stat

Business Statistics

AEW 125

Semester I, Year 2012/13

Topic : Personal Development

Lecturers :-

Dr. Teh Sin Yin

By:

Tan Chang Chieat 115345 010-3771949

Tan Suk Ee 115358 017-5699138

Tan Woi Kiong 115359 016-7399120

Wong Mei Yan 115375 016-5793351

Wong Wooi Leng 115377 012-4154868

Yan Jia Mei 115381 016-9888266

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

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.


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



3.4.Confidence Interval Estimation

3.4.1. Confidence Interval Estimation 66


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


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


assume that year 2 students and above will have less expectation on extra-curriculum because they concentrated

more on academic as their CGPA will show an impact on their certification and they had involved in curriculum

and extra-curriculum during 1st year.

Last but not least, this research investigates the SOM students’ opinion whether extracurricular activities will

affect their academic results. From our result, majority of the respondents who joined 2 extracurricular activities

feels that joining extracurricular activities would affect their academic results. This might due to joining more

than 1 extracurricular activities would make the respondents will have limited time to concentrate in their

studies and eventually affect their academic result.

In a nutshells, based on our objective analysis from 130 respondents. We can conclude that students agreed that

personal development will bring an impaction on their career. As a preparation, they will equip themselves with

soft skill and hard skill by joining curriculum. The level of involvement in curriculum and extra curriculum is

based on the personal confident from students to themselves and the expectation that they will achieve after join

curriculum and extra- curriculum. Students will have a wise choice based on their personal characteristic and

also the job enquires for their future expectation job.

1.2.Introduction

Personal development defined as activities which could improve self awareness and identity, develop talents

and potential, build human capital and facilitate employability, enhance quality of life and contribute to the

realization of dreams and aspirations. Personal development includes improving self-awareness, improving self-

knowledge, building or renewing identity, developing strengths or talents, improving wealth and spiritual

development .Moreover, personal development is a field of practice and research. As a field of practice it

includes personal development methods, learning programs, assessment systems, tools and techniques. Personal

http://en.wikipedia.org/wiki/Self-awareness

http://en.wikipedia.org/wiki/Self-knowledge_(psychology)

http://en.wikipedia.org/wiki/Self-knowledge_(psychology)

http://en.wikipedia.org/wiki/Identity_(social_science)

http://en.wikipedia.org/wiki/Skill


development is hard work. It takes time, consistency, and patience. In this assignment, my group member and I

are going to do a survey to oversee personal development of student from School Of Management Universiti

Sains Malaysia and the relation between their personal developments with their involvement in extracurricular

activities. Extracurricular activities are important because it broaden people’s horizons into fields that do not

involve a academic one. Any person should do some sports, or be part of an activity such as chess, IT or

languages. It makes a person gain other values than the school has given you, making you more social, more

communicative, more determined and dedicated, and focused on a goal. Besides, extracurricular activities are

important for an all-round personality development. Hence extra-curricular activities such as sports, arts &

crafts and community service help the individual to realize her/his full potential, along with offering multi-

sensory experiences & utilizing multiple intelligences.

1.3.Objective

1. To focus on the current class designation of SOM students on extracurricular activities.

We will know which current class designation of SOM students will join which extracurricular activities. As

many will only join the extracurricular when they are free enough and can divide their time effectively and

efficiently without affecting their study.

2. To investigate the importance of academic and extracurricular activities to SOM students.

By doing this survey, we can know what is more important for the SOM students either education or

extracurricular activities. We will know this by how much time they allocate to their education and

extracurricular activities in one week.

3. To know the expectation of SOM students on their CGPA after joining extracurricular activities.


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.


-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’


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.


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.


3. Data Finding and Analysis

3.1.Organize and Visualizing Data

3.1.1. Tables and Charts Analysis

1.

Gender

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

Male 48 36.9 36.9 36.9

Femal

e

82 63.1 63.1 100.0

Total 130 100.0 100.0

Figure 3.1.1

The above figure 3.1.1 exhibit the gender of SOM student in USM. The figure 3.1.1 shows that 63.1 % of

total respondents which is 82 respondents in this personal development research is female while 36.9 % of

total respondents which is 48 respondents in this personal development research.


2.

Current Class Designation

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

First year 105 80.8 80.8 80.8

Second

year

18 13.8 13.8 94.6

Third

year

4 3.1 3.1 97.7

Fourth

year

3 2.3 2.3 100.0

Total 130 100.0 100.0

Figure 3.1.2

The above figure 3.1.2 exhibit the current class designation of SOM student in USM. Based on the research

done, we found out that most of the respondents is SOM first year students with percentage 80.8 % which

has the frequency of 105 respondent and the least respondent is SOM forth year students with 3 respondents

which consist 2.3 % of the total respondents. There is 13.8% of second year students of total respondent

which contribute 18 respondents in this research and follow by 3.1 % of third year students with frequency of

4 in this research.


3.

No. of Extracurricular Activities joined in USM

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

none 9 6.9 6.9 6.9

1 42 32.3 32.3 39.2

2 51 39.2 39.2 78.5

3 14 10.8 10.8 89.2

4 3 2.3 2.3 91.5

5 or

more

11 8.5 8.5 100.0

Total 130 100.0 100.0


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.


4.

Time Allocation in extracurricular Activities

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Valid less than 1 hour 19 14.6 14.7 14.7

2-5 hours 84 64.6 65.1 79.8

6-9 hours 18 13.8 14.0 93.8

9-12 hours 3 2.3 2.3 96.1

more than 13

hours

5 3.8 3.9 100.0

Total 129 99.2 100.0

Missi

ng

System 1 .8

Total 130 100.0


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.


5.

Time Allocation in Academic-related-activities

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Valid less than 1 hour 6 4.6 5.0 5.0

2-5 hours 51 39.2 42.5 47.5

6-9 hours 35 26.9 29.2 76.7

9-12 hours 19 14.6 15.8 92.5

more than 13

hours

9 6.9 7.5 100.0

Total 120 92.3 100.0

Missi

ng

System 10 7.7

Total 130 100.0


Figure 3.1.5

Figure 3.1.5 exhibit shows the time allocation of SOM students in USM in academic-related activities. From

this research, we can conclude that the least preference time allocation of SOM students in USM in

academic-related activities is less than 1 hour which contributes 5% of the total time allocation in academic-

related activities. Meanwhile from 2-5 hours, 6-9 hours, 9-12 hours and more than 13 hours shows a

decreasing trend with 42.5 %, 29.2%, 15.8% and 7.5% respectively.


6.

Opinion about Extracurricular Activities to quality development

of undergraduate student

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

Yes 114 87.7 87.7 87.7

No 9 6.9 6.9 94.6

Don't

know

7 5.4 5.4 100.0

Total 130 100.0 100.0


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.


7.

Opinion about Extracurricular Activities to academic

performance

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

Yes 55 42.3 42.3 42.3

No 57 43.8 43.8 86.2

Don't

know

18 13.8 13.8 100.0

Total 130 100.0 100.0


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.


8.

Expected CGPA

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

0.0-

1.0

5 3.8 3.8 3.8

1.0-

2.0

1 .8 .8 4.6

2.0-

3.0

11 8.5 8.5 13.1

3.0-

4.0

113 86.9 86.9 100.0

Total 130 100.0 100.0


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.


9.

Opinion about Importance of Extracurricular Activities and Academic

performance

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

Extracurricular

Activities

3 2.3 2.3 2.3

Academic

performance

42 32.3 32.3 34.6

Both 85 65.4 65.4 100.0

Total 130 100.0 100.0


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.


10.

Importance of Extracurricular Activities

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

2 6 4.6 4.6 4.6

3 10 7.7 7.7 12.3

4 45 34.6 34.6 46.9

5 44 33.8 33.8 80.8

6 22 16.9 16.9 97.7

7 Very

important

3 2.3 2.3 100.0

Total 130 100.0 100.0


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.


11.

Satisfaction of Extracurricular Activities in USM

Frequen

cy

Percen

t

Valid

Percent

Cumulativ

e Percent

Val

id

1 Not

important

1 .8 .8 .8

2 3 2.3 2.3 3.1

3 14 10.8 10.8 13.8

4 45 34.6 34.6 48.5

5 43 33.1 33.1 81.5

6 20 15.4 15.4 96.9

7 Very

important

4 3.1 3.1 100.0

Total 130 100.0 100.0


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.


12.

