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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 Tan Suk Ee Tan Woi Kiong Wong Mei Yan Wong Wooi Leng Yan Jia Mei

115345 115358 115359 115375 115377 115381

010-3771949 017-5699138 016-7399120 016-5793351 012-4154868 016-9888266


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 3

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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 5 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


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 selfknowledge, 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 6 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


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 multisensory 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’ 9 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


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

Val id

Frequen cy

Percen t

Valid Percent

Cumulative Percent

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

Val id

Frequen cy

Percen t

105

80.8

80.8

80.8

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

130

100.0

100.0

First year Second year

Total

Valid Percent

Cumulative Percent

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

Val id

Frequen cy

Percen t

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

none

Valid Percent

Cumulative Percent

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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

Valid

Frequen cy

Percen t

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

129

99.2

100.0

1

.8

130

100.0

Total Missi ng Total

System

Valid Percent

Cumulative Percent

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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

Valid

Frequen cy

Percen t

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

9

6.9

7.5

100.0

120

92.3

100.0

10

7.7

130

100.0

less than 1 hour

more than 13 hours Total Missi ng Total

System

Valid Percent

Cumulative Percent

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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 academicrelated 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

Val id

Frequen cy

Percen t

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

Yes

Valid Percent

Cumulative Percent

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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

Val id

Frequen cy

Percen t

Valid Percent

Cumulative Percent

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

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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

Val id

Frequen cy

Percen t

Valid Percent

Cumulative Percent

0.01.0

5

3.8

3.8

3.8

1.02.0

1

.8

.8

4.6

2.03.0

11

8.5

8.5

13.1

3.04.0

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

Val id

Frequen cy

Percen t

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

Extracurricular Activities

Valid Percent

Cumulative Percent

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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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10. Importance of Extracurricular Activities

Val id

Frequen cy

Percen t

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

3

2.3

2.3

100.0

130

100.0

100.0

7 Very important Total

Valid Percent

Cumulative Percent

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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

Val id

Frequen cy

Percen t

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

4

3.1

3.1

100.0

130

100.0

100.0

7 Very important Total

Valid Percent

Cumulativ e Percent

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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.

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12. Confident level to maintain Extracurricular Activities and Academic performance

Val id

Frequen cy

Percen t

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

4

3.1

3.1

100.0

130

100.0

100.0

7 Very confident Total

Valid Percent

Cumulative Percent

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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

Valid

Frequen cy

Percen t

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

8

6.2

6.2

48.8

66

50.8

51.2

100.0

129

99.2

100.0

1

.8

130

100.0

Department leader Member Total Missi ng Total

System

Valid Percent

Cumulative Percent

.

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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

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14. Type of Extracurricular Activities 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

Frequency Percentage 35

16.43

Valid Percentage 16.43

Cumulative Percentage 16.43

55

25.82

25.82

42.25

37

17.37

17.37

59.62

12

5.63

5.63

65.25

9

4.23

4.23

69.48

46

21.60

21.60

91.08

9

4.23

4.23

95.31

10

4.69

4.69

100

60 50 40 30 20 10 0

Figure 3.1.21 40 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 eventbased 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. .

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15. Expectations

Frequency

Percentage

Valid Percentage

For fun and enjoy Leadership developments Make more friends Working experience Communication Improvement Interpersonal Skill development Other expectation

80

19.51

19.51

Cumulative Percentage 19.51

55

13.41

13.41

32.92

92

22.44

22.44

55.36

32

7.80

7.80

63.16

76

18.54

18.54

81.70

72

17.56

17.56

99.26

3

0.73

0.73

100

100 90 80 70 60 50 40 30 20 10 0

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%. 42 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

Gend er Total

Extracurric ular Activities

Academic performanc e

Male

2

14

32

48

Femal e

1

28

53

82

3

42

85

130

Both

Total

43 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.

44 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 less than 1 hour No. of Extracurricular Activities joined in USM

Total

2-5 hours

6-9 hours

9-12 hours

more than 13 hours

Total

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

19

84

18

3

5

129

45 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.

46 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 less than 1 hour No. of Extracurricular Activities joined in USM

Total

more than 13 2-5 hours 6-9 hours 9-12 hours hours

Total

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

6

51

35

19

9

120

47 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.

48 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 Yes No. of Extracurricular Activities joined in USM

none

Don't know

Total

7

0

2

9

1

37

1

4

42

2

44

7

0

51

3

13

1

0

14

4

2

0

1

3

11

0

0

11

114

9

7

130

5 or more Total

No

49 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.

50 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 Yes No. of Extracurricular Activities joined in USM

Total

none

No

Don't know

Total

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

55

57

18

130

51 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.

52 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


6. Post and designation year

Highest Post * Current Class Designation Crosstabulation Count Current Class Designation 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

58

6

1

1

66

104

18

4

3

129

Member Total

Total

53 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.

54 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 0.0-1.0 Opinion about Extracurricular Activities to academic performance Total

1.0-2.0

2.0-3.0

3.0-4.0

Total

Yes

1

0

7

47

55

No

4

1

2

50

57

Don't know

0

0

2

16

18

5

1

11

113

130

55 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.

56 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.

57 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.2.Numerical Descriptive Measures 3.2.1. Numerical Data Statistics

Opinion about Extracurricu lar Activities to quality developme nt of undergradu ate student 122

Opinion about Extracurric ular Activities to academic performanc e 122

Expect ed CGPA 122

Opinion about Importance of Extracurric ular Activities and Academic performanc e 122

Importance of Extracurric ular Activities 122

Satisficatio n of Extracurric ular Activities in USM 122

Confident level to maintain Extracurric ular Activities and Academic performanc e 122

Gend er 122

Current Class Designati on 122

No. of Extracurric ular Activities joined in USM 122

Time Allocation in extracurricu lar Activities 121

Time Allocatio n in Academi crelatedactivities 113

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

-.550

2.803

1.000

1.547

.607

2.937

.461

-3.685

-1.001

-.246

-.182

.286

.219

.219

.219

.220

.227

.219

.219

.219

.219

.219

.219

.219

1.726 .435

8.222

.857

4.072

-.311

7.448

-.826

13.296

-.066

.075

.423

.062

.435

.435

.437

.451

.435

.435

.435

.435

.435

.435

.435

29.70 2 1

49.691

64.689

37.749

37.168

43.450

40.390

16.779

20.404

23.945

24.214

23.336

3

5

4

4

2

2

3

2

5

6

5

Interquartile Range Minimum

1

0

1

0

1

0

1

0

1

1

1

1

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

1.00

1.00

1.00

2.00

2.00

1.00

1.00

4.00

2.00

4.00

4.00

4.00

N

Valid Missi ng

Skewness Std. Error of Skewness Kurtosis Std. Error of Kurtosis Coefficient of Variation Range

Percentil

25

58 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

59 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Statistics

N

Valid Missing

Mean Median

No. of student joined Management/Accounting society 122

No. of student joined AIESEC 122

No. of student joined Volunteer worker 122

No. of student joined Eventbased activities 122

No. of student joined Sport club 122

No. of student joined other club 122

For fun and enjoy 122

Leadership developments 122

make more friends 122

0

0

0

0

0

0

0

0

0

0

1.73

1.58

1.70

1.92

1.94

1.65

1.93

1.92

1.40

1.58

1.30

Highest Post 121

No. of student joined Ethnic society 122

No. of student joined Religion society 122

1

0

5.17 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

.220

.219

.219

.219

.219

.219

.219

.219

.219

.219

.219

.219

-.935

-.921

-1.918

-.106

7.648

13.068

-1.636

10.807

7.648

-1.866

-1.918

-1.270

Std. Error of Skewness Kurtosis Std. Error of Kurtosis Coefficient of Variation Range

.437

.435

.435

.435

.435

.435

.435

.435

.435

.435

.435

.435

43.842

25.790

31.307

27.900

14.361

12.021

29.116

12.849

14.361

35.120

31.307

35.416

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

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

Percentiles

60 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Statistics

N

Valid Missing

working experience 122

communication Improvement 122

Interpersonal Skill development 122

other expectation 122

CGPA 122

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

-1.248

.337

.167

-6.216

-.175

.219

.219

.219

.219

.219

-.451

-1.918

-2.005

37.250

-1.329

.435

.435

.435

.435

.435

24.254

34.927

34.295

7.872

4.903

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

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

Skewness Std. Error of Skewness Kurtosis Std. Error of Kurtosis Coefficient of Variation Range

Percentiles

61 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.

62 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 63 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.

64 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 leftskewed, 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.

65 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

Extracurricular 122

1.93

1.251

.113

in 121

2.12

.802

.073

Time Allocation in Academic- 113

2.78

1.033

.097

1.17

.509

.046

1.70

.689

.062

122

3.80

.638

.058

Opinion about Importance of 122

2.62

.535

.048

4.56

1.091

.099

4.54

1.100

.100

No.

of

Activities joined in USM Time

Allocation

extracurricular Activities

related-activities Opinion about Extracurricular 122 Activities

to

quality

development

of

undergraduate student Opinion about Extracurricular 122 Activities

to

academic

performance Expected CGPA

Extracurricular Activities and Academic performance Importance of Extracurricular 122 Activities Satisfaction of Extracurricular 122 Activities in USM

66 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Confident level to maintain 122

4.48

1.046

.095

121

5.17

2.268

.206

No. of student joined Ethnic 122

1.73

.446

.040

1.58

.495

.045

1.70

.476

.043

No. of student joined AIESEC 122

1.92

.275

.025

No.

joined 122

1.94

.234

.021

No. of student joined Event- 122

1.65

.480

.043

1.93

.249

.023

1.92

.275

.025

Extracurricular Activities and Academic performance Highest Post

society No. of student joined Religion 122 society No.

of

student

joined 122

Management/Accounting society

of

student

Volunteer worker

based activities No. of student joined Sport 122 club No. of student joined other 122 club 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 122

1.46

.500

.045

other expectation

122

1.98

.156

.014

CGPA

122

3.6606

.21374

.01935

development

67 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

Extracurricular 17.075

121

.000

1.934

1.71

2.16

in 29.140

120

.000

2.124

1.98

2.27

Time Allocation in Academic- 28.600

112

.000

2.779

2.59

2.97

121

.000

1.172

1.08

1.26

121

.000

1.705

1.58

1.83

65.827

121

.000

3.803

3.69

3.92

Opinion about Importance of 54.135

121

.000

2.623

2.53

2.72

121

.000

4.557

4.36

4.75

121

.000

4.541

4.34

4.74

No.

