complete assignment 2

CONTENT

1.0.0 Introduction --------------------------------------------------------------------------------- 1

2.0.0 Objective -------------------------------------------------------------------------------------2

2.1.0 General Objective

2.2.0 Specific Objective

3.0.0 Hypothesis ----------------------------------------------------------------------------------- 3

4.0.0 Background of Studies -------------------------------------------------------------------- 4

5.0.0 Statement of Problems -------------------------------------------------------------------- 6

6.0.0 Methodology -------------------------------------------------------------------------------- 9

6.1.0 Research Design

6.2.0 Research Instrument

6.3.0 Population and Sample

6.4.0 Data Collection Procedure

6.5.0 Data Analysis

6.5.1 Independent Sample T-test

6.5.2 One-Way Analysis of Variance (ANOVA)

6.5.3 Correlation

7.0.0 Findings and Discussions ----------------------------------------------------------------- 12

8.0.0 Conclusion ------------------------------------------------------------------------------------22

10.0.0 Attachments --------------------------------------------------------------------------------- 23

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1.1.0 Introduction

Employability skills can be defined as basic skills necessary for getting, keeping, and doing

well on a job. Studies from the Department of Education, Science and Training (DEST), the

Australian Chamber of Commerce and Industry (ACCI) and the Business Council of

Australia (BCA) have developed those employability skills, sometimes referred to as soft

skills. Employability skills include communication, teamwork, problem solving, initiative

and enterprise, planning and organizing, self management, learning, and technology. An

employability skill was found to be general terms in work world.

These studies studied the relationship on the level employability skills needed in the job

market and graduates’ employability skills standard in UNIMAS that they currently possesses

and the attitude of UNIMAS student towards the employability skills.

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2.0.0 Objective

2.1.0 General Objective

This research was conducted to accomplish the requirement of the course KMF2014 Statistic.

The focus of this study is to analyze the UNIMAS students of three specific faculties on their

employability skills which enable them to compete in job market as well as in workplace.

These faculties include Faculty of Cognitive Sciences and Human Development (FSKPM),

Faculty of Resource Sciences and Technology (FRST) and Faculty of Engineering (FE).

2.2.0 Specific Objective

a. To determine whether are there difference in the level of employability skills among

UNIMAS students based on genders.

b. To determine whether are there difference in the attitude towards employability skills

among UNIMAS students based on the area of attended secondary education.

c. To determine whether are there difference in the attitude towards employability skills

among UNIMAS students based on race.

d. To determine whether are there difference in the level of employability skills among

UNIMAS students based on the three specific faculties.

e. To analyze whether are there relationship between level of employability skills and

CGPA grading range among UNIMAS students.

f. To analyze whether are there the relationship between the level of employability skills

and the attitude towards employability skills among UNIMAS students.

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3.0.0 Hypothesis

The study is conducted to test the following hypothesis:

Ho1: There is no significant difference in the level of employability skills based on gender.

Ho2: There is no significant difference in the attitude towards employability skills based on

the area of attended secondary education.


race.

Ho4: There is no significant difference in the level of employability skills based on faculty.

Ho5: There is no significant relationship between level of employability skills and CGPA

grading range.

Ho6: There is no significant relationship between the level of employability skills and the

attitude towards employability skills.

3

4.0.0 Background of Studies

Nowadays, competitive environment is more intense than ever before. Significant and rapid

changes affect the business environment. One only has to think about the remarkable changes

in technology, political boundaries and treaties, population demographic, and consumer

preference in the last decade to appreciate the turbulence of the business environment. Most

discussions concerning today’s workforce eventually turn to employability or job readiness

skills that help them to fit into and remain in the work environment is a real problem.

Employers need reliable, responsible workers who can solve problems and have the social

skills and attitudes with other workers.

One of the main elements that need to emphasize is communication skills among the workers.

