Sikap dan minat merupakan dimensi yang semakin menjadi tumpuan penyelidik masa kini kerana antara faktor yang membantu meningkatkan pencapaian para pelajar. Kajian ini bertujuan untuk membuat semakan terhadap instrumen sikap dan minat terhadap pelajar ekonomi tingkatan enam. Sikap dan minat masing-masing terdiri daripada 8 item dan 7 item. Bagi tujuan ini, seramai 145 orang pelajar tingkatan enam terlibat sebagai responden dalam analisis ini. Data dianalisis secara deskriptif dengan menggunakan analisis penerokaan faktor (EFA) dan kebolehpercayaan diukur dengan Alfa Cronbach. Keputusan daripada EFA menunjukkan faktor untuk konstruk sikap dan minat dengan nilai Eigen masing-masing melebihi 1.0. Konstruk sikap mempunyai nilai KMO (Kaiser-Meyer-Olkin) 0.796 > 0.5 menunjukkan item-itemnya mencukupi untuk inter-korelasi dan ujian Bartlett adalah signifikan (Chi Square 388.591, p <0.05) nilai anti-image (Measure of Sampling Adequacy - MSA) untuk korelasi item melebihi 0.5. Satu item telah digugurkan kerana mempunyai nilai communalities kurang 0.3. Faktor sikap menyumbang sebanyak 46 peratus daripada varians keseluruhan. Konstruk minat mempunyai nilai KMO 0.798 > 0.5, ujian Bartlett adalah signifikan (Chi Square 386.657, p <0.05), nilai anti-image (MSA) untuk korelasi item melebihi 0.5. Sebanyak dua item digugurkan kerana mempunyai nilai communalities kurang 0.3. Faktor minat menyumbang sebanyak 50 peratus daripada varians keseluruhan. Analisis mendapati nilai Alfa Cronbach yang diperoleh masing-masing ialah 0.62 untuk sikap dan 0.82 bagi minat. Keseluruhan dapatan menunjukkan bahawa item-item bagi instrumen sikap dan minat sesuai digunakan sebagai pemboleh ubah berkaitan.

The worldwide happening authenticated that learning styles and holistic intelligence are powerful to better student achievement. This research intended to analyse the learning style instruments and holistic intelligence on the achievement of Form Six economics students. The researchers examined the learning styles (deep, surface, organised and hard work) and holistic intelligence (intellectual, emotional, physical and spiritual) incorporated 29 items. For this purpose, the researchers involved 145 Form Six students as respondents in this analysis. The researchers analysed the data descriptively and measured reliability with Cronbach's Alpha employing Exploratory Factor Analysis (EFA). EFA data established four factors for learning styles and intelligence constructs with Eigenvalues each exceeded 1.0. The learning style construct had a KMO (Kaiser-Meyer-Olkin) value of 0.891> 0.5, indicating its items were sufficient for inter-correlation and the Bartlett test was significant (Chi-Square 1715.530, p <0.05). The anti-image value (Measure of Sampling Adequacy -MSA) for item correlation exceeded 0.5 by eliminating ten items based on the lowest value in the anti-image correlation in the data cleaning process. Learning style factors accounted for 59 per cent of the overall variance. The holistic intelligence construct had a KMO value of 0.840> 0.5, the Bartlett test was significant (Chi-Square 2187.241, p <0.05), the anti-image value (Measure of Sampling Adequacy -MSA) for item correlation exceeded 0.5. The researchers eliminated three items with a communalities value of less than 0.3 and a load factor of less than 0.5. Four factors in this variable accounted for 55 per cent of the overall variance. The report concluded that the Cronbach's Alpha values obtained were 0.86 for learning styles and 0.90 for holistic intelligence, respectively. The conclusions reported that the researchers appropriately used the items for the learning styles and holistic intelligence instruments and hence, confirmed them as relevant variables.