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Business Statistics
AEW 125
Semester I, Year 2012/13
Topic : Personal Development
Lecturers :-
Dr. Teh Sin Yin
By:
Tan Chang Chieat 115345 010-3771949
Tan Suk Ee 115358 017-5699138
Tan Woi Kiong 115359 016-7399120
Wong Mei Yan 115375 016-5793351
Wong Wooi Leng 115377 012-4154868
Yan Jia Mei 115381 016-9888266
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Acknowledgement
No one walks alone on the journey of life, where do we start to thank those that joined us, walked beside us, and
helped us along the way continuously urged us to do this research.
First and foremost, the members of this group would like to express our sincere to our beloved lecturer, Dr Teh
Sin Yin as well as our tutor. This research project would not have been possible without the support of Dr Teh.
We would like to thank to Dr Teh for the valuable guidance and advice. She inspired us greatly to work in this
project. Her willingness to motivate us contributed tremendously to our project and also and assist us in using
the Statistical Package for the social Science (SPSS).
Besides, we would like to take this opportunity to thank to friends that take part in our research by giving
respond. Their respond support our research and show a result in our research. This research would cease if
third party are not taking part. We are highly appreciated to the co-operation giving by them.
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Table of Contents
Page
1. Introduction
1.1.Executive summary 5
1.2.Introduction 6
1.3.Objective 7
1.4.Limitation of the Study 8
2. Research Methodology
2.1.Data Collection Methods 9
2.2.Questionnaire development 9
2.3.Data Collection 11
2.4.Population and Sampling 11
3. Data Finding and Analysis
3.1.Organize and Visualizing Data
3.1.1. Tables and Charts Analysis 12
3.1.2. Contingency tables 43
3.1.3. Conclusion of Contingency Table 57
3.2.Numerical Descriptive Measures
3.2.1. Numerical Data 58
3.2.2. Boxplot 62
3.2.3. Summary and Conclusions 63
3.3.The Normal Distribution
3.3.1. Comparison data characteristics to theoretical properties 63
3.3.2. Normal Probability plot 65
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3.3.3. Summary and Conclusions 65
3.4.Confidence Interval Estimation
3.4.1. Confidence Interval Estimation 66
3.4.2. Summary and Conclusions 71
3.5.Sample Tests & 1-Way ANOVA 75
4. Discussion and Conclusion
4.1.Discussions 134
4.2.Conclusion 136
5. References 137
6. Appendices 137
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1. Introduction
1.1.Executive summary
In this research, we are focusing on the personal development of SOM students through their involvement in
curriculum and extra-curriculum. Personal development includes soft skill and hard skill. Hard skills are jobs
skills like typing, writing, math, reading and the ability to use software programs while soft skills are
personality-driven skills. In order to have a deeper understanding, we manage to collect a decent amount of data
and information that could support and assist us in our report.
Through the research, student involve in curriculum and extra-curriculum to enhance their personal
development so that they fulfill the desirable of today’s society. From this research indicate class allocation
influence the number of extracurricular activities involved by the respondents. For example, first year students
joined the most number of extracurricular activities. This could be due to first year student have more free time
to engage in more activities and would like to gain more experience and choose the society that wish suits them
the most.
Besides that, our research is to determine whether academic or the extracurricular activities are more important
for the SOM students. Based on our survey, we can predict that majority of female and male feel that both
academic as well as extracurricular activity is equally important for them. The number of respondents who feels
that extracurricular activities is more important compared to academic is very low which is 2 respondents for
male and 1respondent for female. From this, we can predict that most of the respondents are all rounder students.
Furthermore, research shows the expectation CGPA of students towards curriculum and extra curriculum.
Expected CGPA of the respondents are based their designation year. From the results show, 81% are in their 1st
year and 87% expect their CGPA to be at least 3.0. This shows that 1st year respondents are having high
expectations because they have not receive their grades for their 1st semester yet. They might expect higher
CGPA also because they have adequate amount of time for their studies in their 1st year. In this situation, we
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assume that year 2 students and above will have less expectation on extra-curriculum because they concentrated
more on academic as their CGPA will show an impact on their certification and they had involved in curriculum
and extra-curriculum during 1st year.
Last but not least, this research investigates the SOM students’ opinion whether extracurricular activities will
affect their academic results. From our result, majority of the respondents who joined 2 extracurricular activities
feels that joining extracurricular activities would affect their academic results. This might due to joining more
than 1 extracurricular activities would make the respondents will have limited time to concentrate in their
studies and eventually affect their academic result.
In a nutshells, based on our objective analysis from 130 respondents. We can conclude that students agreed that
personal development will bring an impaction on their career. As a preparation, they will equip themselves with
soft skill and hard skill by joining curriculum. The level of involvement in curriculum and extra curriculum is
based on the personal confident from students to themselves and the expectation that they will achieve after join
curriculum and extra- curriculum. Students will have a wise choice based on their personal characteristic and
also the job enquires for their future expectation job.
1.2.Introduction
Personal development defined as activities which could improve self awareness and identity, develop talents
and potential, build human capital and facilitate employability, enhance quality of life and contribute to the
realization of dreams and aspirations. Personal development includes improving self-awareness, improving self-
knowledge, building or renewing identity, developing strengths or talents, improving wealth and spiritual
development .Moreover, personal development is a field of practice and research. As a field of practice it
includes personal development methods, learning programs, assessment systems, tools and techniques. Personal
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development is hard work. It takes time, consistency, and patience. In this assignment, my group member and I
are going to do a survey to oversee personal development of student from School Of Management Universiti
Sains Malaysia and the relation between their personal developments with their involvement in extracurricular
activities. Extracurricular activities are important because it broaden people’s horizons into fields that do not
involve a academic one. Any person should do some sports, or be part of an activity such as chess, IT or
languages. It makes a person gain other values than the school has given you, making you more social, more
communicative, more determined and dedicated, and focused on a goal. Besides, extracurricular activities are
important for an all-round personality development. Hence extra-curricular activities such as sports, arts &
crafts and community service help the individual to realize her/his full potential, along with offering multi-
sensory experiences & utilizing multiple intelligences.
1.3.Objective
1. To focus on the current class designation of SOM students on extracurricular activities.
We will know which current class designation of SOM students will join which extracurricular activities. As
many will only join the extracurricular when they are free enough and can divide their time effectively and
efficiently without affecting their study.
2. To investigate the importance of academic and extracurricular activities to SOM students.
By doing this survey, we can know what is more important for the SOM students either education or
extracurricular activities. We will know this by how much time they allocate to their education and
extracurricular activities in one week.
3. To know the expectation of SOM students on their CGPA after joining extracurricular activities.
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Through the survey, we can know the expectation of SOM students on their studies when they join the
extracurricular activities. They may have high or low expectation in their academic.
4. To understand SOM students’ opinions whether the extracurricular activities will affect academic
performance.
As they wish to improve personal development, they will take part in extracurricular activities as much as
possible. By this, we can find out their opinions about the extracurricular activities whether it may affect their
academic performance or not.
1.4.Limitation of the Study
1. Nonresponsive error is one of the problems that we face when we are carrying out our assignment.
-Not everyone is willing to respond to our survey form when we are delivering to them through Internet. As
there have others survey forms from other groups which may make them confuse and do not want to help us fill
up the form.
2. The another problem that we face when we are carry out our assignment is we do not have enough of time
to do the detail research.
-This problem occurs because all of us have to focus on our study. Thus, make the time we use in doing this
assignment are limited. This make us lack in the detail research.
3. When we are delivering the survey form for others through internet, we found out that there are some
overlaps respondents that help us fill our survey form.
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-This problem occurs because some of the respondents fill the survey form more than one time. This happen
because each of our group member will spread the survey forms in proportionally. Then some of our
respondents were made it twice.
4. Our respondents are all SOM first year students only.
-We only have first year students as our respondents. We cannot find seniors to fill the survey forms as we are
new and do not know more seniors. Thus make our survey only focus on the first year students which may bring
to coverage error.
2. Research Methodology
2.1.Data Collection Methods
We collected the information on students through survey forms. The survey forms were distributed to
respondent to obtain all related information for our research. It was distributed through internet in form of a link
which we called Google form and collected the information on the spot after they submitted.
2.2.Questionnaire development
Questionnaire method is a set of questions used to gather information on people's thoughts or behaviours. This
method was used to collect information about respondents’ demography profiles and their view regarding
personal development. This method is cost-effective and very useful in making decision for a selected
population. There are fourteen questions in the questionnaires. Those questions consist of the respondents’
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background, independent variables and dependent variable in this study case. We asked about respondents’
matrix number, gender and most importantly their view about their personal development. For example, we ask
the importance of extracurricular towards them and how they feel taking part in curricular activities could bring
changes towards their future. Our questionnaires consist of qualitative and quantitative questions.
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2.3.Data Collection
We collected the information on students through survey forms. The survey forms were distributed to
respondent to obtain all related information for our research. It was distributed through internet in form of a link
which we called Google form and collected the information on the spot after they submitted.
2.4.Population and Sampling
Cluster Samples
In a cluster sample, we divide the group of respondent into cluster that contains several items. Cluster sampling
is often more cost-effective than simple random sampling, particularly if the population is spread over a wide
region. We divide respondents by identify their school. In our cluster sample, respondent is standing by school
of management from year 1 to year 4.
Simple Random Samples
We are using simple random samples after we cluster respondents from school of management. Students from
year 1 to year 4 are the respondents in our analysis list. In this case, we are using sampling without replacement
means that once they are selected in our analysis list, they cannot be selected again. Their matrix no is the
direction for us when we are doing a sampling without replacement. Simple random sampling is the most
elementary random sampling technique. It forms the basis for the other random sampling techniques.
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3. Data Finding and Analysis
3.1.Organize and Visualizing Data
3.1.1. Tables and Charts Analysis
1.
Gender
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
Male 48 36.9 36.9 36.9
Femal
e
82 63.1 63.1 100.0
Total 130 100.0 100.0
Figure 3.1.1
The above figure 3.1.1 exhibit the gender of SOM student in USM. The figure 3.1.1 shows that 63.1 % of
total respondents which is 82 respondents in this personal development research is female while 36.9 % of
total respondents which is 48 respondents in this personal development research.
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2.
Current Class Designation
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
First year 105 80.8 80.8 80.8
Second
year
18 13.8 13.8 94.6
Third
year
4 3.1 3.1 97.7
Fourth
year
3 2.3 2.3 100.0
Total 130 100.0 100.0
Figure 3.1.2
The above figure 3.1.2 exhibit the current class designation of SOM student in USM. Based on the research
done, we found out that most of the respondents is SOM first year students with percentage 80.8 % which
has the frequency of 105 respondent and the least respondent is SOM forth year students with 3 respondents
which consist 2.3 % of the total respondents. There is 13.8% of second year students of total respondent
which contribute 18 respondents in this research and follow by 3.1 % of third year students with frequency of
4 in this research.
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3.
No. of Extracurricular Activities joined in USM
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
none 9 6.9 6.9 6.9
1 42 32.3 32.3 39.2
2 51 39.2 39.2 78.5
3 14 10.8 10.8 89.2
4 3 2.3 2.3 91.5
5 or
more
11 8.5 8.5 100.0
Total 130 100.0 100.0
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Figure 3.1.3
Figure 3.1.3 exhibit the no. of extracurricular activities joined in USM. From the above figure, among all the
no. of activities, students are active participate in 2 activities which contribute 39.2 % of the total no. of
extracurricular activities joined in USM and there is 32.3 % of students highly participate in 1 activities. This
may shows that students prefer to be moderate participated join into 1 or 2 extracurricular activities rather
than being highly participate into 4 activities which cause the percentage of 4 activities joined in USM is
2.3 %. Besides, there is 6.9 % , 10.8%, 8.5% of student who don not joined any extracurricular activities ,
joined 3 extracurricular activities and extracurricular activities 5 or more activities respectively.
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4.
Time Allocation in extracurricular Activities
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Valid less than 1 hour 19 14.6 14.7 14.7
2-5 hours 84 64.6 65.1 79.8
6-9 hours 18 13.8 14.0 93.8
9-12 hours 3 2.3 2.3 96.1
more than 13
hours
5 3.8 3.9 100.0
Total 129 99.2 100.0
Missi
ng
System 1 .8
Total 130 100.0
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Figure 3.1.4
Figure 3.1.4 shows the time allocation of SOM students in USM in extracurricular activities. From the figure
3.1.4, the most preference time allocation of SOM students in USM in extracurricular activities is 2-5 hours
which contributes 65.1 % while the least preference time allocation of SOM students in USM in
extracurricular activities is 9-12 hours which consist of 2.3 %. Through this research, we know that the time
allocation of SOM students in USM in extracurricular activities almost equally divide into less than 1 hour
and 6-9 hours which has the 14.7 % and 14 % respectively.
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5.
Time Allocation in Academic-related-activities
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Valid less than 1 hour 6 4.6 5.0 5.0
2-5 hours 51 39.2 42.5 47.5
6-9 hours 35 26.9 29.2 76.7
9-12 hours 19 14.6 15.8 92.5
more than 13
hours
9 6.9 7.5 100.0
Total 120 92.3 100.0
Missi
ng
System 10 7.7
Total 130 100.0
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Figure 3.1.5
Figure 3.1.5 exhibit shows the time allocation of SOM students in USM in academic-related activities. From
this research, we can conclude that the least preference time allocation of SOM students in USM in
academic-related activities is less than 1 hour which contributes 5% of the total time allocation in academic-
related activities. Meanwhile from 2-5 hours, 6-9 hours, 9-12 hours and more than 13 hours shows a
decreasing trend with 42.5 %, 29.2%, 15.8% and 7.5% respectively.
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6.
Opinion about Extracurricular Activities to quality development
of undergraduate student
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
Yes 114 87.7 87.7 87.7
No 9 6.9 6.9 94.6
Don't
know
7 5.4 5.4 100.0
Total 130 100.0 100.0
23 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.6
Figure 3.1.6 exhibit the opinion of SOM students in USM about extracurricular activities to quality
development of undergraduate students. Most of SOM students in USM which is 87.7% agreed that
extracurricular activities to quality development of undergraduate students. The above figure indicate that,
SOM students in USM about extracurricular activities don’t agree and don’t know to quality development of
undergraduate students contribute 6.9% and 5.4& respectively.
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7.
Opinion about Extracurricular Activities to academic
performance
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
Yes 55 42.3 42.3 42.3
No 57 43.8 43.8 86.2
Don't
know
18 13.8 13.8 100.0
Total 130 100.0 100.0
26 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.7
Figure 3.1.7 exhibit the opinion of SOM students in USM about extracurricular activities to academic
performance. There is 18 student don’t know about the relationship between extracurricular to academic
performance, thus indicate the least percentage which is 13.8%. From the above figure, the opinion of SOM
students in USM agreed and don’t agreed the relationship between extracurricular to academic performance
are almost equally which contribute to 2.3% and 43.8% respectively.
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8.
Expected CGPA
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
0.0-
1.0
5 3.8 3.8 3.8
1.0-
2.0
1 .8 .8 4.6
2.0-
3.0
11 8.5 8.5 13.1
3.0-
4.0
113 86.9 86.9 100.0
Total 130 100.0 100.0
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Figure 3.1.8
Figure 3.1.8 exhibit the expected CGPA of SOM students in USM. The above figure shows that 86.9% of
SOM students in USM expect themselves to achieve CGPA at the level of 3.0-4.0 which is most of them
expect to achieve high CGPA mean while only 0.8 % of SOM students in USM expect themselves to achieve
their CGPA at the level of 1.0-2.0.Follow by 3.8% of SOM students in USM expect to achieve their CGPA at
the level of 0.0-1.0 and 8.5% of SOM students in USM expect to achieve their CGPA at the level of 2.0-3.0.
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9.
Opinion about Importance of Extracurricular Activities and Academic
performance
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
Extracurricular
Activities
3 2.3 2.3 2.3
Academic
performance
42 32.3 32.3 34.6
Both 85 65.4 65.4 100.0
Total 130 100.0 100.0
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Figure 3.1.9
Figure 3.1.9 exhibit the opinion about the importance of extracurricular activities and academic performance
of SOM students in USM. Most of the SOM students which is 65.4 % student of total students in USM
agreed that both extracurricular activities and academic performance is very importance meanwhile there is
only 2.3 % students agreed that extracurricular activities is more importance. Besides, there is 32.3% of
students agreed that and academic performance is more importance.
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32 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
10.
Importance of Extracurricular Activities
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
2 6 4.6 4.6 4.6
3 10 7.7 7.7 12.3
4 45 34.6 34.6 46.9
5 44 33.8 33.8 80.8
6 22 16.9 16.9 97.7
7 Very
important
3 2.3 2.3 100.0
Total 130 100.0 100.0
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Figure
3.1.10
Figure 3.1.10 exhibit the important of extracurricular activities towards SOM students in USM. There is 2.3 %
of student feel the extracurricular activities is very importance meanwhile the importance of extracurricular
activities show an increasing trend which mean there is 4.6%, 7.7%, 34.6%,33.8%, 16.8% of SOM students
in USM feel the importance of extracurricular activities with the increasing density of level of importance.