of

Activities joined in USM Time

Allocation

extracurricular Activities

related-activities Opinion about Extracurricular 25.421 Activities

to

quality

development

of

undergraduate student Opinion about Extracurricular 27.347 Activities

to

academic

performance Expected CGPA

Extracurricular Activities and Academic performance Importance of Extracurricular 46.127 Activities Satisfaction of Extracurricular 45.615 Activities in USM

68 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Confident level to maintain 47.331

121

.000

4.484

4.30

4.67

25.090

120

.000

5.174

4.77

5.58

No. of student joined Ethnic 42.828

121

.000

1.730

1.65

1.81

121

.000

1.582

1.49

1.67

121

.000

1.705

1.62

1.79

Extracurricular Activities and Academic performance Highest Post

society No. of student joined Religion 35.281 society No.

of

student

joined 39.590

Management/Accounting society No.

of

student

joined 76.913

121

.000

1.918

1.87

1.97

student

joined 91.885

121

.000

1.943

1.90

1.98

No. of student joined Event- 37.935

121

.000

1.648

1.56

1.73

121

.000

1.934

1.89

1.98

121

.000

1.918

1.87

1.97

AIESEC No.

of

Volunteer worker

based activities No. of student joined Sport 85.962 club No. of student joined other 76.913 club 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

121

.000

1.459

1.37

1.55

Skill 32.207

development other expectation

140.306

121

.000

1.975

1.95

2.00

CGPA

189.163

121

.000

3.66057

3.6223

3.6989

69 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


70 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.

71 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.

72 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. 73

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.

74 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 Gender

Current Class Designation

Between Groups

df

Mean Square

.211

2

.105

Within Groups

28.191

119

.237

Total

28.402

121

1.134

2

.567

Within Groups

46.472

119

.391

Total

47.607

121

1.537

2

.768 1.579

Between Groups

No. of Extracurricular

Between Groups

Activities joined in USM

Within Groups

187.939

119

Total

189.475

121

1.286

2

.643 .643

Time Allocation in

Between Groups

extracurricular Activities

Within Groups

75.855

118

Total

77.140

120

2.579

2

1.290

Within Groups

116.890

110

1.063

Total

119.469

112

.469

2

.234

Within Groups

30.917

119

.260

Total

31.385

121

1.364

2

.682

Within Groups

56.013

119

.471

Total

57.377

121

Time Allocation in Academic- Between Groups related-activities

Opinion about Extracurricular Between Groups Activities to quality development of undergraduate student

Opinion about Extracurricular Between Groups Activities to academic performance

F

Sig. .445

.642

1.452

.238

.486

.616

1.000

.371

1.214

.301

.902

.409

1.449

.239

75 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Opinion about Importance of Between Groups

.776

2

.388

33.880

119

.285

34.656

121

.574

2

.287

Within Groups

143.524

119

1.206

Total

144.098

121

.949

2

.474 1.221

Extracurricular Activities and Within Groups Academic performance Total Importance of Extracurricular Between Groups Activities

Satisfication of

Between Groups

Extracurricular Activities in

Within Groups

145.346

119

Total

146.295

121

2.588

2

1.294

129.880

119

1.091

132.467

121

4.614

2

2.307

Within Groups

612.742

118

5.193

Total

617.355

120

.407

2

.204 .199

USM Confident level to maintain

Between Groups

Extracurricular Activities and Within Groups Academic performance Total Highest Post

Between Groups

No. of student joined Ethnic

Between Groups

society

Within Groups

23.667

119

Total

24.074

121

.251

2

.125

Within Groups

29.430

119

.247

Total

29.680

121

.371

2

.186 .227

No. of student joined Religion Between Groups society

No. of student joined

Between Groups

Management/Accounting

Within Groups

27.006

119

Total

27.377

121

.106

2

.053 .076

society No. of student joined

Between Groups

AIESEC

Within Groups

9.074

119

Total

9.180

121

.052

2

.026 .055

No. of student joined

Between Groups

Volunteer worker

Within Groups

6.546

119

Total

6.598

121

.172

2

.086 .233

No. of student joined Event-

Between Groups

based activities

Within Groups

27.672

119

Total

27.844

121

1.363

.260

.238

.789

.388

.679

1.185

.309

.444

.642

1.023

.362

.507

.604

.818

.444

.697

.500

.473

.624

.370

.692

76 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


No. of student joined Sport

Between Groups

.129

2

.065

club

Within Groups

7.346

119

.062

Total

7.475

121

.278

2

.139 .075

No. of student joined other

Between Groups

club

Within Groups

8.902

119

Total

9.180

121

.418

2

.209

Within Groups

28.902

119

.243

Total

29.320

121

.378

2

.189

Within Groups

29.302

119

.246

Total

29.680

121

.062

2

.031

Within Groups

25.717

119

.216

Total

25.779

121

.277

2

.138

Within Groups

21.830

119

.183

Total

22.107

121

.184

2

.092

Within Groups

29.496

119

.248

Total

29.680

121

.356

2

.178 .252

For fun and enjoy

Leadership developments

make more friends

working experience

Between Groups

Between Groups

Between Groups

Between Groups

communication Improvement Between Groups

Interpersonal Skill

Between Groups

development

Within Groups

29.939

119

Total

30.295

121

.074

2

.037

Within Groups

2.852

119

.024

Total

2.926

121

.016

2

.008

Within Groups

4.089

119

.034

Total

4.105

121

other expectation

CGPA

Between Groups

Between Groups

1.046

.355

1.861

.160

.860

.426

.769

.466

.143

.866

.755

.472

.371

.691

.708

.495

1.552

.216

.238

.789

77 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Multiple Comparisons

Dependent Variable Gender

Tukey HSD

(I)

(J)

Expected

Expected

CGPA

CGPA

0.0-1.0

2.0-3.0

-.178

.271

.790

-.82

.47

3.0-4.0

-.020

.223

.995

-.55

.51

0.0-1.0

.178

.271

.790

-.47

.82

3.0-4.0

.157

.169

.621

-.24

.56

0.0-1.0

.020

.223

.995

-.51

.55

2.0-3.0

-.157

.169

.621

-.56

.24

2.0-3.0

-.556

.349

.252

-1.38

.27

3.0-4.0

-.250

.286

.657

-.93

.43

0.0-1.0

.556

.349

.252

-.27

1.38

3.0-4.0

.306

.217

.339

-.21

.82

0.0-1.0

.250

.286

.657

-.43

.93

2.0-3.0

-.306

.217

.339

-.82

.21

2.0-3.0

.244

.701

.935

-1.42

1.91

3.0-4.0

-.172

.575

.952

-1.54

1.19

0.0-1.0

-.244

.701

.935

-1.91

1.42

3.0-4.0

-.417

.436

.606

-1.45

.62

0.0-1.0

.172

.575

.952

-1.19

1.54

2.0-3.0

.417

.436

.606

-.62

1.45

2.0-3.0

.222

.447

.873

-.84

1.28

3.0-4.0

-.159

.367

.902

-1.03

.71

0.0-1.0

-.222

.447

.873

-1.28

.84

2.0-3.0

3.0-4.0

Current Class Designation

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

No. of Extracurricular Activities

Tukey HSD

0.0-1.0

joined in USM 2.0-3.0

3.0-4.0

Time Allocation in

Tukey HSD

0.0-1.0

extracurricular Activities 2.0-3.0

95% Confidence Interval Mean Difference (I-J)

Std. Error

Sig.