Confident level to maintain Extracurricular Activities and Academic

performance

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Val

id

2 3 2.3 2.3 2.3

3 13 10.0 10.0 12.3

4 58 44.6 44.6 56.9

5 31 23.8 23.8 80.8

6 21 16.2 16.2 96.9

7 Very

confident

4 3.1 3.1 100.0

Total 130 100.0 100.0


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.


13.

Highest Post

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Valid President 16 12.3 12.4 12.4

Vice President 12 9.2 9.3 21.7

Project director 5 3.8 3.9 25.6

Treasurer 10 7.7 7.8 33.3

Secretary 12 9.2 9.3 42.6

Department

leader

8 6.2 6.2 48.8

Member 66 50.8 51.2 100.0

Total 129 99.2 100.0

Missi

ng

System 1 .8

Total 130 100.0

.


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


14.

Type of Extracurricular

Activities

Frequency Percentage Valid

Percentage

Cumulative

Percentage

No. of student joined

Ethnic society

35 16.43 16.43 16.43


Religion society

55 25.82 25.82 42.25


Management/Accounting

society

37 17.37 17.37 59.62


AIESEC

12 5.63 5.63 65.25


Volunteer worker

9 4.23 4.23 69.48


Event-based activities

46 21.60 21.60 91.08


Sport club

9 4.23 4.23 95.31


other club

10 4.69 4.69 100

Figure 3.1.21

0

10

20

30

40

50

60


Figure 3.1.21 above shows 8 types of extracurricular activities joined by our SOM respondents. As we can see, religion

societies achieve the highest frequency with 55 and makes up to 25.82% out of the overall. It is then followed by event-

based activities with frequency of 46 which comes out to 21.60%. Next are the management/accounting society and

ethnic societies joined. Both are 37 and 35 which makes up the percentage by 17.37% and 16.43% respectively. The

number of SOM respondents joined AIESEC are 12 people which is 5.63%. The last 3 types of extracurricular activities are

volunteer worker, sports club and others. Those 3 adds up to a total of 28 people which makes them only 13.15% all

together.

.


15.

Expectations Frequency Percentage Valid Percentage Cumulative

Percentage

For fun and

enjoy

80 19.51 19.51 19.51

Leadership

developments

55 13.41 13.41 32.92

Make more

friends

92 22.44 22.44 55.36

Working

experience

32 7.80 7.80 63.16

Communication

Improvement

76 18.54 18.54 81.70

Interpersonal

Skill

development

72 17.56 17.56 99.26

Other

expectation

3 0.73 0.73 100

Figure 3.1.22

Figure 3.1.22 above indicates the expectations of our respondents by joining the extracurricular activities. As

expected, most respondents join extracurricular activities to make more friends. 92 respondents say so and

makes up the percentage by 22.44%. 80 respondents expect fun and enjoyment which are 19.51%. 148

respondents expect to improve their communication and interpersonal skills which makes up a total of 36.1%

out of the overall. It is then followed by leadership developments with the frequency of 55 and 13.41%.

0102030405060708090

100


Working experience comes out to a total frequency of 32 making 7.8% as their percentage. The other

expectations are the least with only 3 people and 0.73%.

3.1.2. Contingency tables

1. Gender and which is more important

Gender * Opinion about Importance of Extracurricular Activities

and Academic performance Crosstabulation

Count

Opinion about Importance of

Extracurricular Activities and Academic

performance

Total

Extracurric

ular

Activities

Academic

performanc

e Both

Gend

er

Male 2 14 32 48

Femal

e

1 28 53 82

Total 3 42 85 130


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.


Time allocation and how many activities joined

2. Time+EA

No. of Extracurricular Activities joined in USM * Time Allocation in extracurricular Activities

Crosstabulation

Count


Total

less than 1

hour

2-5

hours

6-9

hours

9-12

hours

more than

13 hours

No. of

Extracurricular

Activities joined in

USM

none 6 3 0 0 0 9

1 6 28 6 0 1 41

2 6 36 6 3 0 51

3 0 9 3 0 2 14

4 0 1 1 0 1 3

5 or

more

1 7 2 0 1 11

Total 19 84 18 3 5 129


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.


3. Time+ARA

No. of Extracurricular Activities joined in USM * Time Allocation in Academic-related-activities

Crosstabulation

Count


Total

less than 1

hour 2-5 hours 6-9 hours 9-12 hours

more than 13

hours

No. of Extracurricular


USM

none 0 2 4 1 0 7

1 1 13 15 6 3 38

2 3 26 10 6 3 48

3 1 6 2 5 0 14

4 0 1 1 0 0 2

5 or more 1 3 3 1 3 11

Total 6 51 35 19 9 120


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.


4. No.of EA joined+develop quality of undergraduate

No. of Extracurricular Activities joined in USM * Opinion about Extracurricular

Activities to quality development of undergraduate student Cross tabulation

Count

Opinion about Extracurricular Activities to

quality development of undergraduate

student

Total Yes No Don't know



USM

none 7 0 2 9

1 37 1 4 42

2 44 7 0 51

3 13 1 0 14

4 2 0 1 3

5 or more 11 0 0 11

Total 114 9 7 130


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.


5. No. of EA joined+ affect Academic performance

No. of Extracurricular Activities joined in USM * Opinion about Extracurricular

Activities to academic performance Crosstabulation

Count

Opinion about Extracurricular Activities to

academic performance

Total Yes No Don't know



USM

none 5 3 1 9

1 13 24 5 42

2 26 19 6 51

3 6 3 5 14

4 1 1 1 3

5 or more 4 7 0 11

Total 55 57 18 130


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.


6. Post and designation year

Highest Post * Current Class Designation Crosstabulation

Count


Total First year Second year Third year Fourth year

Highest Post President 15 1 0 0 16

Vice President 8 1 2 1 12

Project director 1 4 0 0 5

Treasurer 8 0 1 1 10

Secretary 8 4 0 0 12

Department leader 6 2 0 0 8

Member 58 6 1 1 66

Total 104 18 4 3 129


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.


7. Satisfaction and type of EA (TBC)

Affect academic + CGPA

Opinion about Extracurricular Activities to academic performance * Expected

CGPA Crosstabulation

Count

Expected CGPA

Total 0.0-1.0 1.0-2.0 2.0-3.0 3.0-4.0

Opinion about

Extracurricular

Activities to academic

performance

Yes 1 0 7 47 55

No 4 1 2 50 57

Don't know 0 0 2 16 18

Total 5 1 11 113 130


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.


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.


3.2.Numerical Descriptive Measures

3.2.1. Numerical Data

Statistics

Gender

Current Class

Designation

No. of Extracurric

ular Activities joined in

USM

Time Allocation

in extracurricu

lar Activities

Time Allocatio

n in Academi

c-related-activities

Opinion about

Extracurricular Activities

to quality developme

nt of undergraduate student

Opinion about

Extracurricular


performance

Expected

CGPA

Opinion about

Importance of

Extracurricular

Activities and

Academic performanc

e

Importance of

Extracurricular

Activities

Satisfication of

Extracurricular

Activities in USM

Confident level to

maintain Extracurric

ular Activities

and Academic

performance

N Valid 122 122 122 121 113 122 122 122 122 122 122 122

Missing

0 0 0 1 9 0 0 0 0 0 0 0

Mean 1.63 1.26 1.93 2.12 2.78 1.17 1.70 3.80 2.62 4.56 4.54 4.48

Median 2.00 1.00 2.00 2.00 3.00 1.00 2.00 4.00 3.00 5.00 5.00 4.00

Std. Deviation .484 .627 1.251 .802 1.033 .509 .689 .638 .535 1.091 1.100 1.046

Variance .235 .393 1.566 .643 1.067 .259 .474 .407 .286 1.191 1.209 1.095

Skewness -.550 2.803 1.000 1.547 .607 2.937 .461 -3.685 -1.001 -.246 -.182 .286

Std. Error of Skewness

.219 .219 .219 .220 .227 .219 .219 .219 .219 .219 .219 .219

Kurtosis -1.726

8.222 .857 4.072 -.311 7.448 -.826 13.296 -.066 .075 .423 .062

Std. Error of Kurtosis

.435 .435 .435 .437 .451 .435 .435 .435 .435 .435 .435 .435

Coefficient of Variation

29.702

49.691 64.689 37.749 37.168 43.450 40.390 16.779 20.404 23.945 24.214 23.336

Range 1 3 5 4 4 2 2 3 2 5 6 5

Interquartile Range

1 0 1 0 1 0 1 0 1 1 1 1

Minimum 1 1 0 1 1 1 1 1 1 2 1 2

Maximum 2 4 5 5 5 3 3 4 3 7 7 7

Percentil 25 1.00 1.00 1.00 2.00 2.00 1.00 1.00 4.00 2.00 4.00 4.00 4.00


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


Statistics

Highest Post

No. of student joined Ethnic society


Religion society

No. of student joined Management/Accounting

society


AIESEC


Volunteer worker

No. of student joined Event-based

activities

No. of student joined Sport club

No. of student joined other club

For fun and

enjoy Leadership

developments

make more

friends

N Valid 121 122 122 122 122 122 122 122 122 122 122 122

Missing 1 0 0 0 0 0 0 0 0 0 0 0

Mean 5.17 1.73 1.58 1.70 1.92 1.94 1.65 1.93 1.92 1.40 1.58 1.30

Median 7.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 1.00

Std. Deviation 2.268 .446 .495 .476 .275 .234 .480 .249 .275 .492 .495 .462

Variance 5.145 .199 .245 .226 .076 .055 .230 .062 .076 .242 .245 .213

Skewness -.811 -1.046 -.337 -1.142 -3.086 -3.854 -.625 -3.554 -3.086 .406 -.337 .867