Communication is very important in a business, not only with the manager but also with

everyone else working for the company. Without communication, people working in the

organization have no idea what is going on and direction for the business can be very difficult

to obtain. At UNIMAS, one of the faculties that prioritize communication skills is Faculty of

Cognitive Science and Human Resources Development (FCSHD). In FCSHD,

communication and interpersonal skills are learned and practiced. Besides, management skills

are also very important in this faculty. With that, it may help the organization to becomes

more progressive and effloresce in the future. Most organizations are looking for workers

who are holistically competent rather than those who are only good at academic.

According to Clarke (1997), he believed that the process of developing employability skills is

a continual process and begins year earlier before students enter tertiary education. At

UNIMAS, Faculty of Research Science and Technology (FRST) studied focused on the

growth and development of science and current technology. By time to time, the technology

changing rapidly and getting more advanced. Therefore, the employees have to be aware of

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the changes and ensure that they know how to use the new technology to perform the job

better. Continuous supply of knowledge about the current science and technology will

enhance the organization effectiveness and efficiency.

Experience is also very important because it affect the development of an organization.

Organization need experienced worker to increase productivity. For example, having

experience in technical skills. In UNIMAS, technical skills in Faculty of Engineering (FE)

are strongly being emphasized. Engineering is the science, discipline, art and profession of

acquiring applying technical, scientific and mathematical knowledge to design and

implement materials, structures, machines, devices, systems and processes that safely realize

a desired objective or inventions. Experience from that learning can make the job becomes

easier and faster.

The requirements that employers are searching for need to be developed among the

workforce in order to be competent. Therefore, here is a consensus saying that

undergraduates should require employability skills in their three or four years of studies in the

colleges and universities.

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5.0.0 Statement of Problems

Today’s generation of university graduates will be required to continuously update existing

employability skills and obtain new skills and qualifications as a result of the rapidly

changing economy and labour market. In order to engage in a multilateral discourse on

employability skills between various educational stakeholders, it is important to consider the

perceptions of both recent university graduates and faculty members.

Employability refers to a person's capability of gaining initial employment, maintaining

employment, and obtaining new employment if required. In simple terms, employability is

about being capable of getting and keeping fulfilling work. More comprehensively,

employability is the capability to move self-sufficiently within the labour market to realize

potential through sustainable employment. For individuals, employability depends on the

knowledge, skills and attitudes (KSA's) they possess, the way they use those assets and

present them to employers, and the context for example personal circumstances and labour

market environment within which they seek work.

Employability skills are best developed when these skills are integrated across the

curriculum. Effective teaching practices such as promoting active learning, using multiple

teaching strategies and providing prompt feedback all contribute to the skills development of

students and recent university graduates. Employability is a two-sided equation and many

individuals need various forms of support to overcome the physical and mental barriers to

learning and personal development which means updating their assets. Employability is not

just about vocational and academic skills. Individuals need relevant and usable market

information to help them make informed decisions about the labour market options available

to them. They may also need support to realize when such information would be useful, and

to interpret that information and turn it into intelligence.

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For individuals, employability depends on their assets in terms of the knowledge, skills and

attitudes they possess, the way they use and deploy their assets, the way they present them to

employers and crucially, the context for example personal circumstances and labour market

environment within which they seek work. In order to be employed, graduates must have

ability to gain initial employment, hence the interest in ensuring the ‘key skills’, careers

advice and an understanding about the world of work are embedded in the education system.

Secondly, the student also must have the ability to maintain employment and make

‘transitions’ between jobs and roles within the same organization to meet new job

requirements. Lastly, students also must obtain new employment if required to be

independent in the labour market by being willing and able to manage their own employment

transitions between and within organizations.

Merely being in possession of employer relevant knowledge, skills and attitudes is not

enough for an individual to either move self-sufficiently in the modern labour market or

realize their potential. People also need the capability to exploit their assets, to market them

and sell them. These are a linked set of abilities include career management skills and life

skills. It is commonly identified as self-awareness such as diagnosing occupational interests

and abilities, opportunity awareness such as knowing what work opportunities exist and their

entry requirements in labour market knowledge, decision-making skills as to develop a

strategy of getting from where you are to where you want to be and transition skills.