Lower Bound

Upper Bound

78 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

Time Allocation in Academic-

Tukey HSD

0.0-1.0

related-activities 2.0-3.0

3.0-4.0

Opinion about Extracurricular

Tukey HSD

0.0-1.0

Activities to quality development of undergraduate student

2.0-3.0

3.0-4.0

Opinion about Extracurricular

Tukey HSD

0.0-1.0

Activities to academic performance

2.0-3.0

3.0-4.0

Opinion about Importance of

Tukey HSD

0.0-1.0

Extracurricular Activities and Academic performance

2.0-3.0

3.0-4.0

-.381

.278

.360

-1.04

.28

0.0-1.0

.159

.367

.902

-.71

1.03

2.0-3.0

.381

.278

.360

-.28

1.04

2.0-3.0

.750

.588

.412

-.65

2.15

3.0-4.0

.190

.472

.915

-.93

1.31

0.0-1.0

-.750

.588

.412

-2.15

.65

3.0-4.0

-.560

.379

.305

-1.46

.34

0.0-1.0

-.190

.472

.915

-1.31

.93

2.0-3.0

.560

.379

.305

-.34

1.46

2.0-3.0

.000

.284

1.000

-.67

.67

3.0-4.0

-.194

.233

.683

-.75

.36

0.0-1.0

.000

.284

1.000

-.67

.67

3.0-4.0

-.194

.177

.516

-.61

.23

0.0-1.0

.194

.233

.683

-.36

.75

2.0-3.0

.194

.177

.516

-.23

.61

2.0-3.0

.467

.383

.444

-.44

1.37

3.0-4.0

.069

.314

.974

-.68

.81

0.0-1.0

-.467

.383

.444

-1.37

.44

3.0-4.0

-.398

.238

.220

-.96

.17

0.0-1.0

-.069

.314

.974

-.81

.68

2.0-3.0

.398

.238

.220

-.17

.96

2.0-3.0

.333

.298

.504

-.37

1.04

3.0-4.0

.398

.244

.237

-.18

.98

0.0-1.0

-.333

.298

.504

-1.04

.37

79 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

Importance of Extracurricular

Tukey HSD

0.0-1.0

Activities 2.0-3.0

3.0-4.0

Satisfication of Extracurricular

Tukey HSD

0.0-1.0

Activities in USM 2.0-3.0

3.0-4.0

Confident level to maintain

Tukey HSD

0.0-1.0

Extracurricular Activities and Academic performance

2.0-3.0

3.0-4.0

Highest Post

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

.065

.185

.935

-.37

.50

0.0-1.0

-.398

.244

.237

-.98

.18

2.0-3.0

-.065

.185

.935

-.50

.37

2.0-3.0

-.378

.613

.811

-1.83

1.08

3.0-4.0

-.146

.502

.954

-1.34

1.05

0.0-1.0

.378

.613

.811

-1.08

1.83

3.0-4.0

.231

.381

.816

-.67

1.14

0.0-1.0

.146

.502

.954

-1.05

1.34

2.0-3.0

-.231

.381

.816

-1.14

.67

2.0-3.0

.022

.616

.999

-1.44

1.49

3.0-4.0

.291

.506

.834

-.91

1.49

0.0-1.0

-.022

.616

.999

-1.49

1.44

3.0-4.0

.269

.383

.764

-.64

1.18

0.0-1.0

-.291

.506

.834

-1.49

.91

2.0-3.0

-.269

.383

.764

-1.18

.64

2.0-3.0

.889

.583

.283

-.49

2.27

3.0-4.0

.509

.478

.537

-.62

1.64

0.0-1.0

-.889

.583

.283

-2.27

.49

3.0-4.0

-.380

.362

.549

-1.24

.48

0.0-1.0

-.509

.478

.537

-1.64

.62

2.0-3.0

.380

.362

.549

-.48

1.24

2.0-3.0

-.475

1.299

.929

-3.56

2.61

3.0-4.0

.289

1.042

.959

-2.19

2.76

0.0-1.0

.475

1.299

.929

-2.61

3.56

80 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

No. of student joined Ethnic

Tukey HSD

0.0-1.0

society 2.0-3.0

3.0-4.0

No. of student joined Religion

Tukey HSD

0.0-1.0

society 2.0-3.0

3.0-4.0

No. of student joined

Tukey HSD

0.0-1.0

Management/Accounting society

2.0-3.0

3.0-4.0

No. of student joined AIESEC

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

.764

.835

.632

-1.22

2.75

0.0-1.0

-.289

1.042

.959

-2.76

2.19

2.0-3.0

-.764

.835

.632

-2.75

1.22

2.0-3.0

.333

.249

.376

-.26

.92

3.0-4.0

.278

.204

.364

-.21

.76

0.0-1.0

-.333

.249

.376

-.92

.26

3.0-4.0

-.056

.155

.931

-.42

.31

0.0-1.0

-.278

.204

.364

-.76

.21

2.0-3.0

.056

.155

.931

-.31

.42

2.0-3.0

.244

.277

.653

-.41

.90

3.0-4.0

.226

.227

.583

-.31

.77

0.0-1.0

-.244

.277

.653

-.90

.41

3.0-4.0

-.019

.173

.994

-.43

.39

0.0-1.0

-.226

.227

.583

-.77

.31

2.0-3.0

.019

.173

.994

-.39

.43

2.0-3.0

-.289

.266

.524

-.92

.34

3.0-4.0

-.094

.218

.902

-.61

.42

0.0-1.0

.289

.266

.524

-.34

.92

3.0-4.0

.194

.165

.470

-.20

.59

0.0-1.0

.094

.218

.902

-.42

.61

2.0-3.0

-.194

.165

.470

-.59

.20

2.0-3.0

.000

.154

1.000

-.37

.37

3.0-4.0

.093

.126

.744

-.21

.39

0.0-1.0

.000

.154

1.000

-.37

.37

81 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

No. of student joined Volunteer Tukey HSD

0.0-1.0

worker 2.0-3.0

3.0-4.0

No. of student joined Event-

Tukey HSD

0.0-1.0

based activities 2.0-3.0

3.0-4.0

No. of student joined Sport club Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

No. of student joined other club Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

.093

.096

.599

-.13

.32

0.0-1.0

-.093

.126

.744

-.39

.21

2.0-3.0

-.093

.096

.599

-.32

.13

2.0-3.0

.000

.131

1.000

-.31

.31

3.0-4.0

.065

.107

.818

-.19

.32

0.0-1.0

.000

.131

1.000

-.31

.31

3.0-4.0

.065

.081

.706

-.13

.26

0.0-1.0

-.065

.107

.818

-.32

.19

2.0-3.0

-.065

.081

.706

-.26

.13

2.0-3.0

-.178

.269

.787

-.82

.46

3.0-4.0

-.039

.221

.983

-.56

.48

0.0-1.0

.178

.269

.787

-.46

.82

3.0-4.0

.139

.167

.685

-.26

.54

0.0-1.0

.039

.221

.983

-.48

.56

2.0-3.0

-.139

.167

.685

-.54

.26

2.0-3.0

-.200

.139

.322

-.53

.13

3.0-4.0

-.135

.114

.462

-.40

.13

0.0-1.0

.200

.139

.322

-.13

.53

3.0-4.0

.065

.086

.733

-.14

.27

0.0-1.0

.135

.114

.462

-.13

.40

2.0-3.0

-.065

.086

.733

-.27

.14

2.0-3.0

.022

.153

.988

-.34

.38

3.0-4.0

-.135

.125

.528

-.43

.16

0.0-1.0

-.022

.153

.988

-.38

.34

82 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

For fun and enjoy

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

Leadership developments

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

make more friends

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

working experience

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

-.157

.095

.225

-.38

.07

0.0-1.0

.135

.125

.528

-.16

.43

2.0-3.0

.157

.095

.225

-.07

.38

2.0-3.0

-.356

.275

.402

-1.01

.30

3.0-4.0

-.198

.225

.655

-.73

.34

0.0-1.0

.356

.275

.402

-.30

1.01

3.0-4.0

.157

.171

.628

-.25

.56

0.0-1.0

.198

.225

.655

-.34

.73

2.0-3.0

-.157

.171

.628

-.56

.25

2.0-3.0

-.178

.277

.797

-.83

.48

3.0-4.0

.035

.227

.987

-.50

.57

0.0-1.0

.178

.277

.797

-.48

.83

3.0-4.0

.213

.172

.434

-.20

.62

0.0-1.0

-.035

.227

.987

-.57

.50

2.0-3.0

-.213

.172

.434

-.62

.20

2.0-3.0

-.133

.259

.865

-.75

.48

3.0-4.0

-.106

.213

.873

-.61

.40

0.0-1.0

.133

.259

.865

-.48

.75

3.0-4.0

.028

.161

.984

-.36

.41

0.0-1.0

.106

.213

.873

-.40

.61

2.0-3.0

-.028

.161

.984

-.41

.36

2.0-3.0

-.289

.239

.450

-.86

.28

3.0-4.0

-.159

.196

.696

-.62

.31

0.0-1.0

.289

.239

.450

-.28

.86

83 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

communication Improvement

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

Interpersonal Skill development Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

other expectation

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

CGPA

Tukey HSD

0.0-1.0

2.0-3.0

3.0-4.0

.130

.149

.659

-.22

.48

0.0-1.0

.159

.196

.696

-.31

.62

2.0-3.0

-.130

.149

.659

-.48

.22

2.0-3.0

.156

.278

.841

-.50

.81

3.0-4.0

.193

.228

.675

-.35

.73

0.0-1.0

-.156

.278

.841

-.81

.50

3.0-4.0

.037

.173

.975

-.37

.45

0.0-1.0

-.193

.228

.675

-.73

.35

2.0-3.0

-.037

.173

.975

-.45

.37

2.0-3.0

-.244

.280

.658

-.91

.42

3.0-4.0

-.272

.229

.464

-.82

.27

0.0-1.0

.244

.280

.658

-.42

.91

3.0-4.0

-.028

.174

.986

-.44

.39

0.0-1.0

.272

.229

.464

-.27

.82

2.0-3.0

.028

.174

.986

-.39

.44

2.0-3.0

.111

.086

.405

-.09

.32

3.0-4.0

.019

.071

.963

-.15

.19

0.0-1.0

-.111

.086

.405

-.32

.09

3.0-4.0

-.093

.054

.201

-.22

.03

0.0-1.0

-.019

.071

.963

-.19

.15

2.0-3.0

.093

.054

.201

-.03

.22

2.0-3.0

-.05022

.10340

.878

-.2956

.1952

3.0-4.0

-.05809

.08480

.773

-.2594

.1432

0.0-1.0

.05022

.10340

.878

-.1952

.2956

84 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


3.0-4.0

3.0-4.0

-.00787

.06431

.992

-.1605

.1448

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.

85 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 Gender

Between Groups

df

Mean Square

.591

3

.197

Within Groups

27.811

118

.236

Total

28.402

121

No. of Extracurricular

Between Groups

35.098

3

11.699

Activities joined in USM

Within Groups

154.378

118

1.308

Total

189.475

121

4.385

3

1.462 .622

Time Allocation in

Between Groups

extracurricular Activities

Within Groups

72.755

117

Total

77.140

120

3.924

3

1.308

Within Groups

115.545

109

1.060

Total

119.469

112

.840

3

.280

Within Groups

30.545

118

.259

Total

31.385

121

1.122

3

Time Allocation in Academic- Between Groups related-activities

Opinion about Extracurricular Between Groups Activities to quality development of undergraduate student

Opinion about Extracurricular Between Groups

.374

F

Sig. .835

.477

8.942

.000

2.351

.076

1.234

.301

1.081

.360

.784

.505

86 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Activities to academic

Within Groups

56.255

118

performance

Total

57.377

121

Expected CGPA

Between Groups

.302

3

.101

Within Groups

48.977

118

.415

Total

49.279

121

2.107

3

.702

32.549

118

.276

34.656

121

8.517

3

2.839

Within Groups

135.582

118

1.149

Total

144.098

121

7.334

3

2.445 1.178

Opinion about Importance of Between Groups Extracurricular Activities and Within Groups Academic performance Total Importance of Extracurricular Between Groups Activities

.477

Satisfication of

Between Groups

Extracurricular Activities in

Within Groups

138.961

118

Total

146.295

121

1.137

3

.379

131.330

118

1.113

132.467

121

5.979

3

1.993

Within Groups

611.377

117

5.225

Total

617.355

120

.856

3

.285 .197

USM Confident level to maintain

Between Groups

Extracurricular Activities and Within Groups Academic performance Total Highest Post