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11.
Satisfaction of Extracurricular Activities in USM
Frequen
cy
Percen
t
Valid
Percent
Cumulativ
e Percent
Val
id
1 Not
important
1 .8 .8 .8
2 3 2.3 2.3 3.1
3 14 10.8 10.8 13.8
4 45 34.6 34.6 48.5
5 43 33.1 33.1 81.5
6 20 15.4 15.4 96.9
7 Very
important
4 3.1 3.1 100.0
Total 130 100.0 100.0
35 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.11
Figure 3.1.11 exhibit the satisfaction of extracurricular activities of SOM students in USM. The figure above
shows 34.6% which is that most of the SOM students are moderately satisfaction with the extracurricular
activities in USM meanwhile only 0.8% of SOM students in USM have low satisfaction on the
extracurricular activities in another words less students not satisfy toward extracurricular activities. The
cumulative percentage show that there is 81.5% of SOM students are moderately satisfaction with the
extracurricular activities.
36 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
12.
Confident level to maintain Extracurricular Activities and Academic
performance
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Val
id
2 3 2.3 2.3 2.3
3 13 10.0 10.0 12.3
4 58 44.6 44.6 56.9
5 31 23.8 23.8 80.8
6 21 16.2 16.2 96.9
7 Very
confident
4 3.1 3.1 100.0
Total 130 100.0 100.0
37 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.12
Figure 3.1.12 shows the confident level to maintain extracurricular activities and academic performance.
Level 4 of confidence has the highest percentage with 44.6% and it is followed by level 5 which is 23.8%.
Level 6 of confidence has the 3rd
most votes with 16.2% followed by level 3, level 7 and level 2 in a
descending order.
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13.
Highest Post
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Valid President 16 12.3 12.4 12.4
Vice President 12 9.2 9.3 21.7
Project director 5 3.8 3.9 25.6
Treasurer 10 7.7 7.8 33.3
Secretary 12 9.2 9.3 42.6
Department
leader
8 6.2 6.2 48.8
Member 66 50.8 51.2 100.0
Total 129 99.2 100.0
Missi
ng
System 1 .8
Total 130 100.0
.
39 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.13
Figure 3.1.13 shows the highest post held by the respondents in our survey. Most of our respondents are a
member in their club and society with 66 of them which is 51.2%. It is then followed by the president with
12.4%. The vice president and secretary post are held by the respondents equally with 9.3% for both.
Treasurer, department leader and project director comes up to a valid percentage of 7.8%, 6.2% and 3.9%
respectively
40 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
14.
Type of Extracurricular
Activities
Frequency Percentage Valid
Percentage
Cumulative
Percentage
No. of student joined
Ethnic society
35 16.43 16.43 16.43
No. of student joined
Religion society
55 25.82 25.82 42.25
No. of student joined
Management/Accounting
society
37 17.37 17.37 59.62
No. of student joined
AIESEC
12 5.63 5.63 65.25
No. of student joined
Volunteer worker
9 4.23 4.23 69.48
No. of student joined
Event-based activities
46 21.60 21.60 91.08
No. of student joined
Sport club
9 4.23 4.23 95.31
No. of student joined
other club
10 4.69 4.69 100
Figure 3.1.21
0
10
20
30
40
50
60
41 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.21 above shows 8 types of extracurricular activities joined by our SOM respondents. As we can see, religion
societies achieve the highest frequency with 55 and makes up to 25.82% out of the overall. It is then followed by event-
based activities with frequency of 46 which comes out to 21.60%. Next are the management/accounting society and
ethnic societies joined. Both are 37 and 35 which makes up the percentage by 17.37% and 16.43% respectively. The
number of SOM respondents joined AIESEC are 12 people which is 5.63%. The last 3 types of extracurricular activities are
volunteer worker, sports club and others. Those 3 adds up to a total of 28 people which makes them only 13.15% all
together.
.
42 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
15.
Expectations Frequency Percentage Valid Percentage Cumulative
Percentage
For fun and
enjoy
80 19.51 19.51 19.51
Leadership
developments
55 13.41 13.41 32.92
Make more
friends
92 22.44 22.44 55.36
Working
experience
32 7.80 7.80 63.16
Communication
Improvement
76 18.54 18.54 81.70
Interpersonal
Skill
development
72 17.56 17.56 99.26
Other
expectation
3 0.73 0.73 100
Figure 3.1.22
Figure 3.1.22 above indicates the expectations of our respondents by joining the extracurricular activities. As
expected, most respondents join extracurricular activities to make more friends. 92 respondents say so and
makes up the percentage by 22.44%. 80 respondents expect fun and enjoyment which are 19.51%. 148
respondents expect to improve their communication and interpersonal skills which makes up a total of 36.1%
out of the overall. It is then followed by leadership developments with the frequency of 55 and 13.41%.
0102030405060708090
100
43 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Working experience comes out to a total frequency of 32 making 7.8% as their percentage. The other
expectations are the least with only 3 people and 0.73%.
3.1.2. Contingency tables
1. Gender and which is more important
Gender * Opinion about Importance of Extracurricular Activities
and Academic performance Crosstabulation
Count
Opinion about Importance of
Extracurricular Activities and Academic
performance
Total
Extracurric
ular
Activities
Academic
performanc
e Both
Gend
er
Male 2 14 32 48
Femal
e
1 28 53 82
Total 3 42 85 130
44 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.14
Figure 3.1.14 shows cross tabulation about the gender and opinion about importance of extracurricular
activities and academic performance. From the table above, it is clear that both genders consider both
extracurricular and academic are equally important to them with the highest amount of respondents, 85. It is
then followed by academic performance which is more important to them with 42 of them and lastly only 3
of them prefer extracurricular activities as their main priority. The number of females in the survey is more
than the males.
45 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Time allocation and how many activities joined
2. Time+EA
No. of Extracurricular Activities joined in USM * Time Allocation in extracurricular Activities
Crosstabulation
Count
Time Allocation in extracurricular Activities
Total
less than 1
hour
2-5
hours
6-9
hours
9-12
hours
more than
13 hours
No. of
Extracurricular
Activities joined in
USM
none 6 3 0 0 0 9
1 6 28 6 0 1 41
2 6 36 6 3 0 51
3 0 9 3 0 2 14
4 0 1 1 0 1 3
5 or
more
1 7 2 0 1 11
Total 19 84 18 3 5 129
46 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure
3.1.15
Figure 3.1.15 shows crosses tabulation of no. of extracurricular activities joined in USM and time allocation
in extracurricular activities. It is clear that the average respondents most probably join 1-2 extracurricular
activities with 41 of them joining only 1 extracurricular activity and 51 of the respondents join 2
extracurricular activities. 28 respondents are recorded to join 3 or more extracurricular activities. Only 9 of
our respondents did not register with any extracurricular. Most of our respondents tend to spend between 2-5
hours on their extracurricular activities with 84 of them which most of them joined only 1-2 extracurricular
activities. Total of 26 respondents allocate 6 hours and more in their extracurricular activities. Only 19 spend
less than 1 hour.
47 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3. Time+ARA
No. of Extracurricular Activities joined in USM * Time Allocation in Academic-related-activities
Crosstabulation
Count
Time Allocation in Academic-related-activities
Total
less than 1
hour 2-5 hours 6-9 hours 9-12 hours
more than 13
hours
No. of Extracurricular
Activities joined in
USM
none 0 2 4 1 0 7
1 1 13 15 6 3 38
2 3 26 10 6 3 48
3 1 6 2 5 0 14
4 0 1 1 0 0 2
5 or more 1 3 3 1 3 11
Total 6 51 35 19 9 120
48 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.16
Figure 3.1.16 shows the cross tabulation of no. of extracurricular activities joined in USM and time allocation in
academic related activities. We can see the significant choice of our respondents to join either 1 or 2
extracurricular activities with a total of 86 of them. 27 respondents out of 120 registered for more than 3
extracurricular activities. Only a small proportion of respondents which is 7 of them did not manage to join any
extracurricular activities. Most of the respondents joining 1-2 activities which is 39 of them spend 2-5 hours on
their studies. That makes up the total of respondents of studying 2-5 hours the highest with 51 respondents.
Next is 35 respondents spending 6-9 hours of study time followed by 9-12 hours and more than 13 hours with
19 respondents and 9 respondents respectively. Only 6 respondents spend less than an hour on their studies
according to our survey.
49 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
4. No.of EA joined+develop quality of undergraduate
No. of Extracurricular Activities joined in USM * Opinion about Extracurricular
Activities to quality development of undergraduate student Cross tabulation
Count
Opinion about Extracurricular Activities to
quality development of undergraduate
student
Total Yes No Don't know
No. of Extracurricular
Activities joined in
USM
none 7 0 2 9
1 37 1 4 42
2 44 7 0 51
3 13 1 0 14
4 2 0 1 3
5 or more 11 0 0 11
Total 114 9 7 130
50 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.17
Figure 3.1.17, we can see the cross tabulation of no. of extracurricular activities joined in USM and opinion
about extracurricular activities to develop the quality of undergraduate student. It is clear that the average
respondents most probably join 1-2 extracurricular activities with 42 of them joining only 1 extracurricular
activity and 51 of the respondents join 2 extracurricular activities. 28 respondents are recorded to join 3 or more
extracurricular activities. Only 9 of our respondents did not register with any extracurricular. 114 out of the total
130 respondents have the opinion of extracurricular will improve the quality of undergraduate student. Only 9
of them do not feel the same while the rest 7 respondents are not so sure.
51 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
5. No. of EA joined+ affect Academic performance
No. of Extracurricular Activities joined in USM * Opinion about Extracurricular
Activities to academic performance Crosstabulation
Count
Opinion about Extracurricular Activities to
academic performance
Total Yes No Don't know
No. of Extracurricular
Activities joined in
USM
none 5 3 1 9
1 13 24 5 42
2 26 19 6 51
3 6 3 5 14
4 1 1 1 3
5 or more 4 7 0 11
Total 55 57 18 130
52 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.18
Figure 3.1.18, we can see the cross tabulation of no. of extracurricular activities joined in USM and opinions
about extracurricular activities affecting academic performance. It is clear that the average respondents most
probably join 1-2 extracurricular activities with 42 of them joining only 1 extracurricular activity and 51 of the
respondents join 2 extracurricular activities. 28 respondents are recorded to join 3 or more extracurricular
activities. Only 9 of our respondents did not register with any extracurricular. Their opinions on their academic
performance are fairly balanced while 18 of the respondents are not sure about it.
53 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
6. Post and designation year
Highest Post * Current Class Designation Crosstabulation
Count
Current Class Designation
Total First year Second year Third year Fourth year
Highest Post President 15 1 0 0 16
Vice President 8 1 2 1 12
Project director 1 4 0 0 5
Treasurer 8 0 1 1 10
Secretary 8 4 0 0 12
Department leader 6 2 0 0 8
Member 58 6 1 1 66
Total 104 18 4 3 129
54 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.19
Figure 3.1.19, we can see that most of our respondents are members with a total of 66 of them. In addition, they
are mainly consisting of first year respondents with 104 respondents followed by 2nd
year, 3rd
year and finally
4th
year. The next positions that are mostly grabbed by our respondents are the president, vice president,
secretary and treasurer with a total of 50 respondents. It is then followed by department leader and project
director with 8 and 5 respondents respectively.
55 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
7. Satisfaction and type of EA (TBC)
Affect academic + CGPA
Opinion about Extracurricular Activities to academic performance * Expected
CGPA Crosstabulation
Count
Expected CGPA
Total 0.0-1.0 1.0-2.0 2.0-3.0 3.0-4.0
Opinion about
Extracurricular
Activities to academic
performance
Yes 1 0 7 47 55
No 4 1 2 50 57
Don't know 0 0 2 16 18
Total 5 1 11 113 130
56 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Figure 3.1.20
According to figure 3.1.20 above, we can see the balance between the opinions of respondents about
extracurricular activities affecting their academic performance. As shown, both opinions of the respondents are
mainly aiming for CGPA 3.0-4.0 which gives a total of 113 out of 130 respondents. Only a small amount of
respondents which are 17 of them are aiming for CGPA 3.0 and below. This shows the overall expectation of
the respondents no matter extracurricular activities affecting their academic performance or not.
57 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.1.3. Conclusion of Contingency Table
As a summary, contingency table of gender and their opinion about importance of extracurricular activities and
academic performance shows that majority says both are important. As for time allocation on extracurricular
activities and how many activities joined, most of them join 1-2 activities and therefore spend mostly 2-5 hours.
For the time allocation on academic and no. Of extracurricular activities joined, most of them join only 1-2
activities so they have more than enough time to study. Under no. Of extracurricular activities joined and
opinion about extracurricular developing the quality of undergraduate student, majority vote yes which is 114
out of the total 130 respondents. On the other hand, the no. Of extracurricular activities joined will affect
academic performance shows that the respondents are fairly equal on their opinion. On the post held by the
respondents and their designation year, most of them are 1st year students and therefore they are most probably
members. As for the link of opinion on extracurricular activities to affect academic performance and their
expected CGPA, most aim high although half of them have different opinion on that matter.
58 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.2.Numerical Descriptive Measures
3.2.1. Numerical Data
Statistics
Gender
Current Class
Designation
No. of Extracurric
ular Activities joined in
USM
Time Allocation
in extracurricu
lar Activities
Time Allocatio
n in Academi
c-related-activities
Opinion about
Extracurricular Activities
to quality developme
nt of undergraduate student
Opinion about
Extracurricular
Activities to academic
performance
Expected
CGPA
Opinion about
Importance of
Extracurricular
Activities and
Academic performanc
e
Importance of
Extracurricular
Activities
Satisfication of
Extracurricular
Activities in USM
Confident level to
maintain Extracurric
ular Activities
and Academic
performance
N Valid 122 122 122 121 113 122 122 122 122 122 122 122
Missing
0 0 0 1 9 0 0 0 0 0 0 0
Mean 1.63 1.26 1.93 2.12 2.78 1.17 1.70 3.80 2.62 4.56 4.54 4.48
Median 2.00 1.00 2.00 2.00 3.00 1.00 2.00 4.00 3.00 5.00 5.00 4.00
Std. Deviation .484 .627 1.251 .802 1.033 .509 .689 .638 .535 1.091 1.100 1.046
Variance .235 .393 1.566 .643 1.067 .259 .474 .407 .286 1.191 1.209 1.095
Skewness -.550 2.803 1.000 1.547 .607 2.937 .461 -3.685 -1.001 -.246 -.182 .286
Std. Error of Skewness
.219 .219 .219 .220 .227 .219 .219 .219 .219 .219 .219 .219
Kurtosis -1.726
8.222 .857 4.072 -.311 7.448 -.826 13.296 -.066 .075 .423 .062
Std. Error of Kurtosis
.435 .435 .435 .437 .451 .435 .435 .435 .435 .435 .435 .435
Coefficient of Variation
29.702
49.691 64.689 37.749 37.168 43.450 40.390 16.779 20.404 23.945 24.214 23.336
Range 1 3 5 4 4 2 2 3 2 5 6 5
Interquartile Range
1 0 1 0 1 0 1 0 1 1 1 1
Minimum 1 1 0 1 1 1 1 1 1 2 1 2
Maximum 2 4 5 5 5 3 3 4 3 7 7 7
Percentil 25 1.00 1.00 1.00 2.00 2.00 1.00 1.00 4.00 2.00 4.00 4.00 4.00
59 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
es 50 2.00 1.00 2.00 2.00 3.00 1.00 2.00 4.00 3.00 5.00 5.00 4.00
75 2.00 1.00 2.00 2.00 3.00 1.00 2.00 4.00 3.00 5.00 5.00 5.00
60 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Statistics
Highest Post
No. of student joined Ethnic society
No. of student joined
Religion society
No. of student joined Management/Accounting
society
No. of student joined
AIESEC
No. of student joined
Volunteer worker
No. of student joined Event-based
activities
No. of student joined Sport club
No. of student joined other club
For fun and
enjoy Leadership
developments
make more
friends
N Valid 121 122 122 122 122 122 122 122 122 122 122 122
Missing 1 0 0 0 0 0 0 0 0 0 0 0
Mean 5.17 1.73 1.58 1.70 1.92 1.94 1.65 1.93 1.92 1.40 1.58 1.30
Median 7.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 1.00
Std. Deviation 2.268 .446 .495 .476 .275 .234 .480 .249 .275 .492 .495 .462
Variance 5.145 .199 .245 .226 .076 .055 .230 .062 .076 .242 .245 .213
Skewness -.811 -1.046 -.337 -1.142 -3.086 -3.854 -.625 -3.554 -3.086 .406 -.337 .867
Std. Error of Skewness
.220 .219 .219 .219 .219 .219 .219 .219 .219 .219 .219 .219
Kurtosis -.935 -.921 -1.918 -.106 7.648 13.068 -1.636 10.807 7.648 -1.866 -1.918 -1.270
Std. Error of Kurtosis .437 .435 .435 .435 .435 .435 .435 .435 .435 .435 .435 .435
Coefficient of Variation
43.842 25.790 31.307 27.900 14.361 12.021 29.116 12.849 14.361 35.120 31.307 35.416
Range 6 1 1 2 1 1 1 1 1 1 1 1
Interquartile Range 4 1 1 1 0 0 1 0 0 1 1 1
Minimum 1 1 1 0 1 1 1 1 1 1 1 1
Maximum 7 2 2 2 2 2 2 2 2 2 2 2
Percentiles 25 3.50 1.00 1.00 1.00 2.00 2.00 1.00 2.00 2.00 1.00 1.00 1.00
50 7.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 1.00
75 7.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00
61 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Statistics
working experience
communication Improvement
Interpersonal Skill
development other
expectation CGPA
N Valid 122 122 122 122 122
Missing 0 0 0 0 0
Mean 1.76 1.42 1.46 1.98 3.7571
Median 2.00 1.00 1.00 2.00 3.7500
Std. Deviation .427 .495 .500 .156 .18420
Variance .183 .245 .250 .024 .034
Skewness -1.248 .337 .167 -6.216 -.175
Std. Error of Skewness
.219 .219 .219 .219 .219
Kurtosis -.451 -1.918 -2.005 37.250 -1.329
Std. Error of Kurtosis .435 .435 .435 .435 .435
Coefficient of Variation
24.254 34.927 34.295 7.872 4.903
Range 1 1 1 1 .58
Interquartile Range 0 1 1 0 0
Minimum 1 1 1 1 3.42
Maximum 2 2 2 2 4.00
Percentiles 25 2.00 1.00 1.00 2.00 3.5775
50 2.00 1.00 1.00 2.00 3.7500
75 2.00 2.00 2.00 2.00 3.9200
62 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.2.2. Boxplot
Research shows that the expected CGPA by USM student when joining extracurricular activities shows
the distance from X smallest to the Q1 (3.57-3.42=0.15) is slightly greater than the distance from Q3 to X
largest (4-3.92=0.08). Besides, the distance from Q1 to the median (3.75-3.57=0.18) is slightly greater than the
distance from the median to Q3(3.92-3.75=0.17). Furthermore, the distance from X smallest to the
median(3.75-3.42=0.33) is slightly greater than the distance from the median to the X largest (4-3.75=0.25).
