a c
a
use of great conce
r
n. Of course as always, t
h
ere is
al
way
s
r
oom
f
o
r
i
m
provem
e
nt
.
Tabl
e 6. II
UM
Un
de
rg
ra
duate
Gradi
n
g System
Percentage Sco
r
e
Letter Grade
Qu
ality Point
Equivalent
Re
m
a
rk
85-
100
A
4.
00
E
x
cellent
75-
84
A-
3.
67
E
x
tr
em
ely
Good
70-
74
B+
3.
33
Very
Good
65-
69
B
3.
00
Good
60-
64
B-
2.
67
Fair
ly
Good
55-
59
C
2.
33
Satisfactor
y
50-
54
C-
2.
00
Quite
Satisfactor
y
45-
49
D
1.
67
Poor
40-
44
D-
1.
33
Very
Poor
35-
39
E
1.
00
E
x
tr
em
ely
Poor
0-
34
F
0.
00
Failed
So
urce: II
UM
website
As Muslim
ed
ucators, Islam teaches us to aspire
for perfection in
wha
t
ever
activity
we do. It i
s
therefore inc
u
m
b
ent on II
UM accounting lecture
r
s t
o
continually st
rive to im
prove the
religiosi
ty and
academ
ic perform
a
nces
of there
stud
e
n
ts
so t
h
at they c
a
n
progres
s
from
m
e
re being “
g
ood”, to
being
“excel
l
e
nt
”. T
h
i
s
i
s
i
ndee
d
a
n
obl
e
g
o
al
f
o
r
w
h
i
c
h al
l
e
d
ucat
ors
sh
o
u
l
d
co
nt
i
nual
l
y
aspi
re f
o
r
.
4.
CO
NCL
USI
O
N
Isl
a
m
dem
a
nds t
h
at
M
u
sl
i
m
s
do t
h
ei
r
very
best
i
n
what
e
v
er en
dea
v
o
u
r
t
h
ey
en
ga
ge i
n
.
Thi
s
st
u
d
y
sought to e
xpl
ore
how
well Muslim
accounting students enro
lled at IIUM fulfil this Divine C
o
mmand by
expl
ori
n
g
t
h
e
r
e
l
a
t
i
onshi
p
bet
w
een
t
h
ei
r
rel
i
gi
osi
t
y
an
d aca
dem
i
c perfo
rm
ances.
Second-year, t
h
ird-year a
n
d final-
year acco
u
n
ting
stud
ents were su
rv
eyed
, with
t
h
eir relig
io
sity
determ
ined us
ing
four
proxies and t
h
eir
academ
ic pe
rform
a
nces determ
ined
by
t
h
e CGPA. Statistical
analyses revea
l
ed that no signi
ficant relations
hi
p exis
ted b
e
tween
th
e
two
v
a
riab
les, with
on
ly a sm
a
ll,
positive relationshi
p existing am
ong the reli
giosity and ac
adem
ic perform
a
nces of
fina
l-year stude
nts
.
The
statistical analyses did no
t prov
id
e a fu
ll p
i
ctu
r
e
o
f
th
e
relatio
n
s
h
i
p
b
e
tween
th
e two v
a
riab
les.
A clo
s
er
ex
am
in
atio
n
rev
ealed
th
at th
e stu
d
e
n
t
s actu
a
lly p
o
ssessed
a h
i
gh
lev
e
l o
f
relig
io
sity an
d also
d
i
d
q
u
ite well
academ
ically
with alm
o
st 80% of th
e
stude
n
ts earning a
"
B
" gra
d
e.
This st
udy
re
veals that t
h
ere is a
need for
a m
o
re detailed qualitative st
udy am
ongst
Muslim
accounting st
udents i
n
Malaysia, in
order
to better
understand what ro
le
religiosity plays in academ
i
c
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
16
5 – 1
7
3
17
2
ach
iev
e
m
e
n
t
. Add
itio
n
a
lly, th
ere is a
n
eed to
surv
ey
o
t
her Islam
i
c u
n
i
v
e
rsities in
M
a
laysia an
d
b
e
yo
nd
i
n
or
der
t
o
det
e
r
m
i
n
e t
h
e rel
a
t
i
ons
hi
p
bet
w
ee
n M
u
sl
im
st
ud
ents’
religiositi
es and t
h
eir ac
adem
ic performances.
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ERE
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2-8
8
2
2
The
Relationship betwee
n Rel
i
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ade
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rf
or
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t
....
(
U
m
a
r
u
M
u
stapha Z
u
bair
u)
17
3
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a
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16/2/2._CHAPTER_I.pdf.
BIOGRAP
HI
ES OF
AUTH
ORS
Umar
u M
u
stapha
Zu
bair
u
is a lecturer
at
the Depar
t
ment of Entrepr
e
neu
r
ship and
Business Studies at the Federal
University
o
f
Technolog
y
Minn
a. He is currently
a PhD
Accounting
can
didate at
the I
n
ternational Is
la
m
i
c Universit
y
Mala
ysia
. His researc
h
inter
e
sts includ
e business ethics educa
tion
,
moral competence r
e
sear
ch,
economic
gardening r
e
sear
ch and deep learning strategies
. His mission is to help guid
e
students to
fulfil
the
i
r po
ten
tial
a
cad
em
ical
l
y
specif
i
c
a
ll
y,
and
in
life
gen
e
ra
ll
y.
Olale
kan Busr
a Sakar
i
y
a
u
is
a lectur
er at t
h
e Departm
e
nt
of Entrepren
e
ur
s
h
ip and
Business Studies at the Federal Universi
ty
o
f
Technolog
y
Minna. He has PhD in
Entrepr
e
neurshi
p
from
the Univ
ersit
y
of M
a
la
ys
ia Sar
a
wak. H
i
s research
int
e
rest
s includ
e
Entrepr
e
neurship Education, Economic Ga
rdening, Human Res
ource Manag
e
ment and
Occupational Safe
ty
. He is p
a
ssionate about crea
ting
a new generation
o
f
vibran
t
entrepr
e
neurs
th
at wi
ll
le
ad th
e
Nigerian
e
c
ono
m
y
to
gre
a
t h
e
ig
hts in
the
near
fu
ture.
Evaluation Warning : The document was created with Spire.PDF for Python.