.220 .219 .219 .219 .219 .219 .219 .219 .219 .219 .219 .219

Kurtosis -.935 -.921 -1.918 -.106 7.648 13.068 -1.636 10.807 7.648 -1.866 -1.918 -1.270

Std. Error of Kurtosis .437 .435 .435 .435 .435 .435 .435 .435 .435 .435 .435 .435


43.842 25.790 31.307 27.900 14.361 12.021 29.116 12.849 14.361 35.120 31.307 35.416

Range 6 1 1 2 1 1 1 1 1 1 1 1

Interquartile Range 4 1 1 1 0 0 1 0 0 1 1 1

Minimum 1 1 1 0 1 1 1 1 1 1 1 1

Maximum 7 2 2 2 2 2 2 2 2 2 2 2

Percentiles 25 3.50 1.00 1.00 1.00 2.00 2.00 1.00 2.00 2.00 1.00 1.00 1.00

50 7.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.00 2.00 1.00

75 7.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00


Statistics

working experience

communication Improvement

Interpersonal Skill

development other

expectation CGPA

N Valid 122 122 122 122 122

Missing 0 0 0 0 0

Mean 1.76 1.42 1.46 1.98 3.7571

Median 2.00 1.00 1.00 2.00 3.7500

Std. Deviation .427 .495 .500 .156 .18420

Variance .183 .245 .250 .024 .034

Skewness -1.248 .337 .167 -6.216 -.175


.219 .219 .219 .219 .219

Kurtosis -.451 -1.918 -2.005 37.250 -1.329

Std. Error of Kurtosis .435 .435 .435 .435 .435


24.254 34.927 34.295 7.872 4.903

Range 1 1 1 1 .58

Interquartile Range 0 1 1 0 0

Minimum 1 1 1 1 3.42

Maximum 2 2 2 2 4.00

Percentiles 25 2.00 1.00 1.00 2.00 3.5775

50 2.00 1.00 1.00 2.00 3.7500

75 2.00 2.00 2.00 2.00 3.9200


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.


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


(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.


3.3.2. Normal Probability plot


The shape of the quantile-quantile normal probability shows a left-skewed distribution. Data that are left-

skewed, the curve will rise more rapidly at first and then level off. The quantile-quantile plot shows that the

expected CGPA rise slowly at first then rise more rapidly. Thus, this can be concluding that the expected CGPA

by USM students when joining extra curriculum activities are left-skewed.


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


Activities joined in USM

122 1.93 1.251 .113

Time Allocation in

extracurricular Activities

121 2.12 .802 .073

Time Allocation in Academic-

related-activities

113 2.78 1.033 .097

Opinion about Extracurricular

Activities to quality

development of

undergraduate student

122 1.17 .509 .046



performance

122 1.70 .689 .062

Expected CGPA 122 3.80 .638 .058


Extracurricular Activities and

Academic performance

122 2.62 .535 .048

Importance of Extracurricular

Activities

122 4.56 1.091 .099

Satisfaction of Extracurricular

Activities in USM

122 4.54 1.100 .100


Confident level to maintain



122 4.48 1.046 .095

Highest Post 121 5.17 2.268 .206

No. of student joined Ethnic

society

122 1.73 .446 .040

No. of student joined Religion

society

122 1.58 .495 .045



society

122 1.70 .476 .043

No. of student joined AIESEC 122 1.92 .275 .025


Volunteer worker

122 1.94 .234 .021

No. of student joined Event-

based activities

122 1.65 .480 .043

No. of student joined Sport

club

122 1.93 .249 .023

No. of student joined other

club

122 1.92 .275 .025

For fun and enjoy 122 1.40 .492 .045

Leadership developments 122 1.58 .495 .045

make more friends 122 1.30 .462 .042

working experience 122 1.76 .427 .039

communication Improvement 122 1.42 .495 .045

Interpersonal Skill

development

122 1.46 .500 .045

other expectation 122 1.98 .156 .014

CGPA 122 3.6606 .21374 .01935


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



17.075 121 .000 1.934 1.71 2.16

Time Allocation in


29.140 120 .000 2.124 1.98 2.27


related-activities

28.600 112 .000 2.779 2.59 2.97



development of


25.421 121 .000 1.172 1.08 1.26



performance

27.347 121 .000 1.705 1.58 1.83

Expected CGPA 65.827 121 .000 3.803 3.69 3.92




54.135 121 .000 2.623 2.53 2.72


Activities

46.127 121 .000 4.557 4.36 4.75

Satisfaction of Extracurricular

Activities in USM

45.615 121 .000 4.541 4.34 4.74





47.331 121 .000 4.484 4.30 4.67

Highest Post 25.090 120 .000 5.174 4.77 5.58


society

42.828 121 .000 1.730 1.65 1.81


society

35.281 121 .000 1.582 1.49 1.67



society

39.590 121 .000 1.705 1.62 1.79


AIESEC

76.913 121 .000 1.918 1.87 1.97


Volunteer worker

91.885 121 .000 1.943 1.90 1.98


based activities

37.935 121 .000 1.648 1.56 1.73


club

85.962 121 .000 1.934 1.89 1.98


club

76.913 121 .000 1.918 1.87 1.97

For fun and enjoy 31.451 121 .000 1.402 1.31 1.49

Leadership developments 35.281 121 .000 1.582 1.49 1.67

make more friends 31.187 121 .000 1.303 1.22 1.39

working experience 45.540 121 .000 1.762 1.69 1.84

communication Improvement 31.625 121 .000 1.418 1.33 1.51

Interpersonal Skill

development

32.207 121 .000 1.459 1.37 1.55

other expectation 140.306 121 .000 1.975 1.95 2.00

CGPA 189.163 121 .000 3.66057 3.6223 3.6989



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


Time Allocation in Academic-related-activities: At 95% confident interval, Mean (2.78) is between the



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.


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


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%


No. of student joined Ethnic society: At 95% confident interval, Mean (1.73) is between the lower



No. of student joined Religion society: At 95% confident interval, Mean (1.58) is between the lower



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.


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



No. of student joined Event-based activities: At 95% confident interval, Mean (1.65) is between the



No. of student joined Sport club: At 95% confident interval, Mean (1.93) is between the lower critical



No. of student joined other club: At 95% confident interval, Mean (1.92) is between the lower critical



For fun and enjoy: At 95% confident interval, Mean (1.40) is between the lower critical value (1.31) and



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%


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%



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%


Communication Improvement: At 95% confident interval, Mean (1.42) is between the lower critical



Interpersonal Skill development: At 95% confident interval, Mean (1.46) is between the lower critical



Other expectation: At 95% confident interval, Mean (1.98) is between the lower critical value (1.95) and



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.


3.5.Sample Tests & 1-Way ANOVA

a) Objective: To investigate the expectation CGPA of SOM student.

Research Hypothesis: SOM student achieved their expected CGPA.

At the 0.05 significance level is it reasonable to conclude the mean of expectation CGPA of SOM student are

same on focus in extra-curriculum activities?

ANOVA

Sum of Squares df Mean Square F Sig.