Thus, the expected CGPA by USM student when joining extracurricular activities are slightly left-skewed.
63 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.2.3. Summary and Conclusions
This research shows the 25 % students have confident level to expect their CGPA at the level of 3.57 CGPA
when joining extracurricular activities meanwhile only 75 % students have confident level to expect their
CGPA at the level of 3.92 when joining extracurricular activities. On the others hand, maximum value of
expected CGPA by USM student when joining extracurricular activities are 4.0 while minimum value of
expected CGPA by USM student when joining extracurricular activities are 3.42. From this research, we
conclude that most of USM student have high expectation towards their CGPA when joining extracurricular
activities.
3.3.The Normal Distribution
3.3.1. Comparison data characteristics to theoretical properties
• It is symmetrical, and its mean and median are therefore equal.
• It is bell-shaped in appearance.
• Its interquartile range is equal to 1.33 standard deviations. Thus, the middle 50% of the values are contained
within an interval of two-thirds of standard deviation below the mean and two-thirds of a standard deviation
above the mean.
• Its range is equal to standard deviation of 6.
• It has an infinite range ( -∞ <X<∞ )
a)From this research, we found out that no. of extracurricular activities joined in USM has mean equal to 1.62
which is not equal to the median value which is 2. Besides, the data does not appear in a bell-shaped appearance
but a left skewness. Furthermore, its interquartile range is equal to 1 which is not equal to the multiplication of
standard deviation 1.33 into 1.069. Moreover, its range has value of 3 which is not equal to the value of 4.824
64 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
(result of 6 standard deviation). All of these indicate that the no. of extracurricular activities joined in USM does
not match theoretically. Thus, it is not symmetrical.
b)From this research, we found out that the importance of extracurricular activities has mean equal to 4.66
which is not equal to the value of median which is 5. Besides, the data does not appear to be bell-shaped but left
skewness. Furthermore, its interquartile range is equal to 1 which is not equal to the multiplication of
1.33standard deviation, 1.158. Moreover, its range has value of 3 is not equal to the value of 2.613 (result of 6
standard deviation). All of these indicate that the importance of extracurricular activities does not match
theoretically. Thus, it is not symmetrical.
c)From this research, we found out that the satisfaction of extracurricular activities in USM has mean equal to
4.63 which is not equal to the median value which is 5. Besides, the data does not appear to be bell-shaped but
left skewness. Furthermore, its interquartile range is equal to 1 which is not equal to the multiplication of
1.33standard deviation, 1.084. Moreover, its range has value of 6 is not equal to the value of 4.89. (Result of 6
standard deviation). All of these indicate that satisfaction of extracurricular activities does not match
theoretically. Thus, it is not symmetrical.
d)From this research, we found out that the confident level to maintain extracurricular activities and academic
performance in USM has mean equal to 4.49 which is not equal to the median value which is 4. Besides, the
data does not appear to be bell-shaped but right skewness. Furthermore, its interquartile range is equal to 1
which is not equal to the multiplication of 1.33standard deviation, 1.161. Moreover, its range has value of 5 is
not equal to the value of 5.238 (result of 6 standard deviation). All of these indicate confident level to maintain
extracurricular activities and academic performance in USM does not match theoretically. Thus, it is not
symmetrical.
65 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.3.2. Normal Probability plot
3.3.3. Summary and Conclusions
The shape of the quantile-quantile normal probability shows a left-skewed distribution. Data that are left-
skewed, the curve will rise more rapidly at first and then level off. The quantile-quantile plot shows that the
expected CGPA rise slowly at first then rise more rapidly. Thus, this can be concluding that the expected CGPA
by USM students when joining extra curriculum activities are left-skewed.
66 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.4.Confidence Interval Estimation
3.4.1. Confidence Interval Estimation
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Gender 122 1.63 .484 .044
Current Class Designation 122 1.26 .627 .057
No. of Extracurricular
Activities joined in USM
122 1.93 1.251 .113
Time Allocation in
extracurricular Activities
121 2.12 .802 .073
Time Allocation in Academic-
related-activities
113 2.78 1.033 .097
Opinion about Extracurricular
Activities to quality
development of
undergraduate student
122 1.17 .509 .046
Opinion about Extracurricular
Activities to academic
performance
122 1.70 .689 .062
Expected CGPA 122 3.80 .638 .058
Opinion about Importance of
Extracurricular Activities and
Academic performance
122 2.62 .535 .048
Importance of Extracurricular
Activities
122 4.56 1.091 .099
Satisfaction of Extracurricular
Activities in USM
122 4.54 1.100 .100
67 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Confident level to maintain
Extracurricular Activities and
Academic performance
122 4.48 1.046 .095
Highest Post 121 5.17 2.268 .206
No. of student joined Ethnic
society
122 1.73 .446 .040
No. of student joined Religion
society
122 1.58 .495 .045
No. of student joined
Management/Accounting
society
122 1.70 .476 .043
No. of student joined AIESEC 122 1.92 .275 .025
No. of student joined
Volunteer worker
122 1.94 .234 .021
No. of student joined Event-
based activities
122 1.65 .480 .043
No. of student joined Sport
club
122 1.93 .249 .023
No. of student joined other
club
122 1.92 .275 .025
For fun and enjoy 122 1.40 .492 .045
Leadership developments 122 1.58 .495 .045
make more friends 122 1.30 .462 .042
working experience 122 1.76 .427 .039
communication Improvement 122 1.42 .495 .045
Interpersonal Skill
development
122 1.46 .500 .045
other expectation 122 1.98 .156 .014
CGPA 122 3.6606 .21374 .01935
68 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
One-Sample Test
Test Value = 0
95% Confidence Interval of the
Difference
t df Sig. (2-tailed) Mean Difference Lower Upper
Gender 37.187 121 .000 1.631 1.54 1.72
Current Class Designation 22.228 121 .000 1.262 1.15 1.37
No. of Extracurricular
Activities joined in USM
17.075 121 .000 1.934 1.71 2.16
Time Allocation in
extracurricular Activities
29.140 120 .000 2.124 1.98 2.27
Time Allocation in Academic-
related-activities
28.600 112 .000 2.779 2.59 2.97
Opinion about Extracurricular
Activities to quality
development of
undergraduate student
25.421 121 .000 1.172 1.08 1.26
Opinion about Extracurricular
Activities to academic
performance
27.347 121 .000 1.705 1.58 1.83
Expected CGPA 65.827 121 .000 3.803 3.69 3.92
Opinion about Importance of
Extracurricular Activities and
Academic performance
54.135 121 .000 2.623 2.53 2.72
Importance of Extracurricular
Activities
46.127 121 .000 4.557 4.36 4.75
Satisfaction of Extracurricular
Activities in USM
45.615 121 .000 4.541 4.34 4.74
69 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Confident level to maintain
Extracurricular Activities and
Academic performance
47.331 121 .000 4.484 4.30 4.67
Highest Post 25.090 120 .000 5.174 4.77 5.58
No. of student joined Ethnic
society
42.828 121 .000 1.730 1.65 1.81
No. of student joined Religion
society
35.281 121 .000 1.582 1.49 1.67
No. of student joined
Management/Accounting
society
39.590 121 .000 1.705 1.62 1.79
No. of student joined
AIESEC
76.913 121 .000 1.918 1.87 1.97
No. of student joined
Volunteer worker
91.885 121 .000 1.943 1.90 1.98
No. of student joined Event-
based activities
37.935 121 .000 1.648 1.56 1.73
No. of student joined Sport
club
85.962 121 .000 1.934 1.89 1.98
No. of student joined other
club
76.913 121 .000 1.918 1.87 1.97
For fun and enjoy 31.451 121 .000 1.402 1.31 1.49
Leadership developments 35.281 121 .000 1.582 1.49 1.67
make more friends 31.187 121 .000 1.303 1.22 1.39
working experience 45.540 121 .000 1.762 1.69 1.84
communication Improvement 31.625 121 .000 1.418 1.33 1.51
Interpersonal Skill
development
32.207 121 .000 1.459 1.37 1.55
other expectation 140.306 121 .000 1.975 1.95 2.00
CGPA 189.163 121 .000 3.66057 3.6223 3.6989
70 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
71 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.4.2. Summary and Conclusions
Gender: At 95% confident interval, Mean (1.63) is between the lower critical value (1.54) and upper
critical value (1.72). So that it is not rejected. Therefore, at 95% confident interval the population sample
is 1.63.
Current Class Designation: At 95% confident interval, Mean (1.26) is between the lower critical value
(1.15) and upper critical value (1.37). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 1.26.
No. of Extracurricular Activities joined in USM: At 95% confident interval, Mean (1.93) is between the
lower critical value (1.71) and upper critical value (2.16). So that it is not rejected. So that it is not
rejected. Therefore, at 95% confident interval the population sample is 1.93.
Time Allocation in Extracurricular Activities: At 95% confident interval, Mean (2.12) is between the
lower critical value (1.98) and upper critical value (2.27). So that it is not rejected So that it is not
rejected. Therefore, at 95% confident interval the population sample is 2.12.
Time Allocation in Academic-related-activities: At 95% confident interval, Mean (2.78) is between the
lower critical value (2.59) and upper critical value (2.97). So that it is not rejected. So that it is not
rejected. Therefore, at 95% confident interval the population sample is 2.78.
Opinion about Extracurricular Activities to quality development of undergraduate student: At 95%
confident interval, Mean (1.17) is between the lower critical value (1.08) and upper critical value (1.26).
So that it is not rejected. So that it is not rejected. Therefore, at 95% confident interval the population
sample is 1.17.
Opinion about Extracurricular Activities to academic performance: At 95% confident interval, Mean
(2.62) is between the lower critical value (2.53) and upper critical value (2.72). So that it is not rejected.
So that it is not rejected. Therefore, at 95% confident interval the population sample is 2.62.
72 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Importance of Extracurricular Activities: At 95% confident interval, Mean (4.56) is between the lower
critical value (4.36) and upper critical value (4.75). So that it is not rejected. So that it is not rejected.
Therefore, at 95% confident interval the population sample is 4.56.
Satisfaction of Extracurricular Activities in USM: At 95% confident interval, Mean (4.54) is between
the lower critical value (4.34) and upper critical value (4.74). So that it is not rejected. So that it is not
rejected. Therefore, at 95% confident interval the population sample is 4.54.
Confident level to maintain Extracurricular Activities and Academic performance: At 95% confident
interval, Mean (4.48) is between the lower critical value (4.30) and upper critical value (4.67). So that it
is not rejected. So that it is not rejected. Therefore, at 95% confident interval the population sample is
4.48.
Highest Post: At 95% confident interval, Mean (5.17) is between the lower critical value (4.77) and
upper critical value (5.58). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 5.17.
No. of student joined Ethnic society: At 95% confident interval, Mean (1.73) is between the lower
critical value (1.65) and upper critical value (1.81). So that it is not rejected. So that it is not rejected.
Therefore, at 95% confident interval the population sample is 1.73.
No. of student joined Religion society: At 95% confident interval, Mean (1.58) is between the lower
critical value (1.49) and upper critical value (1.67). So that it is not rejected. So that it is not rejected.
Therefore, at 95% confident interval the population sample is 1.58.
No. of student joined Management/Accounting society: At 95% confident interval, Mean (1.70) is
between the lower critical value (1.62) and upper critical value (1.79). So that it is not rejected. So that it
is not rejected. Therefore, at 95% confident interval the population sample is 1.70.
73 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No. of student joined AIESEC: At 95% confident interval, Mean (1.92) is between the lower critical
value (1.87) and upper critical value (1.98). So that it is not rejected. So that it is not rejected. Therefore,
at 95% confident interval the population sample is 1.92.
No. of student joined Volunteer worker: At 95% confident interval, Mean (1.94) is between the lower
critical value (1.90) and upper critical value (1.97). So that it is not rejected. So that it is not rejected.
Therefore, at 95% confident interval the population sample is 1.94.
No. of student joined Event-based activities: At 95% confident interval, Mean (1.65) is between the
lower critical value (1.56) and upper critical value (1.73). So that it is not rejected. So that it is not
rejected. Therefore, at 95% confident interval the population sample is 1.65.
No. of student joined Sport club: At 95% confident interval, Mean (1.93) is between the lower critical
value (1.89) and upper critical value (1.98). So that it is not rejected. So that it is not rejected. Therefore,
at 95% confident interval the population sample is 1.93.
No. of student joined other club: At 95% confident interval, Mean (1.92) is between the lower critical
value (1.87) and upper critical value (1.97). So that it is not rejected. So that it is not rejected. Therefore,
at 95% confident interval the population sample is 1.92.
For fun and enjoy: At 95% confident interval, Mean (1.40) is between the lower critical value (1.31) and
upper critical value (1.49). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 1.40.
Leadership developments: At 95% confident interval, Mean (1.58) is between the lower critical value
(1.49) and upper critical value (1.67). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 1.58.
Make more friends: At 95% confident interval, Mean (1.30) is between the lower critical value (1.22)
and upper critical value (1.39). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 1.30.
74 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Working experience: At 95% confident interval, Mean (1.76) is between the lower critical value (1.69)
and upper critical value (1.84). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 1.76.
Communication Improvement: At 95% confident interval, Mean (1.42) is between the lower critical
value (1.33) and upper critical value (1.51). So that it is not rejected. So that it is not rejected. Therefore,
at 95% confident interval the population sample is 1.42.
Interpersonal Skill development: At 95% confident interval, Mean (1.46) is between the lower critical
value (1.37) and upper critical value (1.55). So that it is not rejected. So that it is not rejected. Therefore,
at 95% confident interval the population sample is 1.46.
Other expectation: At 95% confident interval, Mean (1.98) is between the lower critical value (1.95) and
upper critical value (2.00). So that it is not rejected. So that it is not rejected. Therefore, at 95%
confident interval the population sample is 1.98.
CGPA: At 95% confident interval, Mean (3.6606) is between the lower critical value (3.6223) and upper
critical value (3.6989). So that it is not rejected. So that it is not rejected. Therefore, at 95% confident
interval the population sample is 3.6606.
75 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.5.Sample Tests & 1-Way ANOVA
a) Objective: To investigate the expectation CGPA of SOM student.
Research Hypothesis: SOM student achieved their expected CGPA.