Between Groups

No. of student joined Ethnic

Between Groups

society

Within Groups

23.218

118

Total

24.074

121

.758

3

No. of student joined Religion Between Groups

.253

.242

.867

2.546

.059

2.471

.065

2.076

.107

.341

.796

.381

.767

1.450

.232

1.031

.382

87 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


society

Within Groups

28.922

118

.245

Total

29.680

121

.662

3

.221 .226

No. of student joined

Between Groups

Management/Accounting

Within Groups

26.715

118

Total

27.377

121

.219

3

.073 .076

society No. of student joined

Between Groups

AIESEC

Within Groups

8.961

118

Total

9.180

121

.021

3

.007 .056

No. of student joined

Between Groups

Volunteer worker

Within Groups

6.578

118

Total

6.598

121

.305

3

.102 .233

No. of student joined Event-

Between Groups

based activities

Within Groups

27.539

118

Total

27.844

121

.029

3

.010 .063

No. of student joined Sport

Between Groups

club

Within Groups

7.446

118

Total

7.475

121

.205

3

.068 .076

No. of student joined other

Between Groups

club

Within Groups

8.976

118

Total

9.180

121

.697

3

.232

Within Groups

28.623

118

.243

Total

29.320

121

.475

3

For fun and enjoy

Leadership developments

Between Groups

Between Groups

.158

.974

.407

.961

.414

.125

.945

.436

.728

.154

.927

.897

.445

.958

.415

.640

.591

88 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


make more friends

working experience

Within Groups

29.205

118

Total

29.680

121

.881

3

.294

Within Groups

24.897

118

.211

Total

25.779

121

.199

3

.066

Within Groups

21.907

118

.186

Total

22.107

121

1.260

3

.420

Within Groups

28.421

118

.241

Total

29.680

121

.352

3

.117 .254

Between Groups

Between Groups

communication Improvement Between Groups

.247

Interpersonal Skill

Between Groups

development

Within Groups

29.943

118

Total

30.295

121

.025

3

.008

Within Groups

2.901

118

.025

Total

2.926

121

.029

3

.010

Within Groups

4.076

118

.035

Total

4.105

121

other expectation

CGPA

Between Groups

Between Groups

1.393

.249

.358

.784

1.743

.162

.463

.709

.345

.793

.281

.839

89 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Multiple Comparisons 95% Confidence Interval

(I) Current Class (J) Current Class Mean Difference (IDependent Variable Gender

Tukey HSD

Designation

Designation

First year

Second year

Second year

Third year

Fourth year

No. of Extracurricular Activities

Tukey HSD

First year

joined in USM

Sig.

Lower Bound

Upper Bound

.127

.836

-.23

.44

Third year

-.364

.285

.579

-1.11

.38

Fourth year

-.030

.285

1.000

-.77

.71

First year

-.107

.127

.836

-.44

.23

Third year

-.471

.304

.412

-1.26

.32

Fourth year

-.137

.304

.969

-.93

.66

First year

.364

.285

.579

-.38

1.11

Second year

.471

.304

.412

-.32

1.26

Fourth year

.333

.396

.835

-.70

1.37

First year

.030

.285

1.000

-.71

.77

Second year

.137

.304

.969

-.66

.93

Third year

-.333

.396

.835

-1.37

.70

Second year

-.537

.300

.285

-1.32

.25

*

.670

.000

-4.99

-1.50

-.909

.670

.529

-2.66

.84

.537

.300

.285

-.25

1.32

*

.716

.001

-4.57

-.84

-.373

.716

.954

-2.24

1.49

Fourth year First year Third year Fourth year Third year

Std. Error .107

Third year

Second year

J)