Gender Between Groups .211 2 .105 .445 .642

Within Groups 28.191 119 .237

Total 28.402 121

Current Class Designation Between Groups 1.134 2 .567 1.452 .238


Total 47.607 121



Between Groups 1.537 2 .768 .486 .616

Within Groups 187.939 119 1.579

Total 189.475 121

Time Allocation in


Between Groups 1.286 2 .643 1.000 .371


Total 77.140 120


related-activities

Between Groups 2.579 2 1.290 1.214 .301

Within Groups 116.890 110 1.063

Total 119.469 112



development of


Between Groups .469 2 .234 .902 .409


Total 31.385 121



performance

Between Groups 1.364 2 .682 1.449 .239


Total 57.377 121





Between Groups .776 2 .388 1.363 .260


Total 34.656 121


Activities

Between Groups .574 2 .287 .238 .789

Within Groups 143.524 119 1.206

Total 144.098 121

Satisfication of

Extracurricular Activities in

USM

Between Groups .949 2 .474 .388 .679

Within Groups 145.346 119 1.221

Total 146.295 121




Between Groups 2.588 2 1.294 1.185 .309

Within Groups 129.880 119 1.091

Total 132.467 121

Highest Post Between Groups 4.614 2 2.307 .444 .642

Within Groups 612.742 118 5.193

Total 617.355 120


society

Between Groups .407 2 .204 1.023 .362


Total 24.074 121


society

Between Groups .251 2 .125 .507 .604


Total 29.680 121



society

Between Groups .371 2 .186 .818 .444


Total 27.377 121


AIESEC

Between Groups .106 2 .053 .697 .500


Total 9.180 121


Volunteer worker

Between Groups .052 2 .026 .473 .624


Total 6.598 121


based activities

Between Groups .172 2 .086 .370 .692


Total 27.844 121



club

Between Groups .129 2 .065 1.046 .355


Total 7.475 121


club

Between Groups .278 2 .139 1.861 .160


Total 9.180 121

For fun and enjoy Between Groups .418 2 .209 .860 .426


Total 29.320 121

Leadership developments Between Groups .378 2 .189 .769 .466


Total 29.680 121

make more friends Between Groups .062 2 .031 .143 .866


Total 25.779 121

working experience Between Groups .277 2 .138 .755 .472


Total 22.107 121

communication Improvement Between Groups .184 2 .092 .371 .691


Total 29.680 121

Interpersonal Skill

development

Between Groups .356 2 .178 .708 .495


Total 30.295 121

other expectation Between Groups .074 2 .037 1.552 .216


Total 2.926 121

CGPA Between Groups .016 2 .008 .238 .789


Total 4.105 121


Multiple Comparisons

Dependent Variable

(I)

Expected

CGPA

(J)

Expected

CGPA

Mean Difference

(I-J) Std. Error Sig.