At the 0.05 significance level is it reasonable to conclude the mean of expectation CGPA of SOM student are
same on focus in extra-curriculum activities?
ANOVA
Sum of Squares df Mean Square F Sig.
Gender Between Groups .211 2 .105 .445 .642
Within Groups 28.191 119 .237
Total 28.402 121
Current Class Designation Between Groups 1.134 2 .567 1.452 .238
Within Groups 46.472 119 .391
Total 47.607 121
No. of Extracurricular
Activities joined in USM
Between Groups 1.537 2 .768 .486 .616
Within Groups 187.939 119 1.579
Total 189.475 121
Time Allocation in
extracurricular Activities
Between Groups 1.286 2 .643 1.000 .371
Within Groups 75.855 118 .643
Total 77.140 120
Time Allocation in Academic-
related-activities
Between Groups 2.579 2 1.290 1.214 .301
Within Groups 116.890 110 1.063
Total 119.469 112
Opinion about Extracurricular
Activities to quality
development of
undergraduate student
Between Groups .469 2 .234 .902 .409
Within Groups 30.917 119 .260
Total 31.385 121
Opinion about Extracurricular
Activities to academic
performance
Between Groups 1.364 2 .682 1.449 .239
Within Groups 56.013 119 .471
Total 57.377 121
76 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Opinion about Importance of
Extracurricular Activities and
Academic performance
Between Groups .776 2 .388 1.363 .260
Within Groups 33.880 119 .285
Total 34.656 121
Importance of Extracurricular
Activities
Between Groups .574 2 .287 .238 .789
Within Groups 143.524 119 1.206
Total 144.098 121
Satisfication of
Extracurricular Activities in
USM
Between Groups .949 2 .474 .388 .679
Within Groups 145.346 119 1.221
Total 146.295 121
Confident level to maintain
Extracurricular Activities and
Academic performance
Between Groups 2.588 2 1.294 1.185 .309
Within Groups 129.880 119 1.091
Total 132.467 121
Highest Post Between Groups 4.614 2 2.307 .444 .642
Within Groups 612.742 118 5.193
Total 617.355 120
No. of student joined Ethnic
society
Between Groups .407 2 .204 1.023 .362
Within Groups 23.667 119 .199
Total 24.074 121
No. of student joined Religion
society
Between Groups .251 2 .125 .507 .604
Within Groups 29.430 119 .247
Total 29.680 121
No. of student joined
Management/Accounting
society
Between Groups .371 2 .186 .818 .444
Within Groups 27.006 119 .227
Total 27.377 121
No. of student joined
AIESEC
Between Groups .106 2 .053 .697 .500
Within Groups 9.074 119 .076
Total 9.180 121
No. of student joined
Volunteer worker
Between Groups .052 2 .026 .473 .624
Within Groups 6.546 119 .055
Total 6.598 121
No. of student joined Event-
based activities
Between Groups .172 2 .086 .370 .692
Within Groups 27.672 119 .233
Total 27.844 121
77 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No. of student joined Sport
club
Between Groups .129 2 .065 1.046 .355
Within Groups 7.346 119 .062
Total 7.475 121
No. of student joined other
club
Between Groups .278 2 .139 1.861 .160
Within Groups 8.902 119 .075
Total 9.180 121
For fun and enjoy Between Groups .418 2 .209 .860 .426
Within Groups 28.902 119 .243
Total 29.320 121
Leadership developments Between Groups .378 2 .189 .769 .466
Within Groups 29.302 119 .246
Total 29.680 121
make more friends Between Groups .062 2 .031 .143 .866
Within Groups 25.717 119 .216
Total 25.779 121
working experience Between Groups .277 2 .138 .755 .472
Within Groups 21.830 119 .183
Total 22.107 121
communication Improvement Between Groups .184 2 .092 .371 .691
Within Groups 29.496 119 .248
Total 29.680 121
Interpersonal Skill
development
Between Groups .356 2 .178 .708 .495
Within Groups 29.939 119 .252
Total 30.295 121
other expectation Between Groups .074 2 .037 1.552 .216
Within Groups 2.852 119 .024
Total 2.926 121
CGPA Between Groups .016 2 .008 .238 .789
Within Groups 4.089 119 .034
Total 4.105 121
78 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Multiple Comparisons
Dependent Variable
(I)
Expected
CGPA
(J)
Expected
CGPA
Mean Difference
(I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Gender Tukey HSD 0.0-1.0 2.0-3.0 -.178 .271 .790 -.82 .47
3.0-4.0 -.020 .223 .995 -.55 .51
2.0-3.0 0.0-1.0 .178 .271 .790 -.47 .82
3.0-4.0 .157 .169 .621 -.24 .56
3.0-4.0 0.0-1.0 .020 .223 .995 -.51 .55
2.0-3.0 -.157 .169 .621 -.56 .24
Current Class Designation Tukey HSD 0.0-1.0 2.0-3.0 -.556 .349 .252 -1.38 .27
3.0-4.0 -.250 .286 .657 -.93 .43
2.0-3.0 0.0-1.0 .556 .349 .252 -.27 1.38
3.0-4.0 .306 .217 .339 -.21 .82
3.0-4.0 0.0-1.0 .250 .286 .657 -.43 .93
2.0-3.0 -.306 .217 .339 -.82 .21
No. of Extracurricular Activities
joined in USM
Tukey HSD 0.0-1.0 2.0-3.0 .244 .701 .935 -1.42 1.91
3.0-4.0 -.172 .575 .952 -1.54 1.19
2.0-3.0 0.0-1.0 -.244 .701 .935 -1.91 1.42
3.0-4.0 -.417 .436 .606 -1.45 .62
3.0-4.0 0.0-1.0 .172 .575 .952 -1.19 1.54
2.0-3.0 .417 .436 .606 -.62 1.45
Time Allocation in
extracurricular Activities
Tukey HSD 0.0-1.0 2.0-3.0 .222 .447 .873 -.84 1.28
3.0-4.0 -.159 .367 .902 -1.03 .71
2.0-3.0 0.0-1.0 -.222 .447 .873 -1.28 .84
79 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 -.381 .278 .360 -1.04 .28
3.0-4.0 0.0-1.0 .159 .367 .902 -.71 1.03
2.0-3.0 .381 .278 .360 -.28 1.04
Time Allocation in Academic-
related-activities
Tukey HSD 0.0-1.0 2.0-3.0 .750 .588 .412 -.65 2.15
3.0-4.0 .190 .472 .915 -.93 1.31
2.0-3.0 0.0-1.0 -.750 .588 .412 -2.15 .65
3.0-4.0 -.560 .379 .305 -1.46 .34
3.0-4.0 0.0-1.0 -.190 .472 .915 -1.31 .93
2.0-3.0 .560 .379 .305 -.34 1.46
Opinion about Extracurricular
Activities to quality development
of undergraduate student
Tukey HSD 0.0-1.0 2.0-3.0 .000 .284 1.000 -.67 .67
3.0-4.0 -.194 .233 .683 -.75 .36
2.0-3.0 0.0-1.0 .000 .284 1.000 -.67 .67
3.0-4.0 -.194 .177 .516 -.61 .23
3.0-4.0 0.0-1.0 .194 .233 .683 -.36 .75
2.0-3.0 .194 .177 .516 -.23 .61
Opinion about Extracurricular
Activities to academic
performance
Tukey HSD 0.0-1.0 2.0-3.0 .467 .383 .444 -.44 1.37
3.0-4.0 .069 .314 .974 -.68 .81
2.0-3.0 0.0-1.0 -.467 .383 .444 -1.37 .44
3.0-4.0 -.398 .238 .220 -.96 .17
3.0-4.0 0.0-1.0 -.069 .314 .974 -.81 .68
2.0-3.0 .398 .238 .220 -.17 .96
Opinion about Importance of
Extracurricular Activities and
Academic performance
Tukey HSD 0.0-1.0 2.0-3.0 .333 .298 .504 -.37 1.04
3.0-4.0 .398 .244 .237 -.18 .98
2.0-3.0 0.0-1.0 -.333 .298 .504 -1.04 .37
80 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 .065 .185 .935 -.37 .50
3.0-4.0 0.0-1.0 -.398 .244 .237 -.98 .18
2.0-3.0 -.065 .185 .935 -.50 .37
Importance of Extracurricular
Activities
Tukey HSD 0.0-1.0 2.0-3.0 -.378 .613 .811 -1.83 1.08
3.0-4.0 -.146 .502 .954 -1.34 1.05
2.0-3.0 0.0-1.0 .378 .613 .811 -1.08 1.83
3.0-4.0 .231 .381 .816 -.67 1.14
3.0-4.0 0.0-1.0 .146 .502 .954 -1.05 1.34
2.0-3.0 -.231 .381 .816 -1.14 .67
Satisfication of Extracurricular
Activities in USM
Tukey HSD 0.0-1.0 2.0-3.0 .022 .616 .999 -1.44 1.49
3.0-4.0 .291 .506 .834 -.91 1.49
2.0-3.0 0.0-1.0 -.022 .616 .999 -1.49 1.44
3.0-4.0 .269 .383 .764 -.64 1.18
3.0-4.0 0.0-1.0 -.291 .506 .834 -1.49 .91
2.0-3.0 -.269 .383 .764 -1.18 .64
Confident level to maintain
Extracurricular Activities and
Academic performance
Tukey HSD 0.0-1.0 2.0-3.0 .889 .583 .283 -.49 2.27
3.0-4.0 .509 .478 .537 -.62 1.64
2.0-3.0 0.0-1.0 -.889 .583 .283 -2.27 .49
3.0-4.0 -.380 .362 .549 -1.24 .48
3.0-4.0 0.0-1.0 -.509 .478 .537 -1.64 .62
2.0-3.0 .380 .362 .549 -.48 1.24
Highest Post Tukey HSD 0.0-1.0 2.0-3.0 -.475 1.299 .929 -3.56 2.61
3.0-4.0 .289 1.042 .959 -2.19 2.76
2.0-3.0 0.0-1.0 .475 1.299 .929 -2.61 3.56
81 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 .764 .835 .632 -1.22 2.75
3.0-4.0 0.0-1.0 -.289 1.042 .959 -2.76 2.19
2.0-3.0 -.764 .835 .632 -2.75 1.22
No. of student joined Ethnic
society
Tukey HSD 0.0-1.0 2.0-3.0 .333 .249 .376 -.26 .92
3.0-4.0 .278 .204 .364 -.21 .76
2.0-3.0 0.0-1.0 -.333 .249 .376 -.92 .26
3.0-4.0 -.056 .155 .931 -.42 .31
3.0-4.0 0.0-1.0 -.278 .204 .364 -.76 .21
2.0-3.0 .056 .155 .931 -.31 .42
No. of student joined Religion
society
Tukey HSD 0.0-1.0 2.0-3.0 .244 .277 .653 -.41 .90
3.0-4.0 .226 .227 .583 -.31 .77
2.0-3.0 0.0-1.0 -.244 .277 .653 -.90 .41
3.0-4.0 -.019 .173 .994 -.43 .39
3.0-4.0 0.0-1.0 -.226 .227 .583 -.77 .31
2.0-3.0 .019 .173 .994 -.39 .43
No. of student joined
Management/Accounting
society
Tukey HSD 0.0-1.0 2.0-3.0 -.289 .266 .524 -.92 .34
3.0-4.0 -.094 .218 .902 -.61 .42
2.0-3.0 0.0-1.0 .289 .266 .524 -.34 .92
3.0-4.0 .194 .165 .470 -.20 .59
3.0-4.0 0.0-1.0 .094 .218 .902 -.42 .61
2.0-3.0 -.194 .165 .470 -.59 .20
No. of student joined AIESEC Tukey HSD 0.0-1.0 2.0-3.0 .000 .154 1.000 -.37 .37
3.0-4.0 .093 .126 .744 -.21 .39
2.0-3.0 0.0-1.0 .000 .154 1.000 -.37 .37
82 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 .093 .096 .599 -.13 .32
3.0-4.0 0.0-1.0 -.093 .126 .744 -.39 .21
2.0-3.0 -.093 .096 .599 -.32 .13
No. of student joined Volunteer
worker
Tukey HSD 0.0-1.0 2.0-3.0 .000 .131 1.000 -.31 .31
3.0-4.0 .065 .107 .818 -.19 .32
2.0-3.0 0.0-1.0 .000 .131 1.000 -.31 .31
3.0-4.0 .065 .081 .706 -.13 .26
3.0-4.0 0.0-1.0 -.065 .107 .818 -.32 .19
2.0-3.0 -.065 .081 .706 -.26 .13
No. of student joined Event-
based activities
Tukey HSD 0.0-1.0 2.0-3.0 -.178 .269 .787 -.82 .46
3.0-4.0 -.039 .221 .983 -.56 .48
2.0-3.0 0.0-1.0 .178 .269 .787 -.46 .82
3.0-4.0 .139 .167 .685 -.26 .54
3.0-4.0 0.0-1.0 .039 .221 .983 -.48 .56
2.0-3.0 -.139 .167 .685 -.54 .26
No. of student joined Sport club Tukey HSD 0.0-1.0 2.0-3.0 -.200 .139 .322 -.53 .13
3.0-4.0 -.135 .114 .462 -.40 .13
2.0-3.0 0.0-1.0 .200 .139 .322 -.13 .53
3.0-4.0 .065 .086 .733 -.14 .27
3.0-4.0 0.0-1.0 .135 .114 .462 -.13 .40
2.0-3.0 -.065 .086 .733 -.27 .14
No. of student joined other club Tukey HSD 0.0-1.0 2.0-3.0 .022 .153 .988 -.34 .38
3.0-4.0 -.135 .125 .528 -.43 .16
2.0-3.0 0.0-1.0 -.022 .153 .988 -.38 .34
83 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 -.157 .095 .225 -.38 .07
3.0-4.0 0.0-1.0 .135 .125 .528 -.16 .43
2.0-3.0 .157 .095 .225 -.07 .38
For fun and enjoy Tukey HSD 0.0-1.0 2.0-3.0 -.356 .275 .402 -1.01 .30
3.0-4.0 -.198 .225 .655 -.73 .34
2.0-3.0 0.0-1.0 .356 .275 .402 -.30 1.01
3.0-4.0 .157 .171 .628 -.25 .56
3.0-4.0 0.0-1.0 .198 .225 .655 -.34 .73
2.0-3.0 -.157 .171 .628 -.56 .25
Leadership developments Tukey HSD 0.0-1.0 2.0-3.0 -.178 .277 .797 -.83 .48
3.0-4.0 .035 .227 .987 -.50 .57
2.0-3.0 0.0-1.0 .178 .277 .797 -.48 .83
3.0-4.0 .213 .172 .434 -.20 .62
3.0-4.0 0.0-1.0 -.035 .227 .987 -.57 .50
2.0-3.0 -.213 .172 .434 -.62 .20
make more friends Tukey HSD 0.0-1.0 2.0-3.0 -.133 .259 .865 -.75 .48
3.0-4.0 -.106 .213 .873 -.61 .40
2.0-3.0 0.0-1.0 .133 .259 .865 -.48 .75
3.0-4.0 .028 .161 .984 -.36 .41
3.0-4.0 0.0-1.0 .106 .213 .873 -.40 .61
2.0-3.0 -.028 .161 .984 -.41 .36
working experience Tukey HSD 0.0-1.0 2.0-3.0 -.289 .239 .450 -.86 .28
3.0-4.0 -.159 .196 .696 -.62 .31
2.0-3.0 0.0-1.0 .289 .239 .450 -.28 .86
84 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 .130 .149 .659 -.22 .48
3.0-4.0 0.0-1.0 .159 .196 .696 -.31 .62
2.0-3.0 -.130 .149 .659 -.48 .22
communication Improvement Tukey HSD 0.0-1.0 2.0-3.0 .156 .278 .841 -.50 .81
3.0-4.0 .193 .228 .675 -.35 .73
2.0-3.0 0.0-1.0 -.156 .278 .841 -.81 .50
3.0-4.0 .037 .173 .975 -.37 .45
3.0-4.0 0.0-1.0 -.193 .228 .675 -.73 .35
2.0-3.0 -.037 .173 .975 -.45 .37
Interpersonal Skill development Tukey HSD 0.0-1.0 2.0-3.0 -.244 .280 .658 -.91 .42
3.0-4.0 -.272 .229 .464 -.82 .27
2.0-3.0 0.0-1.0 .244 .280 .658 -.42 .91
3.0-4.0 -.028 .174 .986 -.44 .39
3.0-4.0 0.0-1.0 .272 .229 .464 -.27 .82
2.0-3.0 .028 .174 .986 -.39 .44
other expectation Tukey HSD 0.0-1.0 2.0-3.0 .111 .086 .405 -.09 .32
3.0-4.0 .019 .071 .963 -.15 .19
2.0-3.0 0.0-1.0 -.111 .086 .405 -.32 .09
3.0-4.0 -.093 .054 .201 -.22 .03
3.0-4.0 0.0-1.0 -.019 .071 .963 -.19 .15
2.0-3.0 .093 .054 .201 -.03 .22
CGPA Tukey HSD 0.0-1.0 2.0-3.0 -.05022 .10340 .878 -.2956 .1952
3.0-4.0 -.05809 .08480 .773 -.2594 .1432
2.0-3.0 0.0-1.0 .05022 .10340 .878 -.1952 .2956
85 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
3.0-4.0 -.00787 .06431 .992 -.1605 .1448
3.0-4.0 0.0-1.0 .05809 .08480 .773 -.1432 .2594
2.0-3.0 .00787 .06431 .992 -.1448 .1605
H0: μ1=μ2=μ3 (μ1=0.00-1.0, μ2=1.0-2.0, μ3=3.0-4.0)
H1: Not all the mean of the expectation of CGPA is equal.