-3.242

-2.706

First year

3.242

*

.670

.000

1.50

4.99

Second year

2.706

*

.716

.001

.84

4.57

90 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

2.333

.934

.065

-.10

4.77

First year

.909

.670

.529

-.84

2.66

Second year

.373

.716

.954

-1.49

2.24

-2.333

.934

.065

-4.77

.10

-.449

.207

.139

-.99

.09

Third year

.414

.462

.807

-.79

1.62

Fourth year

.581

.563

.731

-.89

2.05

First year

.449

.207

.139

-.09

.99

Third year

.863

.494

.304

-.42

2.15

Fourth year

1.029

.589

.305

-.51

2.57

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

-.581

.563

.731

-2.05

.89

-1.029

.589

.305

-2.57

.51

-.167

.720

.996

-2.04

1.71

.004

.287

1.000

-.74

.75

Third year

-.196

.604

.988

-1.77

1.38

Fourth year

1.138

.604

.241

-.44

2.71

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

First year

.196

.604

.988

-1.38

1.77

Second year

.200

.651

.990

-1.50

1.90

Third year Time Allocation in extracurricular Tukey HSD

First year

Activities

Second year

Third year

Fourth year

Second year

First year Second year Third year

Time Allocation in Academic-

Tukey HSD

First year

related-activities

Second year

Third year

Second year

91 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

Opinion about Extracurricular

Tukey HSD

First year

Activities to quality development of undergraduate student Second year

Third year

Fourth year

Opinion about Extracurricular

Tukey HSD

First year

Activities to academic performance Second year

Third year

1.333

.841

.391

-.86

3.53

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

Second year

.212

.134

.389

-.14

.56

Third year

.212

.298

.892

-.56

.99

Fourth year

.212

.298

.892

-.56

.99

First year

-.212

.134

.389

-.56

.14

Third year

.000

.319

1.000

-.83

.83

Fourth year

.000

.319

1.000

-.83

.83

-.212

.298

.892

-.99

.56

Second year

.000

.319

1.000

-.83

.83

Fourth year

.000

.415

1.000

-1.08

1.08

-.212

.298

.892

-.99

.56

Second year

.000

.319

1.000

-.83

.83

Third year

.000

.415

1.000

-1.08

1.08

Second year

.218

.181

.626

-.25

.69

Third year

.414

.405

.736

-.64

1.47

Fourth year

.081

.405

.997

-.97

1.14

First year

-.218

.181

.626

-.69

.25

Third year

.196

.432

.969

-.93

1.32

Fourth year

-.137

.432

.989

-1.26

.99

First year

-.414

.405

.736

-1.47

.64

Second year

-.196

.432

.969

-1.32

.93

First year

First year

92 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year

Expected CGPA

Tukey HSD

First year

Second year

Third year

Fourth year

Opinion about Importance of

Tukey HSD

First year

Extracurricular Activities and Academic performance Second year

Third year

Fourth year

-.333

.564

.935

-1.80

1.14

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

Second year

-.094

.169

.944

-.54

.35

Third year

-.212

.378

.943

-1.20

.77

Fourth year

.121

.378

.989

-.86

1.11

First year

.094

.169

.944

-.35

.54

Third year

-.118

.403

.991

-1.17

.93

Fourth year

.216

.403

.950

-.84

1.27

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

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

Second year

.314

.138

.110

-.05

.67

Third year

.333

.308

.701

-.47

1.14

Fourth year

-.333

.308

.701

-1.14

.47

First year

-.314

.138

.110

-.67

.05

Third year

.020

.329

1.000

-.84

.88

Fourth year

-.647

.329

.206

-1.50

.21

First year

-.333

.308

.701

-1.14

.47

Second year

-.020

.329

1.000

-.88

.84

93 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

Importance of Extracurricular

Tukey HSD

First year

Activities

-.667

.429

.409

-1.78

.45

First year

.333

.308

.701

-.47

1.14

Second year

.647

.329

.206

-.21

1.50

Third year

.667

.429

.409

-.45

1.78

-.732

.281

.051

-1.47

.00

.111

.628

.998

-1.53

1.75

-.556

.628

.813

-2.19

1.08

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

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

.556

.628

.813

-1.08

2.19

-.176

.671

.994

-1.93

1.57

.667

.875

.871

-1.61

2.95

-.416

.285

.465

-1.16

.33

Third year

.859

.636

.533

-.80

2.52

Fourth year

.859

.636

.533

-.80

2.52

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

First year

-.859

.636

.533

-2.52

.80

-1.275

.680

.244

-3.05

.50

Second year Third year Fourth year

Second year

Third year

Fourth year

First year Second year Third year

Satisfication of Extracurricular

Tukey HSD

First year

Activities in USM

Second year

Third year

Second year

Second year

94 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

.000

.886

1.000

-2.31

2.31

-.859

.636

.533

-2.52

.80

-1.275

.680

.244

-3.05

.50

.000

.886

1.000

-2.31

2.31

-.134

.277

.963

-.86

.59

.121

.618

.997

-1.49

1.73

-.545

.618

.814

-2.16

1.07

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

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

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

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

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

First year

-.932

1.340

.899

-4.42

2.56

Second year

-.608

1.432

.974

-4.34

3.12

First year Second year Third year

Confident level to maintain

Tukey HSD

First year

Extracurricular Activities and

Third year

Academic performance

Fourth year Second year

Third year

Fourth year

Highest Post

Second year

Tukey HSD

First year

Second year

Third year

95 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

.000

1.866

1.000

-4.86

4.86

First year

-.932

1.340

.899

-4.42

2.56

Second year

-.608

1.432

.974

-4.34

3.12

.000

1.866

1.000

-4.86

4.86

Second year

-.106

.116

.798

-.41

.20

Third year

-.283

.260

.698

-.96

.39

Fourth year

.384

.260

.455

-.29

1.06

First year

.106

.116

.798

-.20

.41

Third year

-.176

.278

.920

-.90

.55

Fourth year

.490

.278

.296

-.23

1.21

First year

.283

.260

.698

-.39

.96

Second year

.176

.278

.920

-.55

.90

Fourth year

.667

.362

.260

-.28

1.61

First year

-.384

.260

.455

-1.06

.29

Second year

-.490

.278

.296

-1.21

.23

Third year

-.667

.362

.260

-1.61

.28

.115

.130

.812

-.22

.45

Third year

-.414

.290

.485

-1.17

.34

Fourth year

-.081

.290

.992

-.84

.68

First year

-.115

.130

.812

-.45

.22

Third year

-.529

.310

.324

-1.34

.28

Fourth year

-.196

.310

.921

-1.00

.61

First year

.414

.290

.485

-.34

1.17

Second year

.529

.310

.324

-.28

1.34

Third year No. of student joined Ethnic

Tukey HSD

First year

society

Second year

Third year

Fourth year

No. of student joined Religion

Tukey HSD

First year

society

Second year

Third year

Second year

96 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year

No. of student joined

Tukey HSD

First year

Management/Accounting society

Second year

Third year

Fourth year

No. of student joined AIESEC

Tukey HSD

First year

Fourth year

.333

.404

.843

-.72

1.39

First year

.081

.290

.992

-.68

.84

Second year

.196

.310

.921

-.61

1.00

Third year

-.333

.404

.843

-1.39

.72

Second year

-.088

.125

.895

-.41

.24

Third year

-.323

.279

.654

-1.05

.40

Fourth year

-.323

.279

.654

-1.05

.40

First year

.088

.125

.895

-.24

.41

Third year

-.235

.298

.859

-1.01

.54

Fourth year

-.235

.298

.859

-1.01

.54

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

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

-.022

.072

.990

-.21

.17

.253

.161

.403

-.17

.67

-.081

.161

.959

-.50

.34

First year

.022

.072

.990

-.17

.21

Third year

.275

.173

.388

-.18

.72

Fourth year

-.059

.173

.986

-.51

.39

First year

-.253

.161

.403

-.67

.17

Second year

-.275

.173

.388

-.72

.18

Second year Third year Fourth year

Second year

Third year

97 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

No. of student joined Volunteer

Tukey HSD

First year

worker

Second year

Third year

Fourth year

No. of student joined Event-

Tukey HSD

First year

based activities

Second year

Third year

-.333

.225

.452

-.92

.25

First year

.081

.161

.959

-.34

.50

Second year

.059

.173

.986

-.39

.51

Third year

.333

.225

.452

-.25

.92

Second year

-.002

.062

1.000

-.16

.16

Third year

-.061

.138

.972

-.42

.30

Fourth year

-.061

.138

.972

-.42

.30

First year

.002

.062

1.000

-.16

.16

Third year

-.059

.148

.979

-.44

.33

Fourth year

-.059

.148

.979

-.44

.33

First year

.061

.138

.972

-.30

.42

Second year

.059

.148

.979

-.33

.44

Fourth year

.000

.193

1.000

-.50

.50

First year

.061

.138

.972

-.30

.42

Second year

.059

.148

.979

-.33

.44

Third year

.000

.193

1.000

-.50

.50

Second year

.010

.127

1.000

-.32

.34

Third year

.323

.283

.665

-.41

1.06

Fourth year

-.010

.283

1.000

-.75

.73

First year

-.010

.127

1.000

-.34

.32

Third year

.314

.303

.728

-.47

1.10

Fourth year

-.020

.303

1.000

-.81

.77

First year

-.323

.283

.665

-1.06

.41

Second year

-.314

.303

.728

-1.10

.47

98 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

No. of student joined Sport club

Tukey HSD

First year

Second year

Third year

Fourth year

No. of student joined other club

Tukey HSD

First year

Second year

Third year

-.333

.394

.833

-1.36

.69

First year

.010

.283

1.000

-.73

.75

Second year

.020

.303

1.000

-.77

.81

Third year

.333

.394

.833

-.69

1.36

Second year

-.012

.066

.998

-.18

.16

Third year

-.071

.147

.963

-.45

.31

Fourth year

-.071

.147

.963

-.45

.31

First year

.012

.066

.998

-.16

.18

Third year

-.059

.157

.982

-.47

.35

Fourth year

-.059

.157

.982

-.47

.35

First year

.071

.147

.963

-.31

.45

Second year

.059

.157

.982

-.35

.47

Fourth year

.000

.205

1.000

-.53

.53

First year

.071

.147

.963

-.31

.45

Second year

.059

.157

.982

-.35

.47

Third year

.000

.205

1.000

-.53

.53

Second year

.106

.072

.464

-.08

.29

Third year

-.071

.162

.972

-.49

.35

Fourth year

-.071

.162

.972

-.49

.35

First year

-.106

.072

.464

-.29

.08

Third year

-.176

.173

.737

-.63

.27

Fourth year

-.176

.173

.737

-.63

.27

First year

.071

.162

.972

-.35

.49

Second year

.176

.173

.737

-.27

.63

99 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year

For fun and enjoy

Tukey HSD

First year

Second year

Third year

Fourth year

Leadership developments

Tukey HSD

First year

Second year

Third year

Fourth year

.000

.225

1.000

-.59

.59

First year

.071

.162

.972

-.35

.49

Second year

.176

.173

.737

-.27

.63

Third year

.000

.225

1.000

-.59

.59

Second year

-.008

.129

1.000

-.34

.33

Third year

-.263

.289

.800

-1.01

.49

Fourth year

.404

.289

.502

-.35

1.16

First year

.008

.129

1.000

-.33

.34

Third year

-.255

.308

.842

-1.06

.55

Fourth year

.412

.308

.543

-.39

1.22

First year

.263

.289

.800

-.49

1.01

Second year

.255

.308

.842

-.55

1.06

Fourth year

.667

.402

.351

-.38

1.71

First year

-.404

.289

.502

-1.16

.35

Second year

-.412

.308

.543

-1.22

.39

Third year

-.667

.402

.351

-1.71

.38

Second year

.135

.131

.728

-.20

.48

Third year

.273

.292

.786

-.49

1.03

Fourth year

-.061

.292

.997

-.82

.70

First year

-.135

.131

.728

-.48

.20

Third year

.137

.312

.971

-.67

.95

Fourth year

-.196

.312

.922

-1.01

.62

First year

-.273

.292

.786

-1.03

.49

Second year

-.137

.312

.971

-.95

.67

100 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

make more friends

Tukey HSD

First year

Second year

Third year

Fourth year

working experience

Tukey HSD

First year

-.333

.406

.845

-1.39

.73

First year

.061

.292

.997

-.70

.82

Second year

.196

.312

.922

-.62

1.01

Third year

.333

.406

.845

-.73

1.39

Second year

.058

.121

.964

-.26

.37

Third year

-.374

.269

.509

-1.08

.33

Fourth year

-.374

.269

.509

-1.08

.33

First year

-.058

.121

.964

-.37

.26

Third year

-.431

.288

.441

-1.18

.32

Fourth year

-.431

.288

.441

-1.18

.32

First year

.374

.269

.509

-.33

1.08

Second year

.431

.288

.441

-.32

1.18

Fourth year

.000

.375

1.000

-.98

.98

First year

.374

.269

.509

-.33

1.08

Second year

.431

.288

.441

-.32

1.18

Third year

.000

.375

1.000

-.98

.98

-.007

.113

1.000

-.30

.29

.091

.253

.984

-.57

.75

-.242

.253

.772

-.90

.42

First year

.007

.113

1.000

-.29

.30

Third year

.098

.270

.984

-.61

.80

Fourth year

-.235

.270

.819

-.94

.47

First year

-.091

.253

.984

-.75

.57

Second year

-.098

.270

.984

-.80

.61

Second year Third year Fourth year

Second year

Third year

101 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

communication Improvement

Tukey HSD

First year

Second year

Third year

Fourth year

Interpersonal Skill development

Tukey HSD

First year

Second year

Third year

-.333

.352

.779

-1.25

.58

First year

.242

.253

.772

-.42

.90

Second year

.235

.270

.819

-.47

.94

Third year

.333

.352

.779

-.58

1.25

Second year

-.018

.129

.999

-.35

.32

Third year

-.273

.288

.779

-1.02

.48

Fourth year

-.606

.288

.157

-1.36

.14

First year

.018

.129

.999

-.32

.35

Third year

-.255

.307

.840

-1.06

.55

Fourth year

-.588

.307

.228

-1.39

.21

First year

.273

.288

.779

-.48

1.02

Second year

.255

.307

.840

-.55

1.06

Fourth year

-.333

.401

.839

-1.38

.71

First year

.606

.288

.157

-.14

1.36

Second year

.588

.307

.228

-.21

1.39

Third year

.333

.401

.839

-.71

1.38

Second year

.132

.132

.751

-.21

.48

Third year

.152

.295

.956

-.62

.92

Fourth year

.152

.295

.956

-.62

.92

First year

-.132

.132

.751

-.48

.21

Third year

.020

.315

1.000

-.80

.84

Fourth year

.020

.315

1.000

-.80

.84

First year

-.152

.295

.956

-.92

.62

Second year

-.020

.315

1.000

-.84

.80

102 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

other expectation

Tukey HSD

First year

Second year

Third year

Fourth year

CGPA

Tukey HSD

First year

Second year

.000

.411

1.000

-1.07

1.07

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

Second year

.039

.041

.784

-.07

.15

Third year

-.020

.092

.996

-.26

.22

Fourth year

-.020

.092

.996

-.26

.22

First year

-.039

.041

.784

-.15

.07

Third year

-.059

.098

.932

-.31

.20

Fourth year

-.059

.098

.932

-.31

.20

First year

.020

.092

.996

-.22

.26

Second year

.059

.098

.932

-.20

.31

Fourth year

.000

.128

1.000

-.33

.33

First year

.020

.092

.996

-.22

.26

Second year

.059

.098

.932

-.20

.31

Third year

.000

.128

1.000

-.33

.33

Second year

-.02968

.04880

.929

-.1568

.0975

Third year

-.00576

.10892

1.000

-.2896

.2781

Fourth year

-.07909

.10892

.886

-.3629

.2048

First year

.02968

.04880

.929

-.0975

.1568

Third year

.02392

.11639

.997

-.2794

.3272

-.04941

.11639

.974

-.3527

.2539

.00576

.10892

1.000

-.2781

.2896

-.02392

.11639

.997

-.3272

.2794

Fourth year Third year

First year Second year

103 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Fourth year Fourth year

-.07333

.15176

.963

-.4688

.3222

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.

