Kesedaran Ibu Bapa Luar Bandar Terhadap Kepentingan Kelas Tambahan Berbayar bagi Subjek Kritikal: Satu Kajian Awal: Rural Parents' Awareness Of The Importance Of Paid Supplementary Classes For Critical Subjects: A Preliminary Study - Ahmad, Rohana; Damin, Zahrul Akmal (Journal of Social Transformation and Regional Development, 2025)
Malay:Kajian ini dijalankan bagi menilai tahap kesedaran ibubapa luar bandar terhadap kepentingan menghantar anak-anak mereka ke kelas tambahan berbayar, di samping mengenal pasti faktor-faktor yang mempengaruhi keputusan tersebut serta halangan yang dihadapi dalam mengekses perkhidmatan pendidikan tambahan. Kajian ini juga menganalisis kesan potensi kelas tambahan terhadap pencapaian pelajar luar bandar dalam subjek-subjek teras seperti Matematik, Sains dan Bahasa Inggeris. Menggunakan kaedah tinjauan secara kuantitatif melibatkan 132 orang responden, dapatan menunjukkan bahawa tahap kesedaran adalah tinggi, dengan 96.2% responden menyatakan mereka menyedari kewujudan kelas tambahan berbayar dikawasan masing-masing.Selain itu, 77.3% telah menghantar anak ke kelas tambahan, dengan majoriti mengganggap kelas tersebut sangat penting untuk peningkatan prestasi akademik. Matematik dikenal pasti sebagai subjek yang paling  diberi keutamaan, manakala halangn utama yang dikenalpasti merangkumi kekangan kewangan, akses lokasi dan kekurangan guru berkelayakan.Hasil kajian menunjukkan bahawa walaupun kesedaran adalah tinggi, halangan struktur dan sosio-ekonomi masih menjadi penghalang utama kepada akses yang saksama terhadap pendidikan tambahan dikawasan luar bandar. Implikasi kajian mencadangkan keperluan intervensi dasar dan sokongan bersasar bagi menigkatkan  peluang pendidikan pelajar luar bandar.English:This study was conducted to assess the level of awareness among rural parents regarding the importance of sending their children to paid supplementary classes, as well as to identify the factors influencing such decisions and the barriers faced in accessing additional educational services. The study also analyzes the potential impact of supplementary classes on the academic achievement of rural students in core subjects such as Mathematics, Science, and English. Using a quantitative survey method involving 132 respondents, the findings show a high level of awareness, with 96.2% of respondents stating they are aware of the existence of paid supplementary classes in their respective areas. Additionally, 77.3% had sent their children to supplementary classes, with the majority considering these classes very important for improving academic performance. Mathematics was identified as the highest priority subject, while the main barriers identified include financial constraints, location accessibility, and a shortage of qualified teachers. The study results indicate that despite high awareness, structural and socio-economic barriers remain the main obstacles to equitable access to supplementary education in rural areas. The implications of the study suggest the need for policy interventions and targeted support to enhance educational opportunities for rural students.