Significance Level: 0.05
Rejection Region: Reject the null hypothesis if p-value ≤ 0.05.
Since all the p-value is > α= 0.05 do not reject H0
State conclusion in words:
At the α = 0.05 level of significance, there is insufficient evidence to conclude that there is a differs in the variances.
Thus, with 95% confidence we can conclude that there is insufficient evidence to conclude that the mean expectation of CGPA of SOM students are
not same.
86 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
b) Objective: To focus on the class designation of SOM student on extra-curriculum activities.
Research Hypothesis: SOM students are focus in extra-curriculum activities.
At the 0.05 significance level is it reasonable to conclude the mean of class designation of SOM students are same on focus in extra-curriculum
activities?
ANOVA
Sum of Squares df Mean Square F Sig.
Gender Between Groups .591 3 .197 .835 .477
Within Groups 27.811 118 .236
Total 28.402 121
No. of Extracurricular
Activities joined in USM
Between Groups 35.098 3 11.699 8.942 .000
Within Groups 154.378 118 1.308
Total 189.475 121
Time Allocation in
extracurricular Activities
Between Groups 4.385 3 1.462 2.351 .076
Within Groups 72.755 117 .622
Total 77.140 120
Time Allocation in Academic-
related-activities
Between Groups 3.924 3 1.308 1.234 .301
Within Groups 115.545 109 1.060
Total 119.469 112
Opinion about Extracurricular
Activities to quality
development of
undergraduate student
Between Groups .840 3 .280 1.081 .360
Within Groups 30.545 118 .259
Total 31.385 121
Opinion about Extracurricular Between Groups 1.122 3 .374 .784 .505
87 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Activities to academic
performance
Within Groups 56.255 118 .477
Total 57.377 121
Expected CGPA Between Groups .302 3 .101 .242 .867
Within Groups 48.977 118 .415
Total 49.279 121
Opinion about Importance of
Extracurricular Activities and
Academic performance
Between Groups 2.107 3 .702 2.546 .059
Within Groups 32.549 118 .276
Total 34.656 121
Importance of Extracurricular
Activities
Between Groups 8.517 3 2.839 2.471 .065
Within Groups 135.582 118 1.149
Total 144.098 121
Satisfication of
Extracurricular Activities in
USM
Between Groups 7.334 3 2.445 2.076 .107
Within Groups 138.961 118 1.178
Total 146.295 121
Confident level to maintain
Extracurricular Activities and
Academic performance
Between Groups 1.137 3 .379 .341 .796
Within Groups 131.330 118 1.113
Total 132.467 121
Highest Post Between Groups 5.979 3 1.993 .381 .767
Within Groups 611.377 117 5.225
Total 617.355 120
No. of student joined Ethnic
society
Between Groups .856 3 .285 1.450 .232
Within Groups 23.218 118 .197
Total 24.074 121
No. of student joined Religion Between Groups .758 3 .253 1.031 .382
88 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
society Within Groups 28.922 118 .245
Total 29.680 121
No. of student joined
Management/Accounting
society
Between Groups .662 3 .221 .974 .407
Within Groups 26.715 118 .226
Total 27.377 121
No. of student joined
AIESEC
Between Groups .219 3 .073 .961 .414
Within Groups 8.961 118 .076
Total 9.180 121
No. of student joined
Volunteer worker
Between Groups .021 3 .007 .125 .945
Within Groups 6.578 118 .056
Total 6.598 121
No. of student joined Event-
based activities
Between Groups .305 3 .102 .436 .728
Within Groups 27.539 118 .233
Total 27.844 121
No. of student joined Sport
club
Between Groups .029 3 .010 .154 .927
Within Groups 7.446 118 .063
Total 7.475 121
No. of student joined other
club
Between Groups .205 3 .068 .897 .445
Within Groups 8.976 118 .076
Total 9.180 121
For fun and enjoy Between Groups .697 3 .232 .958 .415
Within Groups 28.623 118 .243
Total 29.320 121
Leadership developments Between Groups .475 3 .158 .640 .591
89 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Within Groups 29.205 118 .247
Total 29.680 121
make more friends Between Groups .881 3 .294 1.393 .249
Within Groups 24.897 118 .211
Total 25.779 121
working experience Between Groups .199 3 .066 .358 .784
Within Groups 21.907 118 .186
Total 22.107 121
communication Improvement Between Groups 1.260 3 .420 1.743 .162
Within Groups 28.421 118 .241
Total 29.680 121
Interpersonal Skill
development
Between Groups .352 3 .117 .463 .709
Within Groups 29.943 118 .254
Total 30.295 121
other expectation Between Groups .025 3 .008 .345 .793
Within Groups 2.901 118 .025
Total 2.926 121
CGPA Between Groups .029 3 .010 .281 .839
Within Groups 4.076 118 .035
Total 4.105 121
90 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Multiple Comparisons
Dependent Variable
(I) Current Class
Designation
(J) Current Class
Designation
Mean Difference (I-
J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Gender Tukey HSD First year Second year .107 .127 .836 -.23 .44
Third year -.364 .285 .579 -1.11 .38
Fourth year -.030 .285 1.000 -.77 .71
Second year First year -.107 .127 .836 -.44 .23
Third year -.471 .304 .412 -1.26 .32
Fourth year -.137 .304 .969 -.93 .66
Third year First year .364 .285 .579 -.38 1.11
Second year .471 .304 .412 -.32 1.26
Fourth year .333 .396 .835 -.70 1.37
Fourth year First year .030 .285 1.000 -.71 .77
Second year .137 .304 .969 -.66 .93
Third year -.333 .396 .835 -1.37 .70
No. of Extracurricular Activities
joined in USM
Tukey HSD First year Second year -.537 .300 .285 -1.32 .25
Third year -3.242* .670 .000 -4.99 -1.50
Fourth year -.909 .670 .529 -2.66 .84
Second year First year .537 .300 .285 -.25 1.32
Third year -2.706* .716 .001 -4.57 -.84
Fourth year -.373 .716 .954 -2.24 1.49
Third year First year 3.242* .670 .000 1.50 4.99
Second year 2.706* .716 .001 .84 4.57
91 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year 2.333 .934 .065 -.10 4.77
Fourth year First year .909 .670 .529 -.84 2.66
Second year .373 .716 .954 -1.49 2.24
Third year -2.333 .934 .065 -4.77 .10
Time Allocation in extracurricular
Activities
Tukey HSD First year Second year -.449 .207 .139 -.99 .09
Third year .414 .462 .807 -.79 1.62
Fourth year .581 .563 .731 -.89 2.05
Second year First year .449 .207 .139 -.09 .99
Third year .863 .494 .304 -.42 2.15
Fourth year 1.029 .589 .305 -.51 2.57
Third year First year -.414 .462 .807 -1.62 .79
Second year -.863 .494 .304 -2.15 .42
Fourth year .167 .720 .996 -1.71 2.04
Fourth year First year -.581 .563 .731 -2.05 .89
Second year -1.029 .589 .305 -2.57 .51
Third year -.167 .720 .996 -2.04 1.71
Time Allocation in Academic-
related-activities
Tukey HSD First year Second year .004 .287 1.000 -.74 .75
Third year -.196 .604 .988 -1.77 1.38
Fourth year 1.138 .604 .241 -.44 2.71
Second year First year -.004 .287 1.000 -.75 .74
Third year -.200 .651 .990 -1.90 1.50
Fourth year 1.133 .651 .308 -.57 2.83
Third year First year .196 .604 .988 -1.38 1.77
Second year .200 .651 .990 -1.50 1.90
92 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year 1.333 .841 .391 -.86 3.53
Fourth year First year -1.138 .604 .241 -2.71 .44
Second year -1.133 .651 .308 -2.83 .57
Third year -1.333 .841 .391 -3.53 .86
Opinion about Extracurricular
Activities to quality development
of undergraduate student
Tukey HSD First year Second year .212 .134 .389 -.14 .56
Third year .212 .298 .892 -.56 .99
Fourth year .212 .298 .892 -.56 .99
Second year First year -.212 .134 .389 -.56 .14
Third year .000 .319 1.000 -.83 .83
Fourth year .000 .319 1.000 -.83 .83
Third year First year -.212 .298 .892 -.99 .56
Second year .000 .319 1.000 -.83 .83
Fourth year .000 .415 1.000 -1.08 1.08
Fourth year First year -.212 .298 .892 -.99 .56
Second year .000 .319 1.000 -.83 .83
Third year .000 .415 1.000 -1.08 1.08
Opinion about Extracurricular
Activities to academic
performance
Tukey HSD First year Second year .218 .181 .626 -.25 .69
Third year .414 .405 .736 -.64 1.47
Fourth year .081 .405 .997 -.97 1.14
Second year First year -.218 .181 .626 -.69 .25
Third year .196 .432 .969 -.93 1.32
Fourth year -.137 .432 .989 -1.26 .99
Third year First year -.414 .405 .736 -1.47 .64
Second year -.196 .432 .969 -1.32 .93
93 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.333 .564 .935 -1.80 1.14
Fourth year First year -.081 .405 .997 -1.14 .97
Second year .137 .432 .989 -.99 1.26
Third year .333 .564 .935 -1.14 1.80
Expected CGPA Tukey HSD First year Second year -.094 .169 .944 -.54 .35
Third year -.212 .378 .943 -1.20 .77
Fourth year .121 .378 .989 -.86 1.11
Second year First year .094 .169 .944 -.35 .54
Third year -.118 .403 .991 -1.17 .93
Fourth year .216 .403 .950 -.84 1.27
Third year First year .212 .378 .943 -.77 1.20
Second year .118 .403 .991 -.93 1.17
Fourth year .333 .526 .921 -1.04 1.70
Fourth year First year -.121 .378 .989 -1.11 .86
Second year -.216 .403 .950 -1.27 .84
Third year -.333 .526 .921 -1.70 1.04
Opinion about Importance of
Extracurricular Activities and
Academic performance
Tukey HSD First year Second year .314 .138 .110 -.05 .67
Third year .333 .308 .701 -.47 1.14
Fourth year -.333 .308 .701 -1.14 .47
Second year First year -.314 .138 .110 -.67 .05
Third year .020 .329 1.000 -.84 .88
Fourth year -.647 .329 .206 -1.50 .21
Third year First year -.333 .308 .701 -1.14 .47
Second year -.020 .329 1.000 -.88 .84
94 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.667 .429 .409 -1.78 .45
Fourth year First year .333 .308 .701 -.47 1.14
Second year .647 .329 .206 -.21 1.50
Third year .667 .429 .409 -.45 1.78
Importance of Extracurricular
Activities
Tukey HSD First year Second year -.732 .281 .051 -1.47 .00
Third year .111 .628 .998 -1.53 1.75
Fourth year -.556 .628 .813 -2.19 1.08
Second year First year .732 .281 .051 .00 1.47
Third year .843 .671 .593 -.91 2.59
Fourth year .176 .671 .994 -1.57 1.93
Third year First year -.111 .628 .998 -1.75 1.53
Second year -.843 .671 .593 -2.59 .91
Fourth year -.667 .875 .871 -2.95 1.61
Fourth year First year .556 .628 .813 -1.08 2.19
Second year -.176 .671 .994 -1.93 1.57
Third year .667 .875 .871 -1.61 2.95
Satisfication of Extracurricular
Activities in USM
Tukey HSD First year Second year -.416 .285 .465 -1.16 .33
Third year .859 .636 .533 -.80 2.52
Fourth year .859 .636 .533 -.80 2.52
Second year First year .416 .285 .465 -.33 1.16
Third year 1.275 .680 .244 -.50 3.05
Fourth year 1.275 .680 .244 -.50 3.05
Third year First year -.859 .636 .533 -2.52 .80
Second year -1.275 .680 .244 -3.05 .50
95 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year .000 .886 1.000 -2.31 2.31
Fourth year First year -.859 .636 .533 -2.52 .80
Second year -1.275 .680 .244 -3.05 .50
Third year .000 .886 1.000 -2.31 2.31
Confident level to maintain
Extracurricular Activities and
Academic performance
Tukey HSD First year Second year -.134 .277 .963 -.86 .59
Third year .121 .618 .997 -1.49 1.73
Fourth year -.545 .618 .814 -2.16 1.07
Second year First year .134 .277 .963 -.59 .86
Third year .255 .661 .980 -1.47 1.98
Fourth year -.412 .661 .924 -2.13 1.31
Third year First year -.121 .618 .997 -1.73 1.49
Second year -.255 .661 .980 -1.98 1.47
Fourth year -.667 .861 .866 -2.91 1.58
Fourth year First year .545 .618 .814 -1.07 2.16
Second year .412 .661 .924 -1.31 2.13
Third year .667 .861 .866 -1.58 2.91
Highest Post Tukey HSD First year Second year .324 .601 .949 -1.24 1.89
Third year .932 1.340 .899 -2.56 4.42
Fourth year .932 1.340 .899 -2.56 4.42
Second year First year -.324 .601 .949 -1.89 1.24
Third year .608 1.432 .974 -3.12 4.34
Fourth year .608 1.432 .974 -3.12 4.34
Third year First year -.932 1.340 .899 -4.42 2.56
Second year -.608 1.432 .974 -4.34 3.12
96 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year .000 1.866 1.000 -4.86 4.86
Fourth year First year -.932 1.340 .899 -4.42 2.56
Second year -.608 1.432 .974 -4.34 3.12
Third year .000 1.866 1.000 -4.86 4.86
No. of student joined Ethnic
society
Tukey HSD First year Second year -.106 .116 .798 -.41 .20
Third year -.283 .260 .698 -.96 .39
Fourth year .384 .260 .455 -.29 1.06
Second year First year .106 .116 .798 -.20 .41
Third year -.176 .278 .920 -.90 .55
Fourth year .490 .278 .296 -.23 1.21
Third year First year .283 .260 .698 -.39 .96
Second year .176 .278 .920 -.55 .90
Fourth year .667 .362 .260 -.28 1.61
Fourth year First year -.384 .260 .455 -1.06 .29
Second year -.490 .278 .296 -1.21 .23
Third year -.667 .362 .260 -1.61 .28
No. of student joined Religion
society
Tukey HSD First year Second year .115 .130 .812 -.22 .45
Third year -.414 .290 .485 -1.17 .34
Fourth year -.081 .290 .992 -.84 .68
Second year First year -.115 .130 .812 -.45 .22
Third year -.529 .310 .324 -1.34 .28
Fourth year -.196 .310 .921 -1.00 .61
Third year First year .414 .290 .485 -.34 1.17
Second year .529 .310 .324 -.28 1.34
97 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year .333 .404 .843 -.72 1.39
Fourth year First year .081 .290 .992 -.68 .84
Second year .196 .310 .921 -.61 1.00
Third year -.333 .404 .843 -1.39 .72
No. of student joined
Management/Accounting society
Tukey HSD First year Second year -.088 .125 .895 -.41 .24
Third year -.323 .279 .654 -1.05 .40