The graduate’s students must able to have a job search skill which is finding a suitable job.

Access to formal and informal networks is an important component of job search and

employability. They also must have some strategic approach to be adaptable to labour market

developments and realistic about labour market opportunities.

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Another key aspect of employability is being able to get a particular job, once identified

sometimes included under career management skills, but is given prominence as a separate

element here due to its crucial importance to securing employment. It centres on the ability to

demonstrate ‘employability’ assets and present them to the market in an accessible way.

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6.0.0 Methodology

6.1.0 Research Design

In this research, survey method is used. It is very effective to collect vast amount of

information in a very brief time. Moreover, this method provides an inexpensive way to

gather data from a potentially large number of respondents. It is often they are the only

feasible way to reach a number of reviewers large enough to allow statistically analysis of the

results.

6.2.0 Research Instrument

Questionnaires are used as our research instrument. There are total of four sections in the

questionnaires. Section A comprises of the demographic questions on the participants.

Section B and Section C are questions on employability skills of participants. Lastly, Section

D is questions on attitude towards employability skills.

6.3.0 Population and Sample

Questionnaires are distributed to three specific faculties, Faculty of Cognitive Sciences and

Human Development (FCSHD), Faculty of Research Sciences and Technology (FRST) and

Faculty of Engineering (FE). There are approximately 3000 students in these three faculties.

A total of 52 questionnaires are distributed and collected from these three faculties. There 15

samples from FCSHD, 15 samples from FRST and 22 samples from FE.

6.4.0 Data Collection Procedure

The 52 questionnaires are distributed randomly to the three faculties. There are 15 samples

from FCSHD, 15 samples from FRST and 22 samples from FE. The time used to distribute

and recollect the data are within three days.

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6.5.0 Data Analysis

Inferential Statistics are used to draw conclusions about a population from a sample of data.

By using inferential statistic, we can determine the probability or percentage of our

confidence in the accuracy of the study results by using probability distributions. A

probability distribution describes the frequency or probabilities that an event can take. Using

probability distributions, statisticians have created a process for establishing the probability

that the results from a sample are accurate of the population. The process involves comparing

your sample to the appropriate probability distribution. If there is a low probability that the

results of your sample are due to chance, then we accept the results of the study as accurate to

the population. We have agreed as a field upon a 5% or less probability level. Probability is

written as "p", so significance is written as "p < 0.05".

6.5.1 Independent Sample T-test

A T-test is any statistical hypothesis test in which the test statistic follows a student T

distribution if the null hypothesis is true. T-test is used for two sample location test of the null

hypothesis that the means of two normally distributed populations are equal.

Hypothesis used:

Ho1: There is no significant difference in the level of employability skills based on gender.



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6.5.2 One-Way Analysis of Variance (ANOVA)

ANOVA gives a statistical test of whether the means of several groups are all equal. One-way

ANOVA is used to test for differences among two or more independent groups. This analysis

was used to identify the difference in means of the groups that had more than two categories.

Hypothesis used:


race.

Ho4: There is no significant difference in the level of employability skills based on faculty.

6.5.3 Correlation

The correlation is used to find a relationship between at least two continuous variables. A

correlation is a number between -1 and +1 that measures the degree of association between

two variables. A positive value for the correlation implies a positive association (large values

of X tend to be associated with large values of Y and small values of X tend to be associated

with small values of Y). A negative value for the correlation implies a negative or inverse

association (large values of X tend to be associated with small values of Y and vice versa).

Hypothesis used:

Ho5: There is no significant relationship between level of employability skills and CGPA

grading range.