104 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 Gender

Current Class Designation

Between Groups

df

Mean Square

.281

2

.140

Within Groups

28.121

119

.236

Total

28.402

121

1.695

2

.847

Within Groups

45.912

119

.386

Total

47.607

121

3.036

2

1.518 1.567

Between Groups

No. of Extracurricular

Between Groups

Activities joined in USM

Within Groups

186.439

119

Total

189.475

121

2.458

2

1.229 .633

Time Allocation in

Between Groups

extracurricular Activities

Within Groups

74.682

118

Total

77.140

120

1.704

2

.852

Within Groups

117.765

110

1.071

Total

119.469

112

2.466

2

Time Allocation in Academic- Between Groups related-activities

Opinion about Extracurricular Between Groups

1.233

F

Sig. .594

.554

2.196

.116

.969

.382

1.942

.148

.796

.454

5.074

.008

105 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Activities to quality

Within Groups

28.919

119

.243

development of

Total

31.385

121

.905

2

.453

Within Groups

56.472

119

.475

Total

57.377

121

1.764

2

.882

Within Groups

47.515

119

.399

Total

49.279

121

42.482

2

21.241

Within Groups

101.616

119

.854

Total

144.098

121

11.820

2

5.910 1.130

undergraduate student Opinion about Extracurricular Between Groups Activities to academic performance Expected CGPA

Between Groups

Importance of Extracurricular Between Groups Activities

Satisfication of

Between Groups

Extracurricular Activities in

Within Groups

134.476

119

Total

146.295

121

11.597

2

5.798

120.870

119

1.016

132.467

121

29.493

2

14.747

Within Groups

587.862

118

4.982

Total

617.355

120

.070

2

.035 .202

USM Confident level to maintain

Between Groups

Extracurricular Activities and Within Groups Academic performance Total Highest Post

Between Groups

No. of student joined Ethnic

Between Groups

society

Within Groups

24.003

119

Total

24.074

121

1.292

2

No. of student joined Religion Between Groups

.646

.954

.388

2.208

.114

24.875

.000

5.230

.007

5.709

.004

2.960

.056

.174

.840

2.708

.071

106 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


society

Within Groups

28.389

119

.239

Total

29.680

121

.434

2

.217 .226

No. of student joined

Between Groups

Management/Accounting

Within Groups

26.943

119

Total

27.377

121

.026

2

.013 .077

society No. of student joined

Between Groups

AIESEC

Within Groups

9.155

119

Total

9.180

121

.079

2

.040 .055

No. of student joined

Between Groups

Volunteer worker

Within Groups

6.519

119

Total

6.598

121

.595

2

.298 .229

No. of student joined Event-

Between Groups

based activities

Within Groups

27.249

119

Total

27.844

121

.121

2

.060 .062

No. of student joined Sport

Between Groups

club

Within Groups

7.355

119

Total

7.475

121

.341

2

.171 .074

No. of student joined other

Between Groups

club

Within Groups

8.839

119

Total

9.180

121

.324

2

.162

Within Groups

28.996

119

.244

Total

29.320

121

1.685

2

For fun and enjoy

Leadership developments

Between Groups

Between Groups

.843

.958

.386

.166

.847

.722

.488

1.299

.277

.976

.380

2.297

.105

.664

.517

3.582

.031

107 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


make more friends

working experience

Within Groups

27.995

119

Total

29.680

121

.375

2

.187

Within Groups

25.404

119

.213

Total

25.779

121

1.191

2

.596

Within Groups

20.915

119

.176

Total

22.107

121

2.862

2

1.431

Within Groups

26.818

119

.225

Total

29.680

121

1.657

2

.829 .241

Between Groups

Between Groups

communication Improvement Between Groups

.235

Interpersonal Skill

Between Groups

development

Within Groups

28.638

119

Total

30.295

121

.039

2

.019

Within Groups

2.887

119

.024

Total

2.926

121

.013

2

.007

Within Groups

4.092

119

.034

Total

4.105

121

other expectation

CGPA

Between Groups

Between Groups

.878

.418

3.390

.037

6.350

.002

3.443

.035

.801

.451

.191

.826

108 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Multiple Comparisons

Dependent Variable Gender

Tukey HSD

(I) Opinion about Importance of Extracurricular Activities and Academic performance Extracurricular Activities

(J) Opinion about Importance of Extracurricular Activities and Academic performance Academic performance

Mean Difference (I-J) -.317

Std. Error .291

Sig. .523

Lower Bound -1.01

Upper Bound .37

-.300

.286

.548

-.98

.38

Extracurricular Activities

.317

.291

.523

-.37

1.01

Both

.017

.094

.982

-.21

.24

Extracurricular Activities

.300

.286

.548

-.38

.98

Academic performance

-.017

.094

.982

-.24

.21

Academic performance

.775

.372

.097

-.11

1.66

Both Academic performance

Both

Current Class Designation

Tukey HSD

Extracurricular Activities

Both Academic performance

Both

No. of Extracurricular Activities joined in USM

Tukey HSD

Extracurricular Activities

95% Confidence Interval

.747

.365

.106

-.12

1.61

Extracurricular Activities

-.775

.372

.097

-1.66

.11

Both

-.028

.121

.970

-.31

.26

Extracurricular Activities

-.747

.365

.106

-1.61

.12

Academic performance

.028

.121

.970

-.26

.31

Academic performance

-.058

.749

.997

-1.84

1.72

Both

-.384

.736

.861

-2.13

1.36

109 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Academic performance

Extracurricular Activities

.058

.749

.997

-1.72

1.84

-.326

.243

.376

-.90

.25

Extracurricular Activities

.384

.736

.861

-1.36

2.13

Academic performance

.326

.243

.376

-.25

.90

Academic performance

.717

.476

.292

-.41

1.85

Both

.474

.468

.570

-.64

1.59

Extracurricular Activities

-.717

.476

.292

-1.85

.41

Both

-.242

.155

.264

-.61

.12

Extracurricular Activities

-.474

.468

.570

-1.59

.64

Academic performance

.242

.155

.264

-.12

.61

Academic performance

-.447

.751

.823

-2.23

1.34

Both

-.199

.742

.961

-1.96

1.56

Extracurricular Activities

.447

.751

.823

-1.34

2.23

Both

.249

.207

.455

-.24

.74

Extracurricular Activities

.199

.742

.961

-1.56

1.96

-.249

.207

.455

-.74

.24

Both Both

Time Allocation in extracurricular Activities

Tukey HSD

Extracurricular Activities

Academic performance

Both

Time Allocation in Academic-relatedactivities

Tukey HSD

Extracurricular Activities

Academic performance

Both

Academic performance

110 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

Both

Opinion about Extracurricular Activities to academic performance

Tukey HSD

Extracurricular Activities

Academic performance

Academic performance

-.375

.295

.414

-1.08

.33

Both

-.076

.290

.963

-.76

.61

Extracurricular Activities

.375

.295

.414

-.33

1.08

Both

.299

*

.096

.006

.07

.53

Extracurricular Activities

.076

.290

.963

-.61

.76

Academic performance

-.299

*

.096

.006

-.53

-.07

Academic performance

-.292

.412

.760

-1.27

.69

Both

-.426

.405

.546

-1.39

.54

.292

.412

.760

-.69

1.27

-.134

.134

.574

-.45

.18

Extracurricular Activities

.426

.405

.546

-.54

1.39

Academic performance

.134

.134

.574

-.18

.45

Academic performance

-.308

.378

.694

-1.21

.59

Both

-.055

.372

.988

-.94

.83

Extracurricular Activities

.308

.378

.694

-.59

1.21

Both

.253

.123

.101

-.04

.54

Extracurricular Activities

.055

.372

.988

-.83

.94

Extracurricular Activities Both

Both

Expected CGPA

Tukey HSD

Extracurricular Activities

Academic performance

Both

111 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Importance of Extracurricular Activities