Fourth year -.323 .279 .654 -1.05 .40
Second year First year .088 .125 .895 -.24 .41
Third year -.235 .298 .859 -1.01 .54
Fourth year -.235 .298 .859 -1.01 .54
Third year First year .323 .279 .654 -.40 1.05
Second year .235 .298 .859 -.54 1.01
Fourth year .000 .389 1.000 -1.01 1.01
Fourth year First year .323 .279 .654 -.40 1.05
Second year .235 .298 .859 -.54 1.01
Third year .000 .389 1.000 -1.01 1.01
No. of student joined AIESEC Tukey HSD First year Second year -.022 .072 .990 -.21 .17
Third year .253 .161 .403 -.17 .67
Fourth year -.081 .161 .959 -.50 .34
Second year First year .022 .072 .990 -.17 .21
Third year .275 .173 .388 -.18 .72
Fourth year -.059 .173 .986 -.51 .39
Third year First year -.253 .161 .403 -.67 .17
Second year -.275 .173 .388 -.72 .18
98 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.333 .225 .452 -.92 .25
Fourth year First year .081 .161 .959 -.34 .50
Second year .059 .173 .986 -.39 .51
Third year .333 .225 .452 -.25 .92
No. of student joined Volunteer
worker
Tukey HSD First year Second year -.002 .062 1.000 -.16 .16
Third year -.061 .138 .972 -.42 .30
Fourth year -.061 .138 .972 -.42 .30
Second year First year .002 .062 1.000 -.16 .16
Third year -.059 .148 .979 -.44 .33
Fourth year -.059 .148 .979 -.44 .33
Third year First year .061 .138 .972 -.30 .42
Second year .059 .148 .979 -.33 .44
Fourth year .000 .193 1.000 -.50 .50
Fourth year First year .061 .138 .972 -.30 .42
Second year .059 .148 .979 -.33 .44
Third year .000 .193 1.000 -.50 .50
No. of student joined Event-
based activities
Tukey HSD First year Second year .010 .127 1.000 -.32 .34
Third year .323 .283 .665 -.41 1.06
Fourth year -.010 .283 1.000 -.75 .73
Second year First year -.010 .127 1.000 -.34 .32
Third year .314 .303 .728 -.47 1.10
Fourth year -.020 .303 1.000 -.81 .77
Third year First year -.323 .283 .665 -1.06 .41
Second year -.314 .303 .728 -1.10 .47
99 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.333 .394 .833 -1.36 .69
Fourth year First year .010 .283 1.000 -.73 .75
Second year .020 .303 1.000 -.77 .81
Third year .333 .394 .833 -.69 1.36
No. of student joined Sport club Tukey HSD First year Second year -.012 .066 .998 -.18 .16
Third year -.071 .147 .963 -.45 .31
Fourth year -.071 .147 .963 -.45 .31
Second year First year .012 .066 .998 -.16 .18
Third year -.059 .157 .982 -.47 .35
Fourth year -.059 .157 .982 -.47 .35
Third year First year .071 .147 .963 -.31 .45
Second year .059 .157 .982 -.35 .47
Fourth year .000 .205 1.000 -.53 .53
Fourth year First year .071 .147 .963 -.31 .45
Second year .059 .157 .982 -.35 .47
Third year .000 .205 1.000 -.53 .53
No. of student joined other club Tukey HSD First year Second year .106 .072 .464 -.08 .29
Third year -.071 .162 .972 -.49 .35
Fourth year -.071 .162 .972 -.49 .35
Second year First year -.106 .072 .464 -.29 .08
Third year -.176 .173 .737 -.63 .27
Fourth year -.176 .173 .737 -.63 .27
Third year First year .071 .162 .972 -.35 .49
Second year .176 .173 .737 -.27 .63
100 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year .000 .225 1.000 -.59 .59
Fourth year First year .071 .162 .972 -.35 .49
Second year .176 .173 .737 -.27 .63
Third year .000 .225 1.000 -.59 .59
For fun and enjoy Tukey HSD First year Second year -.008 .129 1.000 -.34 .33
Third year -.263 .289 .800 -1.01 .49
Fourth year .404 .289 .502 -.35 1.16
Second year First year .008 .129 1.000 -.33 .34
Third year -.255 .308 .842 -1.06 .55
Fourth year .412 .308 .543 -.39 1.22
Third year First year .263 .289 .800 -.49 1.01
Second year .255 .308 .842 -.55 1.06
Fourth year .667 .402 .351 -.38 1.71
Fourth year First year -.404 .289 .502 -1.16 .35
Second year -.412 .308 .543 -1.22 .39
Third year -.667 .402 .351 -1.71 .38
Leadership developments Tukey HSD First year Second year .135 .131 .728 -.20 .48
Third year .273 .292 .786 -.49 1.03
Fourth year -.061 .292 .997 -.82 .70
Second year First year -.135 .131 .728 -.48 .20
Third year .137 .312 .971 -.67 .95
Fourth year -.196 .312 .922 -1.01 .62
Third year First year -.273 .292 .786 -1.03 .49
Second year -.137 .312 .971 -.95 .67
101 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.333 .406 .845 -1.39 .73
Fourth year First year .061 .292 .997 -.70 .82
Second year .196 .312 .922 -.62 1.01
Third year .333 .406 .845 -.73 1.39
make more friends Tukey HSD First year Second year .058 .121 .964 -.26 .37
Third year -.374 .269 .509 -1.08 .33
Fourth year -.374 .269 .509 -1.08 .33
Second year First year -.058 .121 .964 -.37 .26
Third year -.431 .288 .441 -1.18 .32
Fourth year -.431 .288 .441 -1.18 .32
Third year First year .374 .269 .509 -.33 1.08
Second year .431 .288 .441 -.32 1.18
Fourth year .000 .375 1.000 -.98 .98
Fourth year First year .374 .269 .509 -.33 1.08
Second year .431 .288 .441 -.32 1.18
Third year .000 .375 1.000 -.98 .98
working experience Tukey HSD First year Second year -.007 .113 1.000 -.30 .29
Third year .091 .253 .984 -.57 .75
Fourth year -.242 .253 .772 -.90 .42
Second year First year .007 .113 1.000 -.29 .30
Third year .098 .270 .984 -.61 .80
Fourth year -.235 .270 .819 -.94 .47
Third year First year -.091 .253 .984 -.75 .57
Second year -.098 .270 .984 -.80 .61
102 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.333 .352 .779 -1.25 .58
Fourth year First year .242 .253 .772 -.42 .90
Second year .235 .270 .819 -.47 .94
Third year .333 .352 .779 -.58 1.25
communication Improvement Tukey HSD First year Second year -.018 .129 .999 -.35 .32
Third year -.273 .288 .779 -1.02 .48
Fourth year -.606 .288 .157 -1.36 .14
Second year First year .018 .129 .999 -.32 .35
Third year -.255 .307 .840 -1.06 .55
Fourth year -.588 .307 .228 -1.39 .21
Third year First year .273 .288 .779 -.48 1.02
Second year .255 .307 .840 -.55 1.06
Fourth year -.333 .401 .839 -1.38 .71
Fourth year First year .606 .288 .157 -.14 1.36
Second year .588 .307 .228 -.21 1.39
Third year .333 .401 .839 -.71 1.38
Interpersonal Skill development Tukey HSD First year Second year .132 .132 .751 -.21 .48
Third year .152 .295 .956 -.62 .92
Fourth year .152 .295 .956 -.62 .92
Second year First year -.132 .132 .751 -.48 .21
Third year .020 .315 1.000 -.80 .84
Fourth year .020 .315 1.000 -.80 .84
Third year First year -.152 .295 .956 -.92 .62
Second year -.020 .315 1.000 -.84 .80
103 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year .000 .411 1.000 -1.07 1.07
Fourth year First year -.152 .295 .956 -.92 .62
Second year -.020 .315 1.000 -.84 .80
Third year .000 .411 1.000 -1.07 1.07
other expectation Tukey HSD First year Second year .039 .041 .784 -.07 .15
Third year -.020 .092 .996 -.26 .22
Fourth year -.020 .092 .996 -.26 .22
Second year First year -.039 .041 .784 -.15 .07
Third year -.059 .098 .932 -.31 .20
Fourth year -.059 .098 .932 -.31 .20
Third year First year .020 .092 .996 -.22 .26
Second year .059 .098 .932 -.20 .31
Fourth year .000 .128 1.000 -.33 .33
Fourth year First year .020 .092 .996 -.22 .26
Second year .059 .098 .932 -.20 .31
Third year .000 .128 1.000 -.33 .33
CGPA Tukey HSD First year Second year -.02968 .04880 .929 -.1568 .0975
Third year -.00576 .10892 1.000 -.2896 .2781
Fourth year -.07909 .10892 .886 -.3629 .2048
Second year First year .02968 .04880 .929 -.0975 .1568
Third year .02392 .11639 .997 -.2794 .3272
Fourth year -.04941 .11639 .974 -.3527 .2539
Third year First year .00576 .10892 1.000 -.2781 .2896
Second year -.02392 .11639 .997 -.3272 .2794
104 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Fourth year -.07333 .15176 .963 -.4688 .3222
Fourth year First year .07909 .10892 .886 -.2048 .3629
Second year .04941 .11639 .974 -.2539 .3527
Third year .07333 .15176 .963 -.3222 .4688
*. The mean difference is significant at the 0.05 level.
H0: μ1=μ2=μ3 (μ1=first year , μ2=second year , μ3=third year , μ4=forth year )
H1: Not all the mean of the academic performance is equal.
Significance Level: 0.05
Rejection Region: Reject the null hypothesis if p-value ≤ 0.05.
No of extra-curriculum activities joined in usm = 0.001 ≤ α= 0.05, therefore it fail into the reject region. Thus, they are not same in focus in
extra-curriculum activities.
Since if p-value= 0.001 ≤ α= 0.05 Reject H0
State conclusion in words :
At the α = 0.05 level of significance, there is enough evidence to conclude that there is at least one μj differs from the rest.
From the Turkey Kramer,
All of the p-values > α = .05. Therefore there is insufficient evidence difference between each pair of means at 5% level of significance.
Thus, with 95% confidence we can conclude that the mean focuses on the class designation of SOM student on extra-curriculum activities are same.
105 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
c) Objective: To investigate the importance of academic performance and extracurricular activities to SOM student.
Research Hypothesis: Academic performance and extracurricular activities are importance to SOM student.
At the 0.05 significance level is it reasonable to conclude the mean of importance of academic and extracurricular activities to SOM students are
same?
ANOVA
Sum of Squares df Mean Square F Sig.
Gender Between Groups .281 2 .140 .594 .554
Within Groups 28.121 119 .236
Total 28.402 121
Current Class Designation Between Groups 1.695 2 .847 2.196 .116
Within Groups 45.912 119 .386
Total 47.607 121
No. of Extracurricular
Activities joined in USM
Between Groups 3.036 2 1.518 .969 .382
Within Groups 186.439 119 1.567
Total 189.475 121
Time Allocation in
extracurricular Activities
Between Groups 2.458 2 1.229 1.942 .148
Within Groups 74.682 118 .633
Total 77.140 120
Time Allocation in Academic-
related-activities
Between Groups 1.704 2 .852 .796 .454
Within Groups 117.765 110 1.071
Total 119.469 112
Opinion about Extracurricular Between Groups 2.466 2 1.233 5.074 .008
106 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Activities to quality
development of
undergraduate student
Within Groups 28.919 119 .243
Total 31.385 121
Opinion about Extracurricular
Activities to academic
performance
Between Groups .905 2 .453 .954 .388
Within Groups 56.472 119 .475
Total 57.377 121
Expected CGPA Between Groups 1.764 2 .882 2.208 .114
Within Groups 47.515 119 .399
Total 49.279 121
Importance of Extracurricular
Activities
Between Groups 42.482 2 21.241 24.875 .000
Within Groups 101.616 119 .854
Total 144.098 121
Satisfication of
Extracurricular Activities in
USM
Between Groups 11.820 2 5.910 5.230 .007
Within Groups 134.476 119 1.130
Total 146.295 121
Confident level to maintain
Extracurricular Activities and
Academic performance
Between Groups 11.597 2 5.798 5.709 .004
Within Groups 120.870 119 1.016
Total 132.467 121
Highest Post Between Groups 29.493 2 14.747 2.960 .056
Within Groups 587.862 118 4.982
Total 617.355 120
No. of student joined Ethnic
society
Between Groups .070 2 .035 .174 .840
Within Groups 24.003 119 .202
Total 24.074 121
No. of student joined Religion Between Groups 1.292 2 .646 2.708 .071
107 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
society Within Groups 28.389 119 .239
Total 29.680 121
No. of student joined
Management/Accounting
society
Between Groups .434 2 .217 .958 .386
Within Groups 26.943 119 .226
Total 27.377 121
No. of student joined
AIESEC
Between Groups .026 2 .013 .166 .847
Within Groups 9.155 119 .077
Total 9.180 121
No. of student joined
Volunteer worker
Between Groups .079 2 .040 .722 .488
Within Groups 6.519 119 .055
Total 6.598 121
No. of student joined Event-
based activities
Between Groups .595 2 .298 1.299 .277
Within Groups 27.249 119 .229
Total 27.844 121
No. of student joined Sport
club
Between Groups .121 2 .060 .976 .380
Within Groups 7.355 119 .062
Total 7.475 121
No. of student joined other
club
Between Groups .341 2 .171 2.297 .105
Within Groups 8.839 119 .074
Total 9.180 121
For fun and enjoy Between Groups .324 2 .162 .664 .517
Within Groups 28.996 119 .244
Total 29.320 121
Leadership developments Between Groups 1.685 2 .843 3.582 .031
108 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Within Groups 27.995 119 .235
Total 29.680 121
make more friends Between Groups .375 2 .187 .878 .418
Within Groups 25.404 119 .213
Total 25.779 121
working experience Between Groups 1.191 2 .596 3.390 .037
Within Groups 20.915 119 .176
Total 22.107 121
communication Improvement Between Groups 2.862 2 1.431 6.350 .002
Within Groups 26.818 119 .225
Total 29.680 121
Interpersonal Skill
development
Between Groups 1.657 2 .829 3.443 .035
Within Groups 28.638 119 .241
Total 30.295 121
other expectation Between Groups .039 2 .019 .801 .451
Within Groups 2.887 119 .024
Total 2.926 121
CGPA Between Groups .013 2 .007 .191 .826
Within Groups 4.092 119 .034
Total 4.105 121
109 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Multiple Comparisons
Dependent Variable
(I) Opinion about Importance of Extracurricular Activities and Academic performance
(J) Opinion about Importance of Extracurricular Activities and Academic performance
Mean Difference
(I-J) Std. Error Sig.