Ho6: There is no significant relationship between the level of employability skills and the


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7.0.0 Findings and Discussions

7.1.0 T-test

7.1.1 There is no significant difference in the level of employability skills based

on gender.

Table 1: Group Statistics of the Level of Employability Skills based on Gender

Gender N Mean Std. Deviation Std. Error Mean

Employability skills Male 17 2.2031 .51942 .12598

Female 34 2.5760 .32965 .05654

Table 2: Independent Samples Test on the Level of Employability Skills based on Gender

Levene's

Test for

Equality of

Variances t-test for Equality of Means

95% Confidence

Interval of the

Difference

F Sig. t df

Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference Lower Upper

Employability

skills

Equal

variances

assumed

5.46

5.024 -3.126 49 .003 -.37290 .11929 -.61263 -.13317

Equal

variances

not

assumed

-2.701 22.648 .013 -.37290 .13808 -.65879 -.08701

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To determine if there is any significant difference in the level of employability skills based on

gender, the appropriate test to test this hypothesis is the independent sample t-test. The

independent variable is the gender of students in UNIMAS, which is a nominal variable. The

dependent variable is the level of employability skills of the students in UNIMAS. Based on

Table 2, given the Levene’s test has a probability lesser than 0.05. Thus, we assume that the

population variances are not equal. Therefore, we use the t-value, degree of freedom and two-

tailed significant for the unequal variance estimates to determine whether differences in the

level of employability skills among gender exist.

The result indicates that there is significant difference in the level of employability skills

based on gender (t=-2.701, df=22.648, p=0.013, indicates that there is significant difference

in level of employability skills based on gender because the value of significance is lesser

than 0.05 (p < 0.05). Therefore the null hypothesis is rejected.

Further examination of the descriptive statistics of mean for both groups of gender showed

that females (mean = 2.5760, std. dev= 0.32965) and males (mean = 2.2031, std. dev =

0.51942).

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7.1.2 There is no significant difference in the attitude towards employability

skills based on the area of attended secondary education.

Table 3: Group Statistics of the Attitude towards Employability Skills based on the Area of Attended

Secondary Education

Area of

Secondary

Education N Mean Std. Deviation Std. Error Mean

Attitude towards employability

skills

Rural School 9 3.0000 .48591 .16197

Urban School 40 3.0792 .46223 .07309

Table 4: Independent Samples Test on the Attitude towards Employability Skills based on the Area of

Attended

Secondary Education

Levene's

Test for

Equality of

Variances t-test for Equality of Means

95% Confidence

Interval of the

Difference

F Sig. t df

Sig. (2-

tailed)

Mean

Differenc

e

Std. Error

Difference Lower Upper

Attitude

towards

employability

skills

Equal

variances

assumed

.024 .878 -.460 47 .648 -.07917 .17205 -.42529 .26695

Equal

variances

not assumed

-.446 11.492 .664 -.07917 .17770 -.46824 .30991

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To determine if there is any significant difference in the attitude towards employability skills

based on the area of attended secondary education, the appropriate test to test this hypothesis

is the independent sample t-test. The independent variable is the area of attended secondary

education of students in UNIMAS, which is a nominal variable. The dependent variable is the

attitude towards the employability skills of the students in UNIMAS. Based on Table 4, given

the Levene’s test has a probability greater than 0.05. Thus, we assume that the population

variances are equal. Therefore, we use the t-value, degree of freedom and two-tailed

significant for the equal variance estimates to determine whether differences in the attitude

towards employability skills based on the area of attended secondary education exist.

The result indicates that there is no significant difference in the attitude towards

employability skills based on the area of attended secondary education (t=-0.460, df=47,

p=0.648), indicates that there is no significant difference in attitude towards employability

skills based on the area of attended secondary education because the value of significance is

greater than 0.05 (p > 0.05). Therefore, fail to reject the null hypothesis.

Further examination of the descriptive statistics of mean for both groups of area of attended

secondary education showed that rural school (mean = 3.0000, std. dev= 0.48591) and males

(mean = 3.0792, std. dev = 0.46223).