Tukey HSD

Extracurricular Activities

Academic performance

Both

Satisfication of Extracurricular Activities in USM

Tukey HSD

Extracurricular Activities

Academic performance

-.253

.123

.101

-.54

.04

Academic performance

2.558

*

.553

.000

1.25

3.87

Both

1.447

*

.544

.024

.16

2.74

Extracurricular Activities

-2.558

*

.553

.000

-3.87

-1.25

Both

-1.111

*

.179

.000

-1.54

-.69

-1.447

*

.544

.024

-2.74

-.16

Academic performance

1.111

*

.179

.000

.69

1.54

Academic performance

1.517

*

.636

.049

.01

3.03

.970

.625

.271

-.51

2.45

-1.517

*

.636

.049

-3.03

-.01

Both

-.546

*

.206

.025

-1.04

-.06

Extracurricular Activities

-.970

.625

.271

-2.45

.51

Academic performance

.546

*

.206

.025

.06

1.04

Academic performance

.283

.603

.886

-1.15

1.72

Both

-.376

.593

.802

-1.78

1.03

Extracurricular Activities

-.283

.603

.886

-1.72

1.15

Both

-.659

*

.196

.003

-1.12

-.19

Extracurricular Activities

Both Academic performance

Both

Confident level to maintain Extracurricular Activities and Academic performance

Tukey HSD

Extracurricular Activities

Academic performance

Extracurricular Activities

112 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Both

Highest Post

Tukey HSD

Extracurricular Activities

Academic performance

Extracurricular Activities

.376

.593

.802

-1.03

1.78

Academic performance

.659

*

.196

.003

.19

1.12

Academic performance

-.875

1.336

.790

-4.05

2.30

Both

.179

1.313

.990

-2.94

3.30

Extracurricular Activities

.875

1.336

.790

-2.30

4.05

*

.434

.044

.02

2.08

-.179

1.313

.990

-3.30

2.94

Both Both

No. of student joined Ethnic society

Tukey HSD

Extracurricular Activities

Academic performance

Extracurricular Activities Academic performance

-1.054

*

.434

.044

-2.08

-.02

Academic performance

-.033

.269

.992

-.67

.60

Both

-.080

.264

.951

-.71

.55

.033

.269

.992

-.60

.67

-.047

.087

.853

-.25

.16

Extracurricular Activities

.080

.264

.951

-.55

.71

Academic performance

.047

.087

.853

-.16

.25

Academic performance

-.058

.292

.978

-.75

.64

.160

.287

.843

-.52

.84

Extracurricular Activities Both

Both

No. of student joined Religion society

Tukey HSD

Extracurricular Activities

1.054

Both

113 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Academic performance

Both

No. of student joined Management/Accounting society

Tukey HSD

Extracurricular Activities

Academic performance

Extracurricular Activities

.058

.292

.978

-.64

.75

Both

.219

.095

.059

-.01

.44

Extracurricular Activities

-.160

.287

.843

-.84

.52

Academic performance

-.219

.095

.059

-.44

.01

Academic performance

.250

.285

.655

-.43

.93

Both

.329

.280

.470

-.34

.99

-.250

.285

.655

-.93

.43

.079

.092

.668

-.14

.30

Extracurricular Activities

-.329

.280

.470

-.99

.34

Academic performance

-.079

.092

.668

-.30

.14

Academic performance

.075

.166

.894

-.32

.47

Both

.089

.163

.850

-.30

.48

-.075

.166

.894

-.47

.32

.014

.054

.965

-.11

.14

Extracurricular Activities

-.089

.163

.850

-.48

.30

Academic performance

-.014

.054

.965

-.14

.11

Extracurricular Activities Both

Both

No. of student joined AIESEC

Tukey HSD

Extracurricular Activities

Academic performance

Extracurricular Activities Both

Both

114 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


No. of student joined Volunteer worker

Tukey HSD

Extracurricular Activities

Academic performance

Academic performance

.025

.140

.983

-.31

.36

Both

.076

.138

.846

-.25

.40

-.025

.140

.983

-.36

.31

.051

.045

.503

-.06

.16

Extracurricular Activities

-.076

.138

.846

-.40

.25

Academic performance

-.051

.045

.503

-.16

.06

Academic performance

-.392

.286

.361

-1.07

.29

Both

-.287

.281

.566

-.95

.38

Extracurricular Activities

.392

.286

.361

-.29

1.07

Both

.105

.093

.499

-.12

.33

Extracurricular Activities

.287

.281

.566

-.38

.95

Academic performance

-.105

.093

.499

-.33

.12

Academic performance

.025

.149

.985

-.33

.38

Both

.089

.146

.817

-.26

.44

-.025

.149

.985

-.38

.33

.064

.048

.388

-.05

.18

-.089

.146

.817

-.44

.26

Extracurricular Activities Both

Both

No. of student joined Event-based activities

Tukey HSD

Extracurricular Activities

Academic performance

Both

No. of student joined Sport club

Tukey HSD

Extracurricular Activities

Academic performance

Extracurricular Activities Both

Both

Extracurricular Activities

115 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


No. of student joined other club

Tukey HSD

Extracurricular Activities

Academic performance

Academic performance

-.064

.048

.388

-.18

.05

Academic performance

-.208

.163

.411

-.60

.18

Both

-.283

.160

.186

-.66

.10

.208

.163

.411

-.18

.60

-.074

.053

.341

-.20

.05

Extracurricular Activities

.283

.160

.186

-.10

.66

Academic performance

.074

.053

.341

-.05

.20

Academic performance

-.142

.295

.881

-.84

.56

Both

-.034

.290

.993

-.72

.66

Extracurricular Activities

.142

.295

.881

-.56

.84

Both

.108

.096

.500

-.12

.34

Extracurricular Activities

.034

.290

.993

-.66

.72

Academic performance

-.108

.096

.500

-.34

.12

Academic performance

-.700

*

.290

.046

-1.39

-.01

Both

-.544

.285

.141

-1.22

.13

Extracurricular Activities

.700

*

.290

.046

.01

1.39

Both

.156

.094

.227

-.07

.38

Extracurricular Activities Both

Both

For fun and enjoy

Tukey HSD

Extracurricular Activities

Academic performance

Both

Leadership developments

Tukey HSD

Extracurricular Activities

Academic performance

116 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Both

make more friends

Tukey HSD

Extracurricular Activities

Academic performance

Both

working experience

Tukey HSD

Extracurricular Activities

Academic performance

Both

communication Improvement

Tukey HSD

Extracurricular Activities

Extracurricular Activities

.544

.285

.141

-.13

1.22

Academic performance

-.156

.094

.227

-.38

.07

Academic performance

-.350

.277

.417

-1.01

.31

Both

-.291

.272

.534

-.94

.35

Extracurricular Activities

.350

.277

.417

-.31

1.01

Both

.059

.090

.789

-.15

.27

Extracurricular Activities

.291

.272

.534

-.35

.94

Academic performance

-.059

.090

.789

-.27

.15

Academic performance

-.542

.251

.083

-1.14

.05

Both

-.388

.247

.261

-.97

.20

Extracurricular Activities

.542

.251

.083

-.05

1.14

Both

.153

.081

.147

-.04

.35

Extracurricular Activities

.388

.247

.261

-.20

.97

Academic performance

-.153

.081

.147

-.35

.04

Academic performance

-.625

.284

.075

-1.30

.05

Both

-.329

.279

.468

-.99

.33

117 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Academic performance

Both

Interpersonal Skill development

Tukey HSD

Extracurricular Activities

Academic performance

Both

other expectation

Tukey HSD

Extracurricular Activities

Academic performance

Both

Extracurricular Activities

.625

.284

.075

-.05

1.30

Both

.296

*

.092

.005

.08

.51

Extracurricular Activities

.329

.279

.468

-.33

.99

Academic performance

-.296

*

.092

.005

-.51

-.08

Academic performance

-.600

.294

.106

-1.30

.10

Both

-.405

.289

.342

-1.09

.28

Extracurricular Activities

.600

.294

.106

-.10

1.30

Both

.195

.095

.105

-.03

.42

Extracurricular Activities

.405

.289

.342

-.28

1.09

Academic performance

-.195

.095

.105

-.42

.03

Academic performance

.050

.093

.854

-.17

.27

Both

.013

.092

.990

-.20

.23

Extracurricular Activities

-.050

.093

.854

-.27

.17

Both

-.037

.030

.435

-.11

.03

Extracurricular Activities

-.013

.092

.990

-.23

.20

.037

.030

.435

-.03

.11

Academic performance

118 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


CGPA

Tukey HSD

Extracurricular Activities

Academic performance

Both

Academic performance

-.02200

.11101

.979

-.2855

.2415

Both

.00013

.10908

1.000

-.2588

.2590

Extracurricular Activities

.02200

.11101

.979

-.2415

.2855

Both

.02213

.03599

.812

-.0633

.1075

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= 0.05 119

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.

120 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Objective: To understand SOM studentsâ&#x20AC;&#x2122; 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 Gender

Current Class Designation

Between Groups

df

Mean Square

1.232

2

.616

Within Groups

27.170

119

.228

Total

28.402

121

.759

2

.379

Within Groups

46.848

119

.394

Total

47.607

121

.402

2

.201 1.589

Between Groups

No. of Extracurricular

Between Groups

Activities joined in USM

Within Groups

189.073

119

Total

189.475

121

.521

2

.261 .649

Time Allocation in

Between Groups

extracurricular Activities

Within Groups

76.619

118

Total

77.140

120

1.510

2

.755

Within Groups

117.959

110

1.072

Total

119.469

112

4.866

2

2.433

Within Groups

26.519

119

.223

Total

31.385

121

Time Allocation in Academic- Between Groups related-activities

Opinion about Extracurricular Between Groups Activities to quality development of undergraduate student

F

Sig.

2.698

.071

.964

.384

.127

.881

.401

.670

.704

.497

10.918

.000

121 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Expected CGPA

Between Groups

.394

2

.197

Within Groups

48.885

119

.411

Total

49.279

121

1.848

2

.924

32.808

119

.276

34.656

121

2.688

2

1.344

Within Groups

141.410

119

1.188

Total

144.098

121

2.286

2

1.143 1.210

Opinion about Importance of Between Groups Extracurricular Activities and Within Groups Academic performance Total Importance of Extracurricular Between Groups Activities

Satisfication of

Between Groups

Extracurricular Activities in

Within Groups

144.009

119

Total

146.295

121

4.050

2

2.025

128.417

119

1.079

132.467

121

28.910

2

14.455

Within Groups

588.445

118

4.987

Total

617.355

120

.053

2

.026 .202

USM Confident level to maintain

Between Groups

Extracurricular Activities and Within Groups Academic performance Total Highest Post

Between Groups

No. of student joined Ethnic

Between Groups

society

Within Groups

24.021

119

Total

24.074

121

.013

2

.007

Within Groups

29.667

119

.249

Total

29.680

121

No. of student joined Religion Between Groups society

.479

.620

3.351

.038

1.131

.326

.945

.392

1.876

.158

2.899

.059

.131

.877

.027

.973

122 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


No. of student joined

Between Groups

Management/Accounting society

.238

2

.119

Within Groups

27.139

119

.228

Total

27.377

121

.078

2

.039 .076

No. of student joined

Between Groups

AIESEC

Within Groups

9.103

119

Total

9.180

121

.001

2

.000 .055

No. of student joined

Between Groups

Volunteer worker

Within Groups

6.598

119

Total

6.598

121

.453

2

.226 .230

No. of student joined Event-

Between Groups

based activities

Within Groups

27.392

119

Total

27.844

121

.224

2

.112 .061

No. of student joined Sport

Between Groups

club

Within Groups

7.252

119

Total

7.475

121

.034

2

.017 .077

No. of student joined other

Between Groups

club

Within Groups

9.146

119

Total

9.180

121

.058

2

.029

Within Groups

29.261

119

.246

Total

29.320

121

.066

2

.033

Within Groups

29.614

119

.249

Total

29.680

121

For fun and enjoy

Leadership developments

Between Groups

Between Groups

.522

.595

.508

.603

.005

.995

.983

.377

1.836

.164

.223

.800

.118

.888

.133

.875

123 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


make more friends

working experience

Between Groups

.436

2

.218

Within Groups

25.343

119

.213

Total

25.779

121

.005

2

.003

Within Groups

22.101

119

.186

Total

22.107

121

.259

2

.130

Within Groups

29.421

119

.247

Total

29.680

121

.600

2

.300 .250

Between Groups

communication Improvement Between Groups

Interpersonal Skill

Between Groups

development

Within Groups

29.695

119

Total

30.295

121

.066

2

.033

Within Groups

2.861

119

.024

Total

2.926

121

.021

2

.010

Within Groups

4.085

119

.034

Total

4.105

121

other expectation

CGPA

Between Groups

Between Groups

1.024

.362

.015

.986

.524

.593

1.202

.304

1.366

.259

.299

.742

124 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Multiple Comparisons

Dependent Variable Gender

Tukey HSD

(I) Opinion

(J) Opinion

about

about

Extracurricular

Extracurricular

Activities to

Activities to

academic

academic

performance

performance

Yes

No

-.072

.093

.719

-.29

.15

Don't know

-.317

.137

.056

-.64

.01

.072

.093

.719

-.15

.29

-.245

.136

.173

-.57

.08

Yes

.317

.137

.056

.00

.64

No

.245

.136

.173

-.08

.57

No

.030

.122

.967

-.26

.32

Don't know

.245

.179

.362

-.18

.67

-.030

.122

.967

-.32

.26

.215

.179

.452

-.21

.64

Yes

-.245

.179

.362

-.67

.18

No

-.215

.179

.452

-.64

.21

No

.110

.245

.894

-.47

.69

Don't know

-.019

.360

.998

-.87

.84

Yes

-.110

.245

.894

-.69

.47

Don't know

-.130

.359

.931

-.98

.72

.019

.360

.998

-.84

.87

No

Yes Don't know

Don't know

Current Class Designation

Tukey HSD

Yes

No

Yes Don't know

Don't know

No. of Extracurricular Activities

Tukey HSD

Yes

joined in USM No

Don't know

Yes

95% Confidence Interval

Mean Difference (IJ)

Std. Error

Sig.