95% Confidence
Interval
Lower Bound
Upper Bound
Gender Tukey HSD
Extracurricular Activities
Academic performance
-.317 .291 .523 -1.01 .37
Both -.300 .286 .548 -.98 .38
Academic performance
Extracurricular Activities
.317 .291 .523 -.37 1.01
Both .017 .094 .982 -.21 .24
Both Extracurricular Activities
.300 .286 .548 -.38 .98
Academic performance
-.017 .094 .982 -.24 .21
Current Class Designation
Tukey HSD
Extracurricular Activities
Academic performance
.775 .372 .097 -.11 1.66
Both .747 .365 .106 -.12 1.61
Academic performance
Extracurricular Activities
-.775 .372 .097 -1.66 .11
Both -.028 .121 .970 -.31 .26
Both Extracurricular Activities
-.747 .365 .106 -1.61 .12
Academic performance
.028 .121 .970 -.26 .31
No. of Extracurricular Activities joined in USM
Tukey HSD
Extracurricular Activities
Academic performance
-.058 .749 .997 -1.84 1.72
Both -.384 .736 .861 -2.13 1.36
110 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Academic performance
Extracurricular Activities
.058 .749 .997 -1.72 1.84
Both -.326 .243 .376 -.90 .25
Both Extracurricular Activities
.384 .736 .861 -1.36 2.13
Academic performance
.326 .243 .376 -.25 .90
Time Allocation in extracurricular Activities
Tukey HSD
Extracurricular Activities
Academic performance
.717 .476 .292 -.41 1.85
Both .474 .468 .570 -.64 1.59
Academic performance
Extracurricular Activities
-.717 .476 .292 -1.85 .41
Both -.242 .155 .264 -.61 .12
Both Extracurricular Activities
-.474 .468 .570 -1.59 .64
Academic performance
.242 .155 .264 -.12 .61
Time Allocation in Academic-related-activities
Tukey HSD
Extracurricular Activities
Academic performance
-.447 .751 .823 -2.23 1.34
Both -.199 .742 .961 -1.96 1.56
Academic performance
Extracurricular Activities
.447 .751 .823 -1.34 2.23
Both .249 .207 .455 -.24 .74
Both Extracurricular Activities
.199 .742 .961 -1.56 1.96
Academic performance
-.249 .207 .455 -.74 .24
111 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Opinion about Extracurricular Activities to quality development of undergraduate student
Tukey HSD
Extracurricular Activities
Academic performance
-.375 .295 .414 -1.08 .33
Both -.076 .290 .963 -.76 .61
Academic performance
Extracurricular Activities
.375 .295 .414 -.33 1.08
Both .299* .096 .006 .07 .53
Both Extracurricular Activities
.076 .290 .963 -.61 .76
Academic performance
-.299* .096 .006 -.53 -.07
Opinion about Extracurricular Activities to academic performance
Tukey HSD
Extracurricular Activities
Academic performance
-.292 .412 .760 -1.27 .69
Both -.426 .405 .546 -1.39 .54
Academic performance
Extracurricular Activities
.292 .412 .760 -.69 1.27
Both -.134 .134 .574 -.45 .18
Both Extracurricular Activities
.426 .405 .546 -.54 1.39
Academic performance
.134 .134 .574 -.18 .45
Expected CGPA Tukey HSD
Extracurricular Activities
Academic performance
-.308 .378 .694 -1.21 .59
Both -.055 .372 .988 -.94 .83
Academic performance
Extracurricular Activities
.308 .378 .694 -.59 1.21
Both .253 .123 .101 -.04 .54
Both Extracurricular Activities
.055 .372 .988 -.83 .94
112 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Academic performance
-.253 .123 .101 -.54 .04
Importance of Extracurricular Activities
Tukey HSD
Extracurricular Activities
Academic performance
2.558* .553 .000 1.25 3.87
Both 1.447* .544 .024 .16 2.74
Academic performance
Extracurricular Activities
-2.558* .553 .000 -3.87 -1.25
Both -1.111* .179 .000 -1.54 -.69
Both Extracurricular Activities
-1.447* .544 .024 -2.74 -.16
Academic performance
1.111* .179 .000 .69 1.54
Satisfication of Extracurricular Activities in USM
Tukey HSD
Extracurricular Activities
Academic performance
1.517* .636 .049 .01 3.03
Both .970 .625 .271 -.51 2.45
Academic performance
Extracurricular Activities
-1.517* .636 .049 -3.03 -.01
Both -.546* .206 .025 -1.04 -.06
Both Extracurricular Activities
-.970 .625 .271 -2.45 .51
Academic performance
.546* .206 .025 .06 1.04
Confident level to maintain Extracurricular Activities and Academic performance
Tukey HSD
Extracurricular Activities
Academic performance
.283 .603 .886 -1.15 1.72
Both -.376 .593 .802 -1.78 1.03
Academic performance
Extracurricular Activities
-.283 .603 .886 -1.72 1.15
Both -.659* .196 .003 -1.12 -.19
113 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Both Extracurricular Activities
.376 .593 .802 -1.03 1.78
Academic performance
.659* .196 .003 .19 1.12
Highest Post Tukey HSD
Extracurricular Activities
Academic performance
-.875 1.336 .790 -4.05 2.30
Both .179 1.313 .990 -2.94 3.30
Academic performance
Extracurricular Activities
.875 1.336 .790 -2.30 4.05
Both 1.054* .434 .044 .02 2.08
Both Extracurricular Activities
-.179 1.313 .990 -3.30 2.94
Academic performance
-1.054* .434 .044 -2.08 -.02
No. of student joined Ethnic society
Tukey HSD
Extracurricular Activities
Academic performance
-.033 .269 .992 -.67 .60
Both -.080 .264 .951 -.71 .55
Academic performance
Extracurricular Activities
.033 .269 .992 -.60 .67
Both -.047 .087 .853 -.25 .16
Both Extracurricular Activities
.080 .264 .951 -.55 .71
Academic performance
.047 .087 .853 -.16 .25
No. of student joined Religion society
Tukey HSD
Extracurricular Activities
Academic performance
-.058 .292 .978 -.75 .64
Both .160 .287 .843 -.52 .84
114 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Academic performance
Extracurricular Activities
.058 .292 .978 -.64 .75
Both .219 .095 .059 -.01 .44
Both Extracurricular Activities
-.160 .287 .843 -.84 .52
Academic performance
-.219 .095 .059 -.44 .01
No. of student joined Management/Accounting society
Tukey HSD
Extracurricular Activities
Academic performance
.250 .285 .655 -.43 .93
Both .329 .280 .470 -.34 .99
Academic performance
Extracurricular Activities
-.250 .285 .655 -.93 .43
Both .079 .092 .668 -.14 .30
Both Extracurricular Activities
-.329 .280 .470 -.99 .34
Academic performance
-.079 .092 .668 -.30 .14
No. of student joined AIESEC
Tukey HSD
Extracurricular Activities
Academic performance
.075 .166 .894 -.32 .47
Both .089 .163 .850 -.30 .48
Academic performance
Extracurricular Activities
-.075 .166 .894 -.47 .32
Both .014 .054 .965 -.11 .14
Both Extracurricular Activities
-.089 .163 .850 -.48 .30
Academic performance
-.014 .054 .965 -.14 .11
115 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No. of student joined Volunteer worker
Tukey HSD
Extracurricular Activities
Academic performance
.025 .140 .983 -.31 .36
Both .076 .138 .846 -.25 .40
Academic performance
Extracurricular Activities
-.025 .140 .983 -.36 .31
Both .051 .045 .503 -.06 .16
Both Extracurricular Activities
-.076 .138 .846 -.40 .25
Academic performance
-.051 .045 .503 -.16 .06
No. of student joined Event-based activities
Tukey HSD
Extracurricular Activities
Academic performance
-.392 .286 .361 -1.07 .29
Both -.287 .281 .566 -.95 .38
Academic performance
Extracurricular Activities
.392 .286 .361 -.29 1.07
Both .105 .093 .499 -.12 .33
Both Extracurricular Activities
.287 .281 .566 -.38 .95
Academic performance
-.105 .093 .499 -.33 .12
No. of student joined Sport club
Tukey HSD
Extracurricular Activities
Academic performance
.025 .149 .985 -.33 .38
Both .089 .146 .817 -.26 .44
Academic performance
Extracurricular Activities
-.025 .149 .985 -.38 .33
Both .064 .048 .388 -.05 .18
Both Extracurricular Activities
-.089 .146 .817 -.44 .26
116 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Academic performance
-.064 .048 .388 -.18 .05
No. of student joined other club
Tukey HSD
Extracurricular Activities
Academic performance
-.208 .163 .411 -.60 .18
Both -.283 .160 .186 -.66 .10
Academic performance
Extracurricular Activities
.208 .163 .411 -.18 .60
Both -.074 .053 .341 -.20 .05
Both Extracurricular Activities
.283 .160 .186 -.10 .66
Academic performance
.074 .053 .341 -.05 .20
For fun and enjoy Tukey HSD
Extracurricular Activities
Academic performance
-.142 .295 .881 -.84 .56
Both -.034 .290 .993 -.72 .66
Academic performance
Extracurricular Activities
.142 .295 .881 -.56 .84
Both .108 .096 .500 -.12 .34
Both Extracurricular Activities
.034 .290 .993 -.66 .72
Academic performance
-.108 .096 .500 -.34 .12
Leadership developments
Tukey HSD
Extracurricular Activities
Academic performance
-.700* .290 .046 -1.39 -.01
Both -.544 .285 .141 -1.22 .13
Academic performance
Extracurricular Activities
.700* .290 .046 .01 1.39
Both .156 .094 .227 -.07 .38
117 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Both Extracurricular Activities
.544 .285 .141 -.13 1.22
Academic performance
-.156 .094 .227 -.38 .07
make more friends Tukey HSD
Extracurricular Activities
Academic performance
-.350 .277 .417 -1.01 .31
Both -.291 .272 .534 -.94 .35
Academic performance
Extracurricular Activities
.350 .277 .417 -.31 1.01
Both .059 .090 .789 -.15 .27
Both Extracurricular Activities
.291 .272 .534 -.35 .94
Academic performance
-.059 .090 .789 -.27 .15
working experience Tukey HSD
Extracurricular Activities
Academic performance
-.542 .251 .083 -1.14 .05
Both -.388 .247 .261 -.97 .20
Academic performance
Extracurricular Activities
.542 .251 .083 -.05 1.14
Both .153 .081 .147 -.04 .35
Both Extracurricular Activities
.388 .247 .261 -.20 .97
Academic performance
-.153 .081 .147 -.35 .04
communication Improvement
Tukey HSD
Extracurricular Activities
Academic performance
-.625 .284 .075 -1.30 .05
Both -.329 .279 .468 -.99 .33
118 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Academic performance
Extracurricular Activities
.625 .284 .075 -.05 1.30
Both .296* .092 .005 .08 .51
Both Extracurricular Activities
.329 .279 .468 -.33 .99
Academic performance
-.296* .092 .005 -.51 -.08
Interpersonal Skill development
Tukey HSD
Extracurricular Activities
Academic performance
-.600 .294 .106 -1.30 .10
Both -.405 .289 .342 -1.09 .28
Academic performance
Extracurricular Activities
.600 .294 .106 -.10 1.30
Both .195 .095 .105 -.03 .42
Both Extracurricular Activities
.405 .289 .342 -.28 1.09
Academic performance
-.195 .095 .105 -.42 .03
other expectation Tukey HSD
Extracurricular Activities
Academic performance
.050 .093 .854 -.17 .27
Both .013 .092 .990 -.20 .23
Academic performance
Extracurricular Activities
-.050 .093 .854 -.27 .17
Both -.037 .030 .435 -.11 .03
Both Extracurricular Activities
-.013 .092 .990 -.23 .20
Academic performance
.037 .030 .435 -.03 .11
119 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
CGPA Tukey HSD
Extracurricular Activities
Academic performance
-.02200 .11101 .979 -.2855 .2415
Both .00013 .10908 1.000 -.2588 .2590
Academic performance
Extracurricular Activities
.02200 .11101 .979 -.2415 .2855
Both .02213 .03599 .812 -.0633 .1075
Both Extracurricular Activities
-.00013 .10908 1.000 -.2590 .2588
Academic performance
-.02213 .03599 .812 -.1075 .0633
H0: μ1=μ2=μ3 (μ1= extracurricular activities, μ2= academic performance, μ3=both)
H1: Not all the mean of the academic performance and extracurricular activities is equal.
Significance Level: 0.05
Rejection Region: Reject the null hypothesis if p-value ≤ 0.05.
Opinion about extracurricular activities to quality of development of undergraduate
students = 0.008 ≤ α= 0.05.
Importance of extracurricular activities = 0.0001 ≤ α= 0.05.
Satisfaction of Extracurricular in USM =0.007 ≤ α= 0.05.
Confident level to maintain extracurricular activities and academic
performance =0.004≤ α= 0.05
Leadership development =0.031≤ α= 0.05
Working experience= 0.037≤ α= 0.05
Communication improvement = 0.002≤ α= 0.05
120 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Interpersonal skill development=0.035≤ α= 0.05
Other expectation=0.451 ≤ α= 0.05
Since if p-value= 0.001 ≤ α= 0.05 Reject H0
State conclusion in words :
At the α = 0.05 level of significance, there is enough evidence to conclude that there is at least one μj differs from the rest.
From the Turkey Kramer,
Opinion about extracurricular activities to quality development of undergraduate students; |AP,B| =0.006≤ α= 0.05
Importance of extracurricular activities;|µ1, µ2|=0.0001≤ α = 0.05.
Importance of extracurricular activities;|µ1, µ3|=0.024≤ α = 0.05.
Satisfaction of extracurricular activities in USM;| µ1, µ2|=0.049≤ α = 0.05
Satisfaction of extracurricular activities in USM |µ1, µ3|=0.025 ≤ α = 0.05
Confidence level to maintain extracurricular activities and academic performance;|µ2,µ3|=0.003≤ α = 0.05
Higher post; |µ2,µ3|=0.044≤ α = 0.05
Leadership development;|µ1,µ2|=0.046≤ α = 0.05
Communication improvement; |µ2,µ3|=0.005≤ α = 0.05
All the above p-value≤ α = 0.05.Therefore there is significantly difference between each pair of means at 5% level of significance.
Thus, with 95% confidence we can conclude that the mean the importance of academic performance and extracurricular activities to SOM student are
at least one is not same.
121 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Objective: To understand SOM students’ opinion whether the extracurricular activities will affect academic performance
Research Hypothesis: Extracurricular activities affect academic performance of SOM students.
At the 0.05 significance level it is reasonable to conclude the mean of academic performance of SOM students are same?
ANOVA
Sum of Squares df Mean Square F Sig.
Gender Between Groups 1.232 2 .616 2.698 .071
Within Groups 27.170 119 .228
Total 28.402 121
Current Class Designation Between Groups .759 2 .379 .964 .384
Within Groups 46.848 119 .394
Total 47.607 121
No. of Extracurricular
Activities joined in USM
Between Groups .402 2 .201 .127 .881
Within Groups 189.073 119 1.589
Total 189.475 121
Time Allocation in
extracurricular Activities
Between Groups .521 2 .261 .401 .670
Within Groups 76.619 118 .649
Total 77.140 120
Time Allocation in Academic-
related-activities
Between Groups 1.510 2 .755 .704 .497
Within Groups 117.959 110 1.072
Total 119.469 112
Opinion about Extracurricular
Activities to quality
development of
undergraduate student
Between Groups 4.866 2 2.433 10.918 .000
Within Groups 26.519 119 .223
Total 31.385 121
122 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Expected CGPA Between Groups .394 2 .197 .479 .620
Within Groups 48.885 119 .411
Total 49.279 121
Opinion about Importance of
Extracurricular Activities and
Academic performance
Between Groups 1.848 2 .924 3.351 .038
Within Groups 32.808 119 .276
Total 34.656 121
Importance of Extracurricular
Activities
Between Groups 2.688 2 1.344 1.131 .326
Within Groups 141.410 119 1.188
Total 144.098 121
Satisfication of
Extracurricular Activities in
USM
Between Groups 2.286 2 1.143 .945 .392
Within Groups 144.009 119 1.210
Total 146.295 121
Confident level to maintain
Extracurricular Activities and
Academic performance
Between Groups 4.050 2 2.025 1.876 .158
Within Groups 128.417 119 1.079
Total 132.467 121
Highest Post Between Groups 28.910 2 14.455 2.899 .059
Within Groups 588.445 118 4.987
Total 617.355 120
No. of student joined Ethnic
society
Between Groups .053 2 .026 .131 .877
Within Groups 24.021 119 .202
Total 24.074 121
No. of student joined Religion
society
Between Groups .013 2 .007 .027 .973
Within Groups 29.667 119 .249
Total 29.680 121
123 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No. of student joined
Management/Accounting
society
Between Groups .238 2 .119 .522 .595
Within Groups 27.139 119 .228
Total 27.377 121
No. of student joined
AIESEC
Between Groups .078 2 .039 .508 .603
Within Groups 9.103 119 .076
Total 9.180 121
No. of student joined
Volunteer worker
Between Groups .001 2 .000 .005 .995
Within Groups 6.598 119 .055
Total 6.598 121
No. of student joined Event-
based activities
Between Groups .453 2 .226 .983 .377
Within Groups 27.392 119 .230
Total 27.844 121
No. of student joined Sport
club
Between Groups .224 2 .112 1.836 .164
Within Groups 7.252 119 .061
Total 7.475 121
No. of student joined other
club
Between Groups .034 2 .017 .223 .800
Within Groups 9.146 119 .077
Total 9.180 121
For fun and enjoy Between Groups .058 2 .029 .118 .888
Within Groups 29.261 119 .246
Total 29.320 121
Leadership developments Between Groups .066 2 .033 .133 .875
Within Groups 29.614 119 .249
Total 29.680 121
124 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
make more friends Between Groups .436 2 .218 1.024 .362
Within Groups 25.343 119 .213
Total 25.779 121
working experience Between Groups .005 2 .003 .015 .986
Within Groups 22.101 119 .186
Total 22.107 121
communication Improvement Between Groups .259 2 .130 .524 .593
Within Groups 29.421 119 .247
Total 29.680 121
Interpersonal Skill
development
Between Groups .600 2 .300 1.202 .304
Within Groups 29.695 119 .250
Total 30.295 121
other expectation Between Groups .066 2 .033 1.366 .259
Within Groups 2.861 119 .024
Total 2.926 121
CGPA Between Groups .021 2 .010 .299 .742
Within Groups 4.085 119 .034
Total 4.105 121
125 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Multiple Comparisons
Dependent Variable
(I) Opinion
about
Extracurricular
Activities to
academic
performance
(J) Opinion
about
Extracurricular
Activities to
academic
performance
Mean Difference (I-
J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Gender Tukey HSD Yes No -.072 .093 .719 -.29 .15
Don't know -.317 .137 .056 -.64 .01
No Yes .072 .093 .719 -.15 .29
Don't know -.245 .136 .173 -.57 .08
Don't know Yes .317 .137 .056 .00 .64
No .245 .136 .173 -.08 .57
Current Class Designation Tukey HSD Yes No .030 .122 .967 -.26 .32
Don't know .245 .179 .362 -.18 .67
No Yes -.030 .122 .967 -.32 .26
Don't know .215 .179 .452 -.21 .64
Don't know Yes -.245 .179 .362 -.67 .18
No -.215 .179 .452 -.64 .21
No. of Extracurricular Activities
joined in USM
Tukey HSD Yes No .110 .245 .894 -.47 .69
Don't know -.019 .360 .998 -.87 .84
No Yes -.110 .245 .894 -.69 .47
Don't know -.130 .359 .931 -.98 .72