95% Confidence Interval

Lower Bound Upper Bound

Gender Tukey HSD 0.0-1.0 2.0-3.0 -.178 .271 .790 -.82 .47

3.0-4.0 -.020 .223 .995 -.55 .51

2.0-3.0 0.0-1.0 .178 .271 .790 -.47 .82

3.0-4.0 .157 .169 .621 -.24 .56

3.0-4.0 0.0-1.0 .020 .223 .995 -.51 .55

2.0-3.0 -.157 .169 .621 -.56 .24

Current Class Designation Tukey HSD 0.0-1.0 2.0-3.0 -.556 .349 .252 -1.38 .27

3.0-4.0 -.250 .286 .657 -.93 .43

2.0-3.0 0.0-1.0 .556 .349 .252 -.27 1.38

3.0-4.0 .306 .217 .339 -.21 .82

3.0-4.0 0.0-1.0 .250 .286 .657 -.43 .93

2.0-3.0 -.306 .217 .339 -.82 .21

No. of Extracurricular Activities

joined in USM

Tukey HSD 0.0-1.0 2.0-3.0 .244 .701 .935 -1.42 1.91

3.0-4.0 -.172 .575 .952 -1.54 1.19

2.0-3.0 0.0-1.0 -.244 .701 .935 -1.91 1.42

3.0-4.0 -.417 .436 .606 -1.45 .62

3.0-4.0 0.0-1.0 .172 .575 .952 -1.19 1.54

2.0-3.0 .417 .436 .606 -.62 1.45

Time Allocation in


Tukey HSD 0.0-1.0 2.0-3.0 .222 .447 .873 -.84 1.28

3.0-4.0 -.159 .367 .902 -1.03 .71

2.0-3.0 0.0-1.0 -.222 .447 .873 -1.28 .84


3.0-4.0 -.381 .278 .360 -1.04 .28

3.0-4.0 0.0-1.0 .159 .367 .902 -.71 1.03

2.0-3.0 .381 .278 .360 -.28 1.04


related-activities

Tukey HSD 0.0-1.0 2.0-3.0 .750 .588 .412 -.65 2.15

3.0-4.0 .190 .472 .915 -.93 1.31

2.0-3.0 0.0-1.0 -.750 .588 .412 -2.15 .65

3.0-4.0 -.560 .379 .305 -1.46 .34

3.0-4.0 0.0-1.0 -.190 .472 .915 -1.31 .93

2.0-3.0 .560 .379 .305 -.34 1.46


Activities to quality development


Tukey HSD 0.0-1.0 2.0-3.0 .000 .284 1.000 -.67 .67

3.0-4.0 -.194 .233 .683 -.75 .36

2.0-3.0 0.0-1.0 .000 .284 1.000 -.67 .67

3.0-4.0 -.194 .177 .516 -.61 .23

3.0-4.0 0.0-1.0 .194 .233 .683 -.36 .75

2.0-3.0 .194 .177 .516 -.23 .61



performance

Tukey HSD 0.0-1.0 2.0-3.0 .467 .383 .444 -.44 1.37

3.0-4.0 .069 .314 .974 -.68 .81

2.0-3.0 0.0-1.0 -.467 .383 .444 -1.37 .44

3.0-4.0 -.398 .238 .220 -.96 .17

3.0-4.0 0.0-1.0 -.069 .314 .974 -.81 .68

2.0-3.0 .398 .238 .220 -.17 .96




Tukey HSD 0.0-1.0 2.0-3.0 .333 .298 .504 -.37 1.04

3.0-4.0 .398 .244 .237 -.18 .98

2.0-3.0 0.0-1.0 -.333 .298 .504 -1.04 .37


3.0-4.0 .065 .185 .935 -.37 .50

3.0-4.0 0.0-1.0 -.398 .244 .237 -.98 .18

2.0-3.0 -.065 .185 .935 -.50 .37


Activities

Tukey HSD 0.0-1.0 2.0-3.0 -.378 .613 .811 -1.83 1.08

3.0-4.0 -.146 .502 .954 -1.34 1.05

2.0-3.0 0.0-1.0 .378 .613 .811 -1.08 1.83

3.0-4.0 .231 .381 .816 -.67 1.14

3.0-4.0 0.0-1.0 .146 .502 .954 -1.05 1.34

2.0-3.0 -.231 .381 .816 -1.14 .67

Satisfication of Extracurricular

Activities in USM

Tukey HSD 0.0-1.0 2.0-3.0 .022 .616 .999 -1.44 1.49

3.0-4.0 .291 .506 .834 -.91 1.49

2.0-3.0 0.0-1.0 -.022 .616 .999 -1.49 1.44

3.0-4.0 .269 .383 .764 -.64 1.18

3.0-4.0 0.0-1.0 -.291 .506 .834 -1.49 .91

2.0-3.0 -.269 .383 .764 -1.18 .64




Tukey HSD 0.0-1.0 2.0-3.0 .889 .583 .283 -.49 2.27

3.0-4.0 .509 .478 .537 -.62 1.64

2.0-3.0 0.0-1.0 -.889 .583 .283 -2.27 .49

3.0-4.0 -.380 .362 .549 -1.24 .48

3.0-4.0 0.0-1.0 -.509 .478 .537 -1.64 .62

2.0-3.0 .380 .362 .549 -.48 1.24

Highest Post Tukey HSD 0.0-1.0 2.0-3.0 -.475 1.299 .929 -3.56 2.61

3.0-4.0 .289 1.042 .959 -2.19 2.76

2.0-3.0 0.0-1.0 .475 1.299 .929 -2.61 3.56


3.0-4.0 .764 .835 .632 -1.22 2.75

3.0-4.0 0.0-1.0 -.289 1.042 .959 -2.76 2.19

2.0-3.0 -.764 .835 .632 -2.75 1.22


society

Tukey HSD 0.0-1.0 2.0-3.0 .333 .249 .376 -.26 .92

3.0-4.0 .278 .204 .364 -.21 .76

2.0-3.0 0.0-1.0 -.333 .249 .376 -.92 .26

3.0-4.0 -.056 .155 .931 -.42 .31

3.0-4.0 0.0-1.0 -.278 .204 .364 -.76 .21

2.0-3.0 .056 .155 .931 -.31 .42


society

Tukey HSD 0.0-1.0 2.0-3.0 .244 .277 .653 -.41 .90

3.0-4.0 .226 .227 .583 -.31 .77

2.0-3.0 0.0-1.0 -.244 .277 .653 -.90 .41

3.0-4.0 -.019 .173 .994 -.43 .39

3.0-4.0 0.0-1.0 -.226 .227 .583 -.77 .31

2.0-3.0 .019 .173 .994 -.39 .43



society

Tukey HSD 0.0-1.0 2.0-3.0 -.289 .266 .524 -.92 .34

3.0-4.0 -.094 .218 .902 -.61 .42

2.0-3.0 0.0-1.0 .289 .266 .524 -.34 .92

3.0-4.0 .194 .165 .470 -.20 .59

3.0-4.0 0.0-1.0 .094 .218 .902 -.42 .61

2.0-3.0 -.194 .165 .470 -.59 .20

No. of student joined AIESEC Tukey HSD 0.0-1.0 2.0-3.0 .000 .154 1.000 -.37 .37

3.0-4.0 .093 .126 .744 -.21 .39

2.0-3.0 0.0-1.0 .000 .154 1.000 -.37 .37


3.0-4.0 .093 .096 .599 -.13 .32

3.0-4.0 0.0-1.0 -.093 .126 .744 -.39 .21

2.0-3.0 -.093 .096 .599 -.32 .13

No. of student joined Volunteer

worker

Tukey HSD 0.0-1.0 2.0-3.0 .000 .131 1.000 -.31 .31

3.0-4.0 .065 .107 .818 -.19 .32

2.0-3.0 0.0-1.0 .000 .131 1.000 -.31 .31

3.0-4.0 .065 .081 .706 -.13 .26

3.0-4.0 0.0-1.0 -.065 .107 .818 -.32 .19

2.0-3.0 -.065 .081 .706 -.26 .13


based activities

Tukey HSD 0.0-1.0 2.0-3.0 -.178 .269 .787 -.82 .46

3.0-4.0 -.039 .221 .983 -.56 .48

2.0-3.0 0.0-1.0 .178 .269 .787 -.46 .82

3.0-4.0 .139 .167 .685 -.26 .54

3.0-4.0 0.0-1.0 .039 .221 .983 -.48 .56

2.0-3.0 -.139 .167 .685 -.54 .26

No. of student joined Sport club Tukey HSD 0.0-1.0 2.0-3.0 -.200 .139 .322 -.53 .13

3.0-4.0 -.135 .114 .462 -.40 .13

2.0-3.0 0.0-1.0 .200 .139 .322 -.13 .53

3.0-4.0 .065 .086 .733 -.14 .27

3.0-4.0 0.0-1.0 .135 .114 .462 -.13 .40

2.0-3.0 -.065 .086 .733 -.27 .14

No. of student joined other club Tukey HSD 0.0-1.0 2.0-3.0 .022 .153 .988 -.34 .38

3.0-4.0 -.135 .125 .528 -.43 .16

2.0-3.0 0.0-1.0 -.022 .153 .988 -.38 .34


3.0-4.0 -.157 .095 .225 -.38 .07

3.0-4.0 0.0-1.0 .135 .125 .528 -.16 .43

2.0-3.0 .157 .095 .225 -.07 .38

For fun and enjoy Tukey HSD 0.0-1.0 2.0-3.0 -.356 .275 .402 -1.01 .30

3.0-4.0 -.198 .225 .655 -.73 .34

2.0-3.0 0.0-1.0 .356 .275 .402 -.30 1.01

3.0-4.0 .157 .171 .628 -.25 .56

3.0-4.0 0.0-1.0 .198 .225 .655 -.34 .73

2.0-3.0 -.157 .171 .628 -.56 .25

Leadership developments Tukey HSD 0.0-1.0 2.0-3.0 -.178 .277 .797 -.83 .48

3.0-4.0 .035 .227 .987 -.50 .57

2.0-3.0 0.0-1.0 .178 .277 .797 -.48 .83

3.0-4.0 .213 .172 .434 -.20 .62

3.0-4.0 0.0-1.0 -.035 .227 .987 -.57 .50

2.0-3.0 -.213 .172 .434 -.62 .20

make more friends Tukey HSD 0.0-1.0 2.0-3.0 -.133 .259 .865 -.75 .48

3.0-4.0 -.106 .213 .873 -.61 .40

2.0-3.0 0.0-1.0 .133 .259 .865 -.48 .75

3.0-4.0 .028 .161 .984 -.36 .41

3.0-4.0 0.0-1.0 .106 .213 .873 -.40 .61

2.0-3.0 -.028 .161 .984 -.41 .36

working experience Tukey HSD 0.0-1.0 2.0-3.0 -.289 .239 .450 -.86 .28

3.0-4.0 -.159 .196 .696 -.62 .31

2.0-3.0 0.0-1.0 .289 .239 .450 -.28 .86


3.0-4.0 .130 .149 .659 -.22 .48

3.0-4.0 0.0-1.0 .159 .196 .696 -.31 .62

2.0-3.0 -.130 .149 .659 -.48 .22

communication Improvement Tukey HSD 0.0-1.0 2.0-3.0 .156 .278 .841 -.50 .81

3.0-4.0 .193 .228 .675 -.35 .73

2.0-3.0 0.0-1.0 -.156 .278 .841 -.81 .50

3.0-4.0 .037 .173 .975 -.37 .45

3.0-4.0 0.0-1.0 -.193 .228 .675 -.73 .35

2.0-3.0 -.037 .173 .975 -.45 .37

Interpersonal Skill development Tukey HSD 0.0-1.0 2.0-3.0 -.244 .280 .658 -.91 .42

3.0-4.0 -.272 .229 .464 -.82 .27

2.0-3.0 0.0-1.0 .244 .280 .658 -.42 .91

3.0-4.0 -.028 .174 .986 -.44 .39

3.0-4.0 0.0-1.0 .272 .229 .464 -.27 .82

2.0-3.0 .028 .174 .986 -.39 .44

other expectation Tukey HSD 0.0-1.0 2.0-3.0 .111 .086 .405 -.09 .32

3.0-4.0 .019 .071 .963 -.15 .19

2.0-3.0 0.0-1.0 -.111 .086 .405 -.32 .09

3.0-4.0 -.093 .054 .201 -.22 .03

3.0-4.0 0.0-1.0 -.019 .071 .963 -.19 .15

2.0-3.0 .093 .054 .201 -.03 .22

CGPA Tukey HSD 0.0-1.0 2.0-3.0 -.05022 .10340 .878 -.2956 .1952

3.0-4.0 -.05809 .08480 .773 -.2594 .1432

2.0-3.0 0.0-1.0 .05022 .10340 .878 -.1952 .2956


3.0-4.0 -.00787 .06431 .992 -.1605 .1448

3.0-4.0 0.0-1.0 .05809 .08480 .773 -.1432 .2594

2.0-3.0 .00787 .06431 .992 -.1448 .1605

H0: μ1=μ2=μ3 (μ1=0.00-1.0, μ2=1.0-2.0, μ3=3.0-4.0)

H1: Not all the mean of the expectation of CGPA is equal.

Significance Level: 0.05

Rejection Region: Reject the null hypothesis if p-value ≤ 0.05.

Since all the p-value is > α= 0.05 do not reject H0

State conclusion in words:

At the α = 0.05 level of significance, there is insufficient evidence to conclude that there is a differs in the variances.

Thus, with 95% confidence we can conclude that there is insufficient evidence to conclude that the mean expectation of CGPA of SOM students are

not same.


