Studies reveal that the dropout rate and absenteeism among the indigenous (Orang Asli) school children in Malaysia is high compared to the national average. It is found that for every 100 Orang Asli children entering Primary 1, only about 6 will be expected to reach Form 5 eleven years later. This study examines the intervention of an 'Enjoyable and Meaningful Learning Module' to reduce the rate of dropout and absenteeism among the subjects. The subjects were selected from a group of Orang Asli school children in Sungai Lui, from primary year 1 to year 6, aged between 6 to 12 years old. The intervention was conducted in April and May 2015. The success of this module was based on strategies that link or connect new learning to the subjects previous experiences which relate the daily concepts to their lives. The strategies also provide them with hand-onlearning. The findings of the study showed that the school attendance of the subjects increased after the two months intervention. A major implication of this study is that Orang Asli could learn better through indigenous language, arts, rituals, folklore, traditional games and taboos. 2017 American Scientific Publishers All rights reserved.

The study aims to identify the self- efficacy, self- regulation and academic motivation among students. Research design for this study is case study which used quantitative method. The study involved 140 respondents randomly selected among students Permata Insan in Islamic Science University of Malaysia from Form 1 until Form 4 respondents involved in this study using stratified sampling method which based on their availability to participate. Instruments used are The Self-Efficacy Questionnaire, The Self- Regulation Questionnaire and Academic Motivation Scale. The design of the study uses a survey method. The data were analyzed using descriptive and inferential statistics, independent sample t test and correlation. Research findings shows there is significant relationship between self- efficacy and academic motivation among students, significant relationship between self- regulation and academic motivation among students and significant difference between self-efficacy, self-regulation and academic motivation based on gender among students. Thus, to improve self-esteem, self-regulation and academic motivation among student, there is need of teachers to make diversify in style of teaching when delivering in classroom to ensure delivering are more effective towards students.