Don't know Yes .019 .360 .998 -.84 .87
126 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No .130 .359 .931 -.72 .98
Time Allocation in extracurricular
Activities
Tukey HSD Yes No -.093 .157 .824 -.47 .28
Don't know -.192 .230 .682 -.74 .35
No Yes .093 .157 .824 -.28 .47
Don't know -.099 .230 .903 -.64 .45
Don't know Yes .192 .230 .682 -.35 .74
No .099 .230 .903 -.45 .64
Time Allocation in Academic-
related-activities
Tukey HSD Yes No .242 .208 .479 -.25 .74
Don't know .201 .315 .800 -.55 .95
No Yes -.242 .208 .479 -.74 .25
Don't know -.041 .312 .990 -.78 .70
Don't know Yes -.201 .315 .800 -.95 .55
No .041 .312 .990 -.70 .78
Opinion about Extracurricular
Activities to quality development of
undergraduate student
Tukey HSD Yes No .404* .092 .000 .19 .62
Don't know .404* .135 .009 .08 .72
No Yes -.404* .092 .000 -.62 -.19
Don't know .000 .134 1.000 -.32 .32
Don't know Yes -.404* .135 .009 -.72 -.08
No .000 .134 1.000 -.32 .32
Expected CGPA Tukey HSD Yes No .048 .125 .920 -.25 .34
Don't know -.130 .183 .759 -.56 .31
No Yes -.048 .125 .920 -.34 .25
Don't know -.178 .182 .593 -.61 .25
Don't know Yes .130 .183 .759 -.31 .56
127 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No .178 .182 .593 -.25 .61
Opinion about Importance of
Extracurricular Activities and
Academic performance
Tukey HSD Yes No -.259* .102 .033 -.50 -.02
Don't know -.063 .150 .909 -.42 .29
No Yes .259* .102 .033 .02 .50
Don't know .197 .149 .389 -.16 .55
Don't know Yes .063 .150 .909 -.29 .42
No -.197 .149 .389 -.55 .16
Importance of Extracurricular
Activities
Tukey HSD Yes No -.280 .212 .386 -.78 .22
Don't know .067 .312 .975 -.67 .81
No Yes .280 .212 .386 -.22 .78
Don't know .347 .310 .504 -.39 1.08
Don't know Yes -.067 .312 .975 -.81 .67
No -.347 .310 .504 -1.08 .39
Satisfication of Extracurricular
Activities in USM
Tukey HSD Yes No -.224 .214 .549 -.73 .28
Don't know .149 .314 .884 -.60 .90
No Yes .224 .214 .549 -.28 .73
Don't know .373 .313 .461 -.37 1.12
Don't know Yes -.149 .314 .884 -.90 .60
No -.373 .313 .461 -1.12 .37
Confident level to maintain
Extracurricular Activities and
Academic performance
Tukey HSD Yes No -.339 .202 .217 -.82 .14
Don't know .096 .297 .944 -.61 .80
No Yes .339 .202 .217 -.14 .82
Don't know .435 .296 .308 -.27 1.14
Don't know Yes -.096 .297 .944 -.80 .61
128 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No -.435 .296 .308 -1.14 .27
Highest Post Tukey HSD Yes No .967 .434 .071 -.06 2.00
Don't know -.071 .654 .994 -1.62 1.48
No Yes -.967 .434 .071 -2.00 .06
Don't know -1.037 .652 .253 -2.58 .51
Don't know Yes .071 .654 .994 -1.48 1.62
No 1.037 .652 .253 -.51 2.58
No. of student joined Ethnic
society
Tukey HSD Yes No .028 .087 .946 -.18 .23
Don't know .063 .128 .878 -.24 .37
No Yes -.028 .087 .946 -.23 .18
Don't know .035 .128 .960 -.27 .34
Don't know Yes -.063 .128 .878 -.37 .24
No -.035 .128 .960 -.34 .27
No. of student joined Religion
society
Tukey HSD Yes No -.016 .097 .986 -.25 .21
Don't know .014 .143 .994 -.32 .35
No Yes .016 .097 .986 -.21 .25
Don't know .030 .142 .976 -.31 .37
Don't know Yes -.014 .143 .994 -.35 .32
No -.030 .142 .976 -.37 .31
No. of student joined
Management/Accounting society
Tukey HSD Yes No -.031 .093 .942 -.25 .19
Don't know -.139 .137 .565 -.46 .18
No Yes .031 .093 .942 -.19 .25
Don't know -.109 .136 .704 -.43 .21
Don't know Yes .139 .137 .565 -.18 .46
129 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No .109 .136 .704 -.21 .43
No. of student joined AIESEC Tukey HSD Yes No -.041 .054 .731 -.17 .09
Don't know .029 .079 .929 -.16 .22
No Yes .041 .054 .731 -.09 .17
Don't know .069 .079 .653 -.12 .26
Don't know Yes -.029 .079 .929 -.22 .16
No -.069 .079 .653 -.26 .12
No. of student joined Volunteer
worker
Tukey HSD Yes No -.002 .046 .999 -.11 .11
Don't know .005 .067 .997 -.15 .16
No Yes .002 .046 .999 -.11 .11
Don't know .007 .067 .994 -.15 .17
Don't know Yes -.005 .067 .997 -.16 .15
No -.007 .067 .994 -.17 .15
No. of student joined Event-based
activities
Tukey HSD Yes No .044 .093 .884 -.18 .27
Don't know .192 .137 .343 -.13 .52
No Yes -.044 .093 .884 -.27 .18
Don't know .148 .137 .525 -.18 .47
Don't know Yes -.192 .137 .343 -.52 .13
No -.148 .137 .525 -.47 .18
No. of student joined Sport club Tukey HSD Yes No .092 .048 .139 -.02 .21
Don't know .043 .071 .813 -.12 .21
No Yes -.092 .048 .139 -.21 .02
Don't know -.049 .070 .769 -.22 .12
Don't know Yes -.043 .071 .813 -.21 .12
130 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No .049 .070 .769 -.12 .22
No. of student joined other club Tukey HSD Yes No -.003 .054 .998 -.13 .12
Don't know .048 .079 .817 -.14 .24
No Yes .003 .054 .998 -.12 .13
Don't know .051 .079 .795 -.14 .24
Don't know Yes -.048 .079 .817 -.24 .14
No -.051 .079 .795 -.24 .14
For fun and enjoy Tukey HSD Yes No -.041 .096 .904 -.27 .19
Don't know .010 .142 .997 -.33 .35
No Yes .041 .096 .904 -.19 .27
Don't know .051 .141 .931 -.28 .39
Don't know Yes -.010 .142 .997 -.35 .33
No -.051 .141 .931 -.39 .28
Leadership developments Tukey HSD Yes No -.035 .097 .931 -.26 .20
Don't know -.067 .143 .885 -.41 .27
No Yes .035 .097 .931 -.20 .26
Don't know -.032 .142 .972 -.37 .30
Don't know Yes .067 .143 .885 -.27 .41
No .032 .142 .972 -.30 .37
make more friends Tukey HSD Yes No -.120 .090 .375 -.33 .09
Don't know .000 .132 1.000 -.31 .31
No Yes .120 .090 .375 -.09 .33
Don't know .120 .131 .631 -.19 .43
Don't know Yes .000 .132 1.000 -.31 .31
131 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No -.120 .131 .631 -.43 .19
working experience Tukey HSD Yes No .010 .084 .992 -.19 .21
Don't know .019 .123 .987 -.27 .31
No Yes -.010 .084 .992 -.21 .19
Don't know .009 .123 .997 -.28 .30
Don't know Yes -.019 .123 .987 -.31 .27
No -.009 .123 .997 -.30 .28
communication Improvement Tukey HSD Yes No -.098 .097 .572 -.33 .13
Don't know -.072 .142 .868 -.41 .27
No Yes .098 .097 .572 -.13 .33
Don't know .025 .142 .982 -.31 .36
Don't know Yes .072 .142 .868 -.27 .41
No -.025 .142 .982 -.36 .31
Interpersonal Skill development Tukey HSD Yes No -.059 .097 .815 -.29 .17
Don't know -.221 .143 .272 -.56 .12
No Yes .059 .097 .815 -.17 .29
Don't know -.162 .142 .492 -.50 .18
Don't know Yes .221 .143 .272 -.12 .56
No .162 .142 .492 -.18 .50
other expectation Tukey HSD Yes No -.038 .030 .411 -.11 .03
Don't know .024 .044 .851 -.08 .13
No Yes .038 .030 .411 -.03 .11
Don't know .063 .044 .336 -.04 .17
Don't know Yes -.024 .044 .851 -.13 .08
132 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
No -.063 .044 .336 -.17 .04
CGPA Tukey HSD Yes No .02415 .03600 .781 -.0613 .1096
Don't know -.00683 .05297 .991 -.1325 .1189
No Yes -.02415 .03600 .781 -.1096 .0613
Don't know -.03097 .05274 .827 -.1561 .0942
Don't know Yes .00683 .05297 .991 -.1189 .1325
No .03097 .05274 .827 -.0942 .1561
*. The mean difference is significant at the 0.05 level.
H0: μ1=μ2=μ3 (μ1=yes , μ2=no , μ3=don’t know)
H1: Not all the mean of the academic performance is equal.
Significance Level: 0.05
Rejection Region: Reject the null hypothesis if p-value ≤ 0.05.
Opinion about extracurricular activities to quality development of undergraduate students = 0.0001 ≤ 0.05.
Opinion about importance of extracurricular activities and academic performance = 0.038≤ 0.05.
State conclusion in words :
At the α = 0.05 level of significance, there is enough evidence to conclude that there is at least one μj differs from the rest.
From the Turkey Kramer,
Opinion about extracurricular activities to quality development of undergraduate students| |µ1,µ2|=0.0001 ≤ 0.05
Opinion about extracurricular activities to quality development of undergraduate students| |µ1,µ3|=0.009 ≤ 0.05
Opinion about importance of extracurricular activities and academic performance;
|µ1,µ2|=0.033≤ 0.05
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All the above p-value≤ α = 0.05.Therefore there is significantly difference between each pair of means at 5% level of significance.
Thus, with 95% confidence we can conclude that the mean of academic performance of SOM students have at least one is not same.
134 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
4. Discussion and Conclusion
4.1.Discussions
In this research, we collected response from a total of 130 students from School of Management within USM.
Throughout all the respondents, we manage to collect a decent amount of data and information that could
support and assist us in our report. In this discussion, we would like to link a few responses together in order for
us to understand better the information that we collected and see why those responses this way are.
The first thing we would like to see is whether gender will affect the priority of either academic or
extracurricular activities. From the results shown, we can see that mostly both men and women are giving a 50
50 attention on their studies and activities. Hard skills are jobs skills like typing, writing, math, reading and the
ability to use software programs while soft skills are personality-driven skills. Both genders feel that they need
hard skill and soft skill together so that they will be able to land a job in the future. Besides that, we can see that
more females than males are giving a little bit more priority on academic as they are not physically active and
dislike outdoor activities.
Next is the connection between the extracurricular activities that the respondents had joined and the expectation
of skills and benefit obtained. Event based activities such as convocation, “pesta hoki” and CNY event are more
popular among the respondents because it is only held for a short period of time so they do not need to commit
so much time there. At the same time they can enjoy themselves and make new friends throughout the activities.
Leadership development and communication improvement are the bonus add on from joining the activities.
Meanwhile, sporting activities makes up the least choice from the respondents because they feel they could not
improve their interpersonal skills and working experience from those kinds of activities.
Time allocations of the respondents depend on how many extracurricular activities they had joined. 65% of the
respondents spend 2-5 hours on extracurricular activities which is because they joined 1-2 activities. 39% of the
respondents spend also 2-5 hours on their studies so that they have time balanced between extracurricular and
135 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
studies. Spending more than 13 hours on extracurricular activities would be very rare because most of them
only joined 1-2 activities. Those spending less than 1 hour on academic related activities would be the least with
5% because time spent on extracurricular per week averagely are reasonably little.
Extracurricular activities developing the quality of students have effect on their academic performance. 88% of
the respondents says extracurricular will definitely develop the quality of students but 42% of the respondents
feel that it will surely affect their academic performance. 44% did not feel that way because they might be able
to cope with their studies and extracurricular with their good time management.
Post held by the respondents can be linked together with the amount of time spent on extracurricular activities.
Normally the one holding higher post in any extracurricular activities ought to spend more time on their club or
society. So, the one spending more than 9 hours on extracurricular which are 6% are most probably the
president, vice president or the project director because there are only a small amount of the respondents
holding the posts. Those spending less than 9 hours on extracurricular are 94% because most of the respondents
are only members.
The level of satisfaction of the respondents depends on what type of extracurricular activities they had joined.
Most receive normal satisfaction from activities they joined because activities like the event based are there for
only a certain period. Respondents could not achieve higher satisfaction from such a short period of time.
Respondent’s satisfaction on religion clubs and ethnic societies are enough to keep their activities running
throughout the years.
Expected CGPA of the respondents are based their designation year. From the results show, 81% are in their 1st
year and 87% expect their CGPA to be at least 3.0. This shows that 1st year respondents are having high
expectations because they have not receive their grades for their 1st semester yet. They might expect higher
CGPA also because they have adequate amount of time for their studies in their 1st year.
136 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
We can see that the link between the responses give us more detail and we can make assumptions. Getting
enough information from the respondents are essential in making this discussion.
4.2.Conclusion
Based on our survey, we can analyze and conclude that majority of the respondents are concern about their
studies as well as their extracurricular activities. This can be linked to our first objective which is to understand
the focus of SOM students in curriculum and extra-curriculum. They believe that soft skills and hard skills can
be gained by participating in activities other than study based activities. One of the reasons the respondents
joining extracurricular activities is to enhance their communication and social skills which is one of the most
important skills should be owned by undergraduates and graduates to face their working life later especially for
management course students. This shows that by doing this survey, we can know what they expect to achieve in
curriculum and extra-curriculum However, based on our survey, studies and examination results did not
neglected by most of the respondents .It is believed that time of most of the respondents is well-managed. This
can help us to understand time management of SOM students on their curriculum and extra-curriculum. It is
very less percentage of the respondents spending a lot of their time in extracurricular activities due to the fact
that most of our respondents are first year students and are just new members to the clubs and societies their
joined. It is understood that respondents who spent a lot of time in extracurricular activities in a week which is
more than 9 hours per week are most probably holding a very important post in their respective clubs or
societies. Besides, it is believe that there are more female feels that education are more important than
extracurricular activities compare to the number of male. Last but not least, we get to know what they aspire to
improve in extra-curriculum. In conclusion, our survey successfully achieves all our objectives and enhance our
understanding in the personal development of students from School Of Management in Universiti Sains
Malaysia.
137 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
5. References
1.Pearson Business Statistics sixth edition by David M.Levine, Timothy C.Krehbiel , Mark L. Berenson
2.Simple Guide To SPSS version17
3.https://docs.google.com/spreadsheet/viewform?formkey=dDVXRjhJallHVlU2YXo3NmhVcVdtYmc6MQ
138 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
6. Appendices
a) Questionnaire
Personal Development~Business Statistic Survey Form Dear Friends, We are doing the survey for business statistic assignment about the Personal Development of SOM
students. Kindly help us to fill up the survey form. Your help is highly appreciated. Thank you. Have a nice day. =]
* Required
Please state your matrix number. *
1. What is your gender? *
Male
Female
2. What is your current registered class designation? *
First year
Second year
Third year
Fourth year
3. How many Extracurricular Activities you had joined in USM? * Other than formal acedemic classes.
None
1
2
3
4
5 or more
4. What type of Extracurricular Activities you had joined currently? ( Can click more than 1)
Ethnic Society (e.g: Chinese club, Indian society, etc)
Religion club (Buddhist club, Christian society, etc)
Management/Accounting Society (Committee only)
AIESEC
139 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
Volunteer worker
Event based activities ( e.g: CNY, Convo, etc)
Sport club (eg: swimming club, football club, etc)
Other:
5. What do you expect from these activities? Can click more than 1
For fun and enjoy
Leadership development
Make more friends
Working experience
Communication Improvement
Interpersonal Skill development
Other:
6. How many hours did you put in your Extracurricular Activities and Academic-related-activities per week averagely?
less than 1
hour 2-5 hours 6-9 hours 9-12 hours
more than 13
hours
Extracurricular Activities
Academic-related-activities
7. Do you think Extracurricular Activities develop the quality of undergraduate student? *
Yes
No
Don't know
8. Do you think Extracurricular Activities will affect academic performance? *
Yes
No
Don't know
9. What is your expected CGPA currently? *
140 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |
0.0-1.0
1.0-2.0
2.0-3.0
3.0-4.0
10. What is more important to you? *
Extracircular Activities
Academic performance
Both
11. How importance is Extracurricular Activities for you? *
1 2 3 4 5 6 7
Not important Very important
12. How satisfied are you with the Extracurricular Activities in USM? *
1 2 3 4 5 6 7
extremely unsatisfied extremely satisfied
13. Are you confident to maintain your activeness in your Extracurricular Activities and your academic performance? *
1 2 3 4 5 6 7
Not confident Very confident
15. What is your latest CGPA? *
Thanks for devoting your time. Your help is highly
appreciated. :-)