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7.2.0 One-Way ANOVA

7.2.1 There is no significant difference in the attitude towards employability

skills based on race.

Table 5: Descriptive of Attitude towards Employability Skills based on Race

Attitude towards employability skills

N Mean Std. Deviation Std. Error

95% Confidence Interval for

Mean

Minimum MaximumLower Bound Upper Bound

Malay 15 3.1667 .32733 .08452 2.9854 3.3479 2.67 3.83

Chinese 27 2.9506 .49746 .09574 2.7538 3.1474 1.33 4.00

Indian 4 3.1667 .19245 .09623 2.8604 3.4729 3.00 3.33

Bumiputera 5 3.4333 .63026 .28186 2.6508 4.2159 2.67 4.00

Total 51 3.0784 .46590 .06524 2.9474 3.2095 1.33 4.00

Table 6: Test of Homogeneity of Variances for

Attitude towards Employability Skills

based on Race


Levene Statistic df1 df2 Sig.

1.370 3 47 .263

Table 7: ANOVA for Attitude towards Employability Skills based on Race


Sum of Squares df Mean Square F Sig.

Between Groups 1.219 3 .406 1.982 .130

Within Groups 9.634 47 .205

Total 10.853 50

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To determine if there is any significant difference in the attitude towards employability skills

based on race, the appropriate test to test this hypothesis is by using the One-Way Analysis of

Variable (ANOVA). The independent variable is the race of students in UNIMAS, which is a

nominal variable. The dependent variable is the attitude towards the employability skills of

the students in UNIMAS. Based on Table 6, given the Levene’s test has a probability greater

than 0.05 (p = 0.263, p > 0.05). Thus, we assume that the two variances are homogeneous.

According to Table 7, the F (3,47) = 1.982, p = 0.130, indicates that there is no significant

difference difference in the attitude towards employability skills based on race because the

value of significance is greater than 0.05 (p > 0.05). Therefore, it is fail to reject the null

hypothesis. Since the test fail to reject the null hypothesis, there is no need to perform Post

Hoc test.

Further examination of the descriptive statistics of mean for the four races showed that Malay

(mean = 3.1667, std. dev = 0.32733), Chinese (mean = 2.9506, std. dev = 0.49746), Indian

(mean = 3.1667, std. dev = 0.19245), and Bumiputera (Mean = 3.4333, std. dev = 0.63026).

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7.2.1 There is no significant difference in employability skills based on faculty.

Table 8: Descriptive of Employability Skills based on Faculty

Employability skills

N Mean Std. Deviation Std. Error

95% Confidence Interval for

Mean

Minimum MaximumLower Bound Upper Bound

FE 22 2.3712 .52567 .11207 2.1381 2.6043 1.31 3.49

FRST 14 2.5289 .37126 .09922 2.3146 2.7433 1.68 3.38

FCSHD 15 2.4976 .34085 .08801 2.3089 2.6864 1.92 3.37

Total 51 2.4517 .43540 .06097 2.3292 2.5741 1.31 3.49

Table 9: Test of Homogeneity of Variances for

Employability Skills based on Faculty


Levene Statistic df1 df2 Sig.

2.355 2 48 .106

Table 10: ANOVA for Employability Skills based on Faculty


Sum of Squares df Mean Square F Sig.

Between Groups .258 2 .129 .670 .516

Within Groups 9.221 48 .192

Total 9.479 50

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To determine if there is any significant difference in employability skills based on faculty, the

appropriate test to test this hypothesis is by using the One-Way Analysis of Variable

(ANOVA). The independent variable is the faculty of students in UNIMAS, which is a

nominal variable. The dependent variable is the employability skills of the students in

UNIMAS. Based on Table 9, given the Levene’s test has a probability greater than 0.05 (p =

0.106, p > 0.05). Thus, we assume that the two variances are homogeneous.