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




Total 28.402 121



Between Groups 35.098 3 11.699 8.942 .000

Within Groups 154.378 118 1.308

Total 189.475 121

Time Allocation in


Between Groups 4.385 3 1.462 2.351 .076


Total 77.140 120


related-activities

Between Groups 3.924 3 1.308 1.234 .301

Within Groups 115.545 109 1.060

Total 119.469 112



development of


Between Groups .840 3 .280 1.081 .360


Total 31.385 121

Opinion about Extracurricular Between Groups 1.122 3 .374 .784 .505



performance


Total 57.377 121

Expected CGPA Between Groups .302 3 .101 .242 .867


Total 49.279 121




Between Groups 2.107 3 .702 2.546 .059


Total 34.656 121


Activities

Between Groups 8.517 3 2.839 2.471 .065

Within Groups 135.582 118 1.149

Total 144.098 121

Satisfication of


USM

Between Groups 7.334 3 2.445 2.076 .107

Within Groups 138.961 118 1.178

Total 146.295 121




Between Groups 1.137 3 .379 .341 .796

Within Groups 131.330 118 1.113

Total 132.467 121

Highest Post Between Groups 5.979 3 1.993 .381 .767

Within Groups 611.377 117 5.225

Total 617.355 120


society

Between Groups .856 3 .285 1.450 .232


Total 24.074 121

No. of student joined Religion Between Groups .758 3 .253 1.031 .382


society Within Groups 28.922 118 .245

Total 29.680 121



society

Between Groups .662 3 .221 .974 .407


Total 27.377 121


AIESEC

Between Groups .219 3 .073 .961 .414


Total 9.180 121


Volunteer worker

Between Groups .021 3 .007 .125 .945


Total 6.598 121


based activities

Between Groups .305 3 .102 .436 .728


Total 27.844 121


club

Between Groups .029 3 .010 .154 .927


Total 7.475 121


club

Between Groups .205 3 .068 .897 .445


Total 9.180 121



Total 29.320 121




Total 29.680 121

make more friends Between Groups .881 3 .294 1.393 .249


Total 25.779 121



Total 22.107 121

communication Improvement Between Groups 1.260 3 .420 1.743 .162


Total 29.680 121

Interpersonal Skill

development

Between Groups .352 3 .117 .463 .709


Total 30.295 121

other expectation Between Groups .025 3 .008 .345 .793


Total 2.926 121



Total 4.105 121



Dependent Variable

(I) Current Class

Designation

(J) Current Class

Designation

Mean Difference (I-

J) Std. Error Sig.