Lower Bound

Upper Bound

125 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Time Allocation in extracurricular

Tukey HSD

Yes

Activities No

No

.130

.359

.931

-.72

.98

No

-.093

.157

.824

-.47

.28

Don't know

-.192

.230

.682

-.74

.35

.093

.157

.824

-.28

.47

-.099

.230

.903

-.64

.45

Yes

.192

.230

.682

-.35

.74

No

.099

.230

.903

-.45

.64

No

.242

.208

.479

-.25

.74

Don't know

.201

.315

.800

-.55

.95

Yes

-.242

.208

.479

-.74

.25

Don't know

-.041

.312

.990

-.78

.70

Yes

-.201

.315

.800

-.95

.55

No

.041

.312

.990

-.70

.78

No

.404

*

.092

.000

.19

.62

Don't know

.404

*

.135

.009

.08

.72

-.404

*

.092

.000

-.62

-.19

.000

.134

1.000

-.32

.32

*

.135

.009

-.72

-.08

No

.000

.134

1.000

-.32

.32

No

.048

.125

.920

-.25

.34

Don't know

-.130

.183

.759

-.56

.31

Yes

-.048

.125

.920

-.34

.25

Don't know

-.178

.182

.593

-.61

.25

.130

.183

.759

-.31

.56

Yes Don't know

Don't know

Time Allocation in Academic-

Tukey HSD

Yes

related-activities No

Don't know

Opinion about Extracurricular

Tukey HSD

Yes

Activities to quality development of undergraduate student

No

Yes Don't know

Don't know

Expected CGPA

Tukey HSD

Yes

No

Don't know

Yes

Yes

-.404

126 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Opinion about Importance of

Tukey HSD

Yes

Extracurricular Activities and Academic performance

No

Don't know

Importance of Extracurricular

Tukey HSD

Yes

Activities No

Don't know

Satisfication of Extracurricular

Tukey HSD

Yes

Activities in USM No

Don't know

Confident level to maintain

Tukey HSD

Yes

Extracurricular Activities and Academic performance

No

Don't know

No

.178

.182

.593

-.25

.61

No

-.259

*

.102

.033

-.50

-.02

Don't know

-.063

.150

.909

-.42

.29

Yes

.259

*

.102

.033

.02

.50

Don't know

.197

.149

.389

-.16

.55

Yes

.063

.150

.909

-.29

.42

No

-.197

.149

.389

-.55

.16

No

-.280

.212

.386

-.78

.22

Don't know

.067

.312

.975

-.67

.81

Yes

.280

.212

.386

-.22

.78

Don't know

.347

.310

.504

-.39

1.08

Yes

-.067

.312

.975

-.81

.67

No

-.347

.310

.504

-1.08

.39

No

-.224

.214

.549

-.73

.28

Don't know

.149

.314

.884

-.60

.90

Yes

.224

.214

.549

-.28

.73

Don't know

.373

.313

.461

-.37

1.12

Yes

-.149

.314

.884

-.90

.60

No

-.373

.313

.461

-1.12

.37

No

-.339

.202

.217

-.82

.14

Don't know

.096

.297

.944

-.61

.80

Yes

.339

.202

.217

-.14

.82

Don't know

.435

.296

.308

-.27

1.14

-.096

.297

.944

-.80

.61

Yes

127 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


Highest Post

Tukey HSD

Yes

No

No

-.435

.296

.308

-1.14

.27

No

.967

.434

.071

-.06

2.00

Don't know

-.071

.654

.994

-1.62

1.48

Yes

-.967

.434

.071

-2.00

.06

-1.037

.652

.253

-2.58

.51

Yes

.071

.654

.994

-1.48

1.62

No

1.037

.652

.253

-.51

2.58

No

.028

.087

.946

-.18

.23

Don't know

.063

.128

.878

-.24

.37

-.028

.087

.946

-.23

.18

.035

.128

.960

-.27

.34

Yes

-.063

.128

.878

-.37

.24

No

-.035

.128

.960

-.34

.27

No

-.016

.097

.986

-.25

.21

Don't know

.014

.143

.994

-.32

.35

Yes

.016

.097

.986

-.21

.25

Don't know

.030

.142

.976

-.31

.37

Yes

-.014

.143

.994

-.35

.32

No

-.030

.142

.976

-.37

.31

No

-.031

.093

.942

-.25

.19

Don't know

-.139

.137

.565

-.46

.18

.031

.093

.942

-.19

.25

-.109

.136

.704

-.43

.21

.139

.137

.565

-.18

.46

Don't know Don't know

No. of student joined Ethnic

Tukey HSD

Yes

society No

Yes Don't know

Don't know

No. of student joined Religion

Tukey HSD

Yes

society No

Don't know

No. of student joined

Tukey HSD

Yes

Management/Accounting society No

Yes Don't know

Don't know

Yes

128 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


No. of student joined AIESEC

Tukey HSD

Yes

No

Don't know

No. of student joined Volunteer

Tukey HSD

Yes

worker No

Don't know

No. of student joined Event-based Tukey HSD

Yes

activities No

No

.109

.136

.704

-.21

.43

No

-.041

.054

.731

-.17

.09

Don't know

.029

.079

.929

-.16

.22

Yes

.041

.054

.731

-.09

.17

Don't know

.069

.079

.653

-.12

.26

Yes

-.029

.079

.929

-.22

.16

No

-.069

.079

.653

-.26

.12

No

-.002

.046

.999

-.11

.11

Don't know

.005

.067

.997

-.15

.16

Yes

.002

.046

.999

-.11

.11

Don't know

.007

.067

.994

-.15

.17

Yes

-.005

.067

.997

-.16

.15

No

-.007

.067

.994

-.17

.15

No

.044

.093

.884

-.18

.27

Don't know

.192

.137

.343

-.13

.52

-.044

.093

.884

-.27

.18

.148

.137

.525

-.18

.47

Yes

-.192

.137

.343

-.52

.13

No

-.148

.137

.525

-.47

.18

No

.092

.048

.139

-.02

.21

Don't know

.043

.071

.813

-.12

.21

Yes

-.092

.048

.139

-.21

.02

Don't know

-.049

.070

.769

-.22

.12

Yes

-.043

.071

.813

-.21

.12

Yes Don't know

Don't know

No. of student joined Sport club

Tukey HSD

Yes

No

Don't know

129 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


No. of student joined other club

Tukey HSD

Yes

No

Don't know

For fun and enjoy

Tukey HSD

Yes

No

Don't know

Leadership developments

Tukey HSD

Yes

No

No

.049

.070

.769

-.12

.22

No

-.003

.054

.998

-.13

.12

Don't know

.048

.079

.817

-.14

.24

Yes

.003

.054

.998

-.12

.13

Don't know

.051

.079

.795

-.14

.24

Yes

-.048

.079

.817

-.24

.14

No

-.051

.079

.795

-.24

.14

No

-.041

.096

.904

-.27

.19

Don't know

.010

.142

.997

-.33

.35

Yes

.041

.096

.904

-.19

.27

Don't know

.051

.141

.931

-.28

.39

Yes

-.010

.142

.997

-.35

.33

No

-.051

.141

.931

-.39

.28

No

-.035

.097

.931

-.26

.20

Don't know

-.067

.143

.885

-.41

.27

.035

.097

.931

-.20

.26

-.032

.142

.972

-.37

.30

Yes

.067

.143

.885

-.27

.41

No

.032

.142

.972

-.30

.37

No

-.120

.090

.375

-.33

.09

Don't know

.000

.132

1.000

-.31

.31

Yes

.120

.090

.375

-.09

.33

Don't know

.120

.131

.631

-.19

.43

Yes

.000

.132

1.000

-.31

.31

Yes Don't know

Don't know

make more friends

Tukey HSD

Yes

No

Don't know

130 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


working experience

Tukey HSD

Yes

No

No

-.120

.131

.631

-.43

.19

No

.010

.084

.992

-.19

.21

Don't know

.019

.123

.987

-.27

.31

-.010

.084

.992

-.21

.19

.009

.123

.997

-.28

.30

Yes

-.019

.123

.987

-.31

.27

No

-.009

.123

.997

-.30

.28

No

-.098

.097

.572

-.33

.13

Don't know

-.072

.142

.868

-.41

.27

Yes

.098

.097

.572

-.13

.33

Don't know

.025

.142

.982

-.31

.36

Yes

.072

.142

.868

-.27

.41

No

-.025

.142

.982

-.36

.31

No

-.059

.097

.815

-.29

.17

Don't know

-.221

.143

.272

-.56

.12

.059

.097

.815

-.17

.29

-.162

.142

.492

-.50

.18

Yes

.221

.143

.272

-.12

.56

No

.162

.142

.492

-.18

.50

No

-.038

.030

.411

-.11

.03

Don't know

.024

.044

.851

-.08

.13

Yes

.038

.030

.411

-.03

.11

Don't know

.063

.044

.336

-.04

.17

-.024

.044

.851

-.13

.08

Yes Don't know

Don't know

communication Improvement

Tukey HSD

Yes

No

Don't know

Interpersonal Skill development

Tukey HSD

Yes

No

Yes Don't know

Don't know

other expectation

Tukey HSD

Yes

No

Don't know

Yes

131 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


CGPA

Tukey HSD

Yes

No

Don't know

No

-.063

.044

.336

-.17

.04

No

.02415

.03600

.781

-.0613

.1096

Don't know

-.00683

.05297

.991

-.1325

.1189

Yes

-.02415

.03600

.781

-.1096

.0613

Don't know

-.03097

.05274

.827

-.1561

.0942

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≤ 0.05 132 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


All the above p-valueâ&#x2030;¤ Îą = 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.

133 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, â&#x20AC;&#x153;pesta hokiâ&#x20AC;? 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 134 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. Respondentâ&#x20AC;&#x2122;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. 135 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.

136 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

137 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 138

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? *

139 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

extremely unsatisfied

7 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. :-)

140 AEW125 Business Statistic | Semester 1, A.S. 2012/2013 |


STAT