According to Table 10, the F (2,48) = 0.670, p = 0.516, indicates that there is no significant

difference in employability skills based on faculty because the value of significance is greater

than 0.05 (p > 0.05). Therefore, it is fail to reject the null hypothesis. Since the test fail to

reject the null hypothesis, there is no need to perform Post Hoc test.

Further examination of the descriptive statistics of mean for the three faculties showed that

Faculty of Engineering, FE (mean = 2.3712, std. dev= 0.52567), Faculty of Resource

Sciences & Technology, FRST (mean = 2.5289, std. dev = 0.37126), and Faculty of

Cognitive Sciences & Human Development, FCSHD (Mean = 2.4976, std. dev= 0.34085).

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7.3.0 Correlation

7.3.1 There is no significant relationship between level of employability skills

and CGPA grading range.

Table 11: Correlations for level of employability skills and CGPA grading range

Employability

skills

CGPA Grading

Range

Spearman's rho Employability skills Correlation Coefficient 1.000 .184

Sig. (2-tailed) . .202

N 51 50

CGPA Grading Range Correlation Coefficient .184 1.000

Sig. (2-tailed) .202 .

N 50 51

To analyze if there is any significant relationship between level of employability skills and

CGPA grading range, Spearman Rank-Order Correlation is used to test this hypothesis due to

the two variables being tested belongs to ordinal measurements. In Table 11, the result (r =

0.184, p = 0.202, df = N-2 = 49) indicates that there is no correlation in the data set between

the level of employability skills and CGPA grading range. The significance value of the

result is 0.202, which is greater than 0.05 (p > 0.05). Thus, the rejection of null hypothesis is

failed. Therefore, there is no significant relationship between the level of employability skills

and CGPA grading range of UNIMAS students.

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7.3.2 There is no significant relationship between the level of employability

skills and the attitude towards employability skills.

Table 12: Correlations for the Level of Employability Skills and the Attitude towards Employability Skills

Employability

skills

Attitude towards

employability

skills

Spearman's rho Employability skills Correlation Coefficient 1.000 -.140

Sig. (2-tailed) . .331

N 51 50

Attitude towards

employability skills

Correlation Coefficient -.140 1.000

Sig. (2-tailed) .331 .

N 50 51

To analyze if there is any significant relationship between level of employability skills and

the attitude towards employability skills, Spearman Rank-Order Correlation is used to test

this hypothesis due to the two variables being tested belongs to ordinal measurements. In

Table 12, the result (r = -0.140, p = 0.331, df = N-2 = 49) indicates that there is no correlation

in the data set between the level of employability skills and the attitude towards

employability skills. The significance value of the result is 0.331, which is greater than 0.05

(p > 0.05). Thus, the rejection of null hypothesis is failed. Therefore, there is no significant

relationship between the level of employability skills and the attitude towards employability

skills of UNIMAS students.

21

8.0.0 Conclusion

After conducting a few test to test the null hypothesis and the results show that:

There is significant difference in the level of employability skills based on gender.

There is no significant difference in the attitude towards employability skills based on


There is no significant difference in the attitude towards employability skills based on

race.

There is no significant difference in the level of employability skills based on faculty.

There is no significant relationship between level of employability skills and CGPA

grading range.

There is no significant relationship between the level of employability skills and the


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10.0.0 Attachments

QUESTIONNAIRE – Level of employability skills of students in UNIMAS

Section A: Demographic

Please tick and write down your answer in the space given.

1. Gender: Male ( ) Female ( )

2. Race: Malay ( ) Bumiputera ( )

Chinese ( ) Others ( )

Indian ( )

3. Area in which you attended your secondary education:

Rural School ( ) Urban School ( )

4. Faculty:

FE ( )

FRST ( )

FCSHD ( )

5. Program: ________________________________________

6. Current CGPA: _____________

7. English MUET result: ___________

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complete assignment 2

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