Gender Tukey HSD First year Second year .107 .127 .836 -.23 .44

Third year -.364 .285 .579 -1.11 .38

Fourth year -.030 .285 1.000 -.77 .71

Second year First year -.107 .127 .836 -.44 .23

Third year -.471 .304 .412 -1.26 .32

Fourth year -.137 .304 .969 -.93 .66

Third year First year .364 .285 .579 -.38 1.11

Second year .471 .304 .412 -.32 1.26

Fourth year .333 .396 .835 -.70 1.37

Fourth year First year .030 .285 1.000 -.71 .77

Second year .137 .304 .969 -.66 .93

Third year -.333 .396 .835 -1.37 .70


joined in USM

Tukey HSD First year Second year -.537 .300 .285 -1.32 .25

Third year -3.242* .670 .000 -4.99 -1.50

Fourth year -.909 .670 .529 -2.66 .84

Second year First year .537 .300 .285 -.25 1.32

Third year -2.706* .716 .001 -4.57 -.84

Fourth year -.373 .716 .954 -2.24 1.49

Third year First year 3.242* .670 .000 1.50 4.99

Second year 2.706* .716 .001 .84 4.57


Fourth year 2.333 .934 .065 -.10 4.77

Fourth year First year .909 .670 .529 -.84 2.66

Second year .373 .716 .954 -1.49 2.24

Third year -2.333 .934 .065 -4.77 .10

Time Allocation in extracurricular

Activities

Tukey HSD First year Second year -.449 .207 .139 -.99 .09

Third year .414 .462 .807 -.79 1.62

Fourth year .581 .563 .731 -.89 2.05

Second year First year .449 .207 .139 -.09 .99

Third year .863 .494 .304 -.42 2.15

Fourth year 1.029 .589 .305 -.51 2.57

Third year First year -.414 .462 .807 -1.62 .79

Second year -.863 .494 .304 -2.15 .42

Fourth year .167 .720 .996 -1.71 2.04

Fourth year First year -.581 .563 .731 -2.05 .89

Second year -1.029 .589 .305 -2.57 .51

Third year -.167 .720 .996 -2.04 1.71


related-activities

Tukey HSD First year Second year .004 .287 1.000 -.74 .75

Third year -.196 .604 .988 -1.77 1.38

Fourth year 1.138 .604 .241 -.44 2.71

Second year First year -.004 .287 1.000 -.75 .74

Third year -.200 .651 .990 -1.90 1.50

Fourth year 1.133 .651 .308 -.57 2.83

Third year First year .196 .604 .988 -1.38 1.77

Second year .200 .651 .990 -1.50 1.90


Fourth year 1.333 .841 .391 -.86 3.53

Fourth year First year -1.138 .604 .241 -2.71 .44

Second year -1.133 .651 .308 -2.83 .57

Third year -1.333 .841 .391 -3.53 .86


Activities to quality development


Tukey HSD First year Second year .212 .134 .389 -.14 .56

Third year .212 .298 .892 -.56 .99

Fourth year .212 .298 .892 -.56 .99


Third year .000 .319 1.000 -.83 .83

Fourth year .000 .319 1.000 -.83 .83

Third year First year -.212 .298 .892 -.99 .56

Second year .000 .319 1.000 -.83 .83

Fourth year .000 .415 1.000 -1.08 1.08

Fourth year First year -.212 .298 .892 -.99 .56

Second year .000 .319 1.000 -.83 .83

Third year .000 .415 1.000 -1.08 1.08



performance


Third year .414 .405 .736 -.64 1.47

Fourth year .081 .405 .997 -.97 1.14


Third year .196 .432 .969 -.93 1.32

Fourth year -.137 .432 .989 -1.26 .99


Second year -.196 .432 .969 -1.32 .93


Fourth year -.333 .564 .935 -1.80 1.14


Second year .137 .432 .989 -.99 1.26

Third year .333 .564 .935 -1.14 1.80

Expected CGPA Tukey HSD First year Second year -.094 .169 .944 -.54 .35

Third year -.212 .378 .943 -1.20 .77

Fourth year .121 .378 .989 -.86 1.11


Third year -.118 .403 .991 -1.17 .93

Fourth year .216 .403 .950 -.84 1.27


Second year .118 .403 .991 -.93 1.17

Fourth year .333 .526 .921 -1.04 1.70


Second year -.216 .403 .950 -1.27 .84

Third year -.333 .526 .921 -1.70 1.04





Third year .333 .308 .701 -.47 1.14

Fourth year -.333 .308 .701 -1.14 .47


Third year .020 .329 1.000 -.84 .88

Fourth year -.647 .329 .206 -1.50 .21


Second year -.020 .329 1.000 -.88 .84


Fourth year -.667 .429 .409 -1.78 .45


Second year .647 .329 .206 -.21 1.50

Third year .667 .429 .409 -.45 1.78


Activities


Third year .111 .628 .998 -1.53 1.75

Fourth year -.556 .628 .813 -2.19 1.08

Second year First year .732 .281 .051 .00 1.47

Third year .843 .671 .593 -.91 2.59

Fourth year .176 .671 .994 -1.57 1.93

Third year First year -.111 .628 .998 -1.75 1.53

Second year -.843 .671 .593 -2.59 .91

Fourth year -.667 .875 .871 -2.95 1.61

Fourth year First year .556 .628 .813 -1.08 2.19

Second year -.176 .671 .994 -1.93 1.57

Third year .667 .875 .871 -1.61 2.95


Activities in USM


Third year .859 .636 .533 -.80 2.52

Fourth year .859 .636 .533 -.80 2.52

Second year First year .416 .285 .465 -.33 1.16

Third year 1.275 .680 .244 -.50 3.05

Fourth year 1.275 .680 .244 -.50 3.05


Second year -1.275 .680 .244 -3.05 .50


Fourth year .000 .886 1.000 -2.31 2.31


Second year -1.275 .680 .244 -3.05 .50

Third year .000 .886 1.000 -2.31 2.31





Third year .121 .618 .997 -1.49 1.73

Fourth year -.545 .618 .814 -2.16 1.07


Third year .255 .661 .980 -1.47 1.98

Fourth year -.412 .661 .924 -2.13 1.31

Third year First year -.121 .618 .997 -1.73 1.49

Second year -.255 .661 .980 -1.98 1.47

Fourth year -.667 .861 .866 -2.91 1.58

Fourth year First year .545 .618 .814 -1.07 2.16

Second year .412 .661 .924 -1.31 2.13

Third year .667 .861 .866 -1.58 2.91

Highest Post Tukey HSD First year Second year .324 .601 .949 -1.24 1.89

Third year .932 1.340 .899 -2.56 4.42

Fourth year .932 1.340 .899 -2.56 4.42

Second year First year -.324 .601 .949 -1.89 1.24

Third year .608 1.432 .974 -3.12 4.34

Fourth year .608 1.432 .974 -3.12 4.34

Third year First year -.932 1.340 .899 -4.42 2.56

Second year -.608 1.432 .974 -4.34 3.12


Fourth year .000 1.866 1.000 -4.86 4.86

Fourth year First year -.932 1.340 .899 -4.42 2.56

Second year -.608 1.432 .974 -4.34 3.12

Third year .000 1.866 1.000 -4.86 4.86


society


Third year -.283 .260 .698 -.96 .39

Fourth year .384 .260 .455 -.29 1.06


Third year -.176 .278 .920 -.90 .55

Fourth year .490 .278 .296 -.23 1.21

Third year First year .283 .260 .698 -.39 .96

Second year .176 .278 .920 -.55 .90

Fourth year .667 .362 .260 -.28 1.61


Second year -.490 .278 .296 -1.21 .23

Third year -.667 .362 .260 -1.61 .28


society


Third year -.414 .290 .485 -1.17 .34

Fourth year -.081 .290 .992 -.84 .68


Third year -.529 .310 .324 -1.34 .28

Fourth year -.196 .310 .921 -1.00 .61


Second year .529 .310 .324 -.28 1.34


Fourth year .333 .404 .843 -.72 1.39

Fourth year First year .081 .290 .992 -.68 .84

Second year .196 .310 .921 -.61 1.00

Third year -.333 .404 .843 -1.39 .72


Management/Accounting society


Third year -.323 .279 .654 -1.05 .40

Fourth year -.323 .279 .654 -1.05 .40


Third year -.235 .298 .859 -1.01 .54

Fourth year -.235 .298 .859 -1.01 .54


Second year .235 .298 .859 -.54 1.01

Fourth year .000 .389 1.000 -1.01 1.01


Second year .235 .298 .859 -.54 1.01

Third year .000 .389 1.000 -1.01 1.01

No. of student joined AIESEC Tukey HSD First year Second year -.022 .072 .990 -.21 .17

Third year .253 .161 .403 -.17 .67

Fourth year -.081 .161 .959 -.50 .34


Third year .275 .173 .388 -.18 .72

Fourth year -.059 .173 .986 -.51 .39


Second year -.275 .173 .388 -.72 .18


Fourth year -.333 .225 .452 -.92 .25


Second year .059 .173 .986 -.39 .51

Third year .333 .225 .452 -.25 .92


worker

Tukey HSD First year Second year -.002 .062 1.000 -.16 .16

Third year -.061 .138 .972 -.42 .30

Fourth year -.061 .138 .972 -.42 .30

Second year First year .002 .062 1.000 -.16 .16

Third year -.059 .148 .979 -.44 .33

Fourth year -.059 .148 .979 -.44 .33


Second year .059 .148 .979 -.33 .44

Fourth year .000 .193 1.000 -.50 .50


Second year .059 .148 .979 -.33 .44

Third year .000 .193 1.000 -.50 .50


based activities

Tukey HSD First year Second year .010 .127 1.000 -.32 .34

Third year .323 .283 .665 -.41 1.06

Fourth year -.010 .283 1.000 -.75 .73

Second year First year -.010 .127 1.000 -.34 .32

Third year .314 .303 .728 -.47 1.10

Fourth year -.020 .303 1.000 -.81 .77


Second year -.314 .303 .728 -1.10 .47


Fourth year -.333 .394 .833 -1.36 .69

Fourth year First year .010 .283 1.000 -.73 .75

Second year .020 .303 1.000 -.77 .81

Third year .333 .394 .833 -.69 1.36

No. of student joined Sport club Tukey HSD First year Second year -.012 .066 .998 -.18 .16

Third year -.071 .147 .963 -.45 .31

Fourth year -.071 .147 .963 -.45 .31


Third year -.059 .157 .982 -.47 .35

Fourth year -.059 .157 .982 -.47 .35


Second year .059 .157 .982 -.35 .47

Fourth year .000 .205 1.000 -.53 .53


Second year .059 .157 .982 -.35 .47

Third year .000 .205 1.000 -.53 .53

No. of student joined other club Tukey HSD First year Second year .106 .072 .464 -.08 .29

Third year -.071 .162 .972 -.49 .35

Fourth year -.071 .162 .972 -.49 .35


Third year -.176 .173 .737 -.63 .27

Fourth year -.176 .173 .737 -.63 .27


Second year .176 .173 .737 -.27 .63


Fourth year .000 .225 1.000 -.59 .59


Second year .176 .173 .737 -.27 .63

Third year .000 .225 1.000 -.59 .59

For fun and enjoy Tukey HSD First year Second year -.008 .129 1.000 -.34 .33

Third year -.263 .289 .800 -1.01 .49

Fourth year .404 .289 .502 -.35 1.16


Third year -.255 .308 .842 -1.06 .55

Fourth year .412 .308 .543 -.39 1.22


Second year .255 .308 .842 -.55 1.06

Fourth year .667 .402 .351 -.38 1.71


Second year -.412 .308 .543 -1.22 .39

Third year -.667 .402 .351 -1.71 .38

Leadership developments Tukey HSD First year Second year .135 .131 .728 -.20 .48

Third year .273 .292 .786 -.49 1.03

Fourth year -.061 .292 .997 -.82 .70


Third year .137 .312 .971 -.67 .95

Fourth year -.196 .312 .922 -1.01 .62


Second year -.137 .312 .971 -.95 .67


Fourth year -.333 .406 .845 -1.39 .73


Second year .196 .312 .922 -.62 1.01

Third year .333 .406 .845 -.73 1.39

make more friends Tukey HSD First year Second year .058 .121 .964 -.26 .37

Third year -.374 .269 .509 -1.08 .33

Fourth year -.374 .269 .509 -1.08 .33


Third year -.431 .288 .441 -1.18 .32

Fourth year -.431 .288 .441 -1.18 .32


Second year .431 .288 .441 -.32 1.18

Fourth year .000 .375 1.000 -.98 .98


Second year .431 .288 .441 -.32 1.18

Third year .000 .375 1.000 -.98 .98

working experience Tukey HSD First year Second year -.007 .113 1.000 -.30 .29

Third year .091 .253 .984 -.57 .75

Fourth year -.242 .253 .772 -.90 .42


Third year .098 .270 .984 -.61 .80

Fourth year -.235 .270 .819 -.94 .47


Second year -.098 .270 .984 -.80 .61


Fourth year -.333 .352 .779 -1.25 .58


Second year .235 .270 .819 -.47 .94

Third year .333 .352 .779 -.58 1.25

communication Improvement Tukey HSD First year Second year -.018 .129 .999 -.35 .32

Third year -.273 .288 .779 -1.02 .48

Fourth year -.606 .288 .157 -1.36 .14


Third year -.255 .307 .840 -1.06 .55

Fourth year -.588 .307 .228 -1.39 .21


Second year .255 .307 .840 -.55 1.06

Fourth year -.333 .401 .839 -1.38 .71


Second year .588 .307 .228 -.21 1.39

Third year .333 .401 .839 -.71 1.38

Interpersonal Skill development Tukey HSD First year Second year .132 .132 .751 -.21 .48

Third year .152 .295 .956 -.62 .92

Fourth year .152 .295 .956 -.62 .92


Third year .020 .315 1.000 -.80 .84

Fourth year .020 .315 1.000 -.80 .84


Second year -.020 .315 1.000 -.84 .80


Fourth year .000 .411 1.000 -1.07 1.07

Fourth year First year -.152 .295 .956 -.92 .62

Second year -.020 .315 1.000 -.84 .80

Third year .000 .411 1.000 -1.07 1.07

other expectation Tukey HSD First year Second year .039 .041 .784 -.07 .15

Third year -.020 .092 .996 -.26 .22

Fourth year -.020 .092 .996 -.26 .22


Third year -.059 .098 .932 -.31 .20

Fourth year -.059 .098 .932 -.31 .20


Second year .059 .098 .932 -.20 .31

Fourth year .000 .128 1.000 -.33 .33


Second year .059 .098 .932 -.20 .31

Third year .000 .128 1.000 -.33 .33

CGPA Tukey HSD First year Second year -.02968 .04880 .929 -.1568 .0975

Third year -.00576 .10892 1.000 -.2896 .2781

Fourth year -.07909 .10892 .886 -.3629 .2048


Third year .02392 .11639 .997 -.2794 .3272

Fourth year -.04941 .11639 .974 -.3527 .2539

Third year First year .00576 .10892 1.000 -.2781 .2896

Second year -.02392 .11639 .997 -.3272 .2794


Fourth year -.07333 .15176 .963 -.4688 .3222


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.



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.


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




Total 28.402 121

Current Class Designation Between Groups 1.695 2 .847 2.196 .116


Total 47.607 121



Between Groups 3.036 2 1.518 .969 .382

Within Groups 186.439 119 1.567

Total 189.475 121

Time Allocation in


Between Groups 2.458 2 1.229 1.942 .148


Total 77.140 120


related-activities

Between Groups 1.704 2 .852 .796 .454

Within Groups 117.765 110 1.071

Total 119.469 112

Opinion about Extracurricular Between Groups 2.466 2 1.233 5.074 .008



development of



Total 31.385 121



performance

Between Groups .905 2 .453 .954 .388


Total 57.377 121

Expected CGPA Between Groups 1.764 2 .882 2.208 .114


Total 49.279 121


Activities

Between Groups 42.482 2 21.241 24.875 .000


Total 144.098 121

Satisfication of


USM

Between Groups 11.820 2 5.910 5.230 .007

Within Groups 134.476 119 1.130

Total 146.295 121




Between Groups 11.597 2 5.798 5.709 .004

Within Groups 120.870 119 1.016

Total 132.467 121

Highest Post Between Groups 29.493 2 14.747 2.960 .056

Within Groups 587.862 118 4.982

Total 617.355 120


society

Between Groups .070 2 .035 .174 .840


Total 24.074 121

No. of student joined Religion Between Groups 1.292 2 .646 2.708 .071


society Within Groups 28.389 119 .239

Total 29.680 121



society

Between Groups .434 2 .217 .958 .386


Total 27.377 121


AIESEC

Between Groups .026 2 .013 .166 .847


Total 9.180 121


Volunteer worker

Between Groups .079 2 .040 .722 .488


Total 6.598 121


based activities

Between Groups .595 2 .298 1.299 .277


Total 27.844 121


club

Between Groups .121 2 .060 .976 .380


Total 7.475 121


club

Between Groups .341 2 .171 2.297 .105


Total 9.180 121



Total 29.320 121

Leadership developments Between Groups 1.685 2 .843 3.582 .031



Total 29.680 121

make more friends Between Groups .375 2 .187 .878 .418


Total 25.779 121

working experience Between Groups 1.191 2 .596 3.390 .037


Total 22.107 121

communication Improvement Between Groups 2.862 2 1.431 6.350 .002


Total 29.680 121

Interpersonal Skill

development

Between Groups 1.657 2 .829 3.443 .035


Total 30.295 121

other expectation Between Groups .039 2 .019 .801 .451


Total 2.926 121



Total 4.105 121



Dependent Variable

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

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

Mean Difference

(I-J) Std. Error Sig.

95% Confidence

Interval

Lower Bound

Upper Bound

Gender Tukey HSD



-.317 .291 .523 -1.01 .37

Both -.300 .286 .548 -.98 .38



.317 .291 .523 -.37 1.01

Both .017 .094 .982 -.21 .24

Both Extracurricular Activities

.300 .286 .548 -.38 .98


-.017 .094 .982 -.24 .21


Tukey HSD



.775 .372 .097 -.11 1.66

Both .747 .365 .106 -.12 1.61



-.775 .372 .097 -1.66 .11

Both -.028 .121 .970 -.31 .26


-.747 .365 .106 -1.61 .12


.028 .121 .970 -.26 .31

No. of Extracurricular Activities joined in USM

Tukey HSD



-.058 .749 .997 -1.84 1.72

Both -.384 .736 .861 -2.13 1.36




.058 .749 .997 -1.72 1.84

Both -.326 .243 .376 -.90 .25


.384 .736 .861 -1.36 2.13


.326 .243 .376 -.25 .90


Tukey HSD



.717 .476 .292 -.41 1.85

Both .474 .468 .570 -.64 1.59



-.717 .476 .292 -1.85 .41

Both -.242 .155 .264 -.61 .12


-.474 .468 .570 -1.59 .64


.242 .155 .264 -.12 .61


Tukey HSD



-.447 .751 .823 -2.23 1.34

Both -.199 .742 .961 -1.96 1.56



.447 .751 .823 -1.34 2.23

Both .249 .207 .455 -.24 .74


.199 .742 .961 -1.56 1.96


-.249 .207 .455 -.74 .24


Opinion about Extracurricular Activities to quality development of undergraduate student

Tukey HSD



-.375 .295 .414 -1.08 .33

Both -.076 .290 .963 -.76 .61



.375 .295 .414 -.33 1.08

Both .299* .096 .006 .07 .53


.076 .290 .963 -.61 .76


-.299* .096 .006 -.53 -.07

Opinion about Extracurricular Activities to academic performance

Tukey HSD



-.292 .412 .760 -1.27 .69

Both -.426 .405 .546 -1.39 .54



.292 .412 .760 -.69 1.27

Both -.134 .134 .574 -.45 .18


.426 .405 .546 -.54 1.39


.134 .134 .574 -.18 .45

Expected CGPA Tukey HSD



-.308 .378 .694 -1.21 .59

Both -.055 .372 .988 -.94 .83



.308 .378 .694 -.59 1.21

Both .253 .123 .101 -.04 .54


.055 .372 .988 -.83 .94



-.253 .123 .101 -.54 .04

Importance of Extracurricular Activities

Tukey HSD



2.558* .553 .000 1.25 3.87

Both 1.447* .544 .024 .16 2.74



-2.558* .553 .000 -3.87 -1.25

Both -1.111* .179 .000 -1.54 -.69


-1.447* .544 .024 -2.74 -.16


1.111* .179 .000 .69 1.54

Satisfication of Extracurricular Activities in USM

Tukey HSD



1.517* .636 .049 .01 3.03

Both .970 .625 .271 -.51 2.45



-1.517* .636 .049 -3.03 -.01

Both -.546* .206 .025 -1.04 -.06


-.970 .625 .271 -2.45 .51


.546* .206 .025 .06 1.04

Confident level to maintain Extracurricular Activities and Academic performance

Tukey HSD



.283 .603 .886 -1.15 1.72

Both -.376 .593 .802 -1.78 1.03



-.283 .603 .886 -1.72 1.15

Both -.659* .196 .003 -1.12 -.19



.376 .593 .802 -1.03 1.78


.659* .196 .003 .19 1.12

Highest Post Tukey HSD



-.875 1.336 .790 -4.05 2.30

Both .179 1.313 .990 -2.94 3.30



.875 1.336 .790 -2.30 4.05

Both 1.054* .434 .044 .02 2.08


-.179 1.313 .990 -3.30 2.94


-1.054* .434 .044 -2.08 -.02

No. of student joined Ethnic society

Tukey HSD



-.033 .269 .992 -.67 .60

Both -.080 .264 .951 -.71 .55



.033 .269 .992 -.60 .67

Both -.047 .087 .853 -.25 .16


.080 .264 .951 -.55 .71


.047 .087 .853 -.16 .25

No. of student joined Religion society

Tukey HSD



-.058 .292 .978 -.75 .64

Both .160 .287 .843 -.52 .84




.058 .292 .978 -.64 .75

Both .219 .095 .059 -.01 .44


-.160 .287 .843 -.84 .52


-.219 .095 .059 -.44 .01

No. of student joined Management/Accounting society

Tukey HSD



.250 .285 .655 -.43 .93

Both .329 .280 .470 -.34 .99



-.250 .285 .655 -.93 .43

Both .079 .092 .668 -.14 .30


-.329 .280 .470 -.99 .34


-.079 .092 .668 -.30 .14

No. of student joined AIESEC

Tukey HSD



.075 .166 .894 -.32 .47

Both .089 .163 .850 -.30 .48



-.075 .166 .894 -.47 .32

Both .014 .054 .965 -.11 .14


-.089 .163 .850 -.48 .30


-.014 .054 .965 -.14 .11


No. of student joined Volunteer worker

Tukey HSD



.025 .140 .983 -.31 .36

Both .076 .138 .846 -.25 .40



-.025 .140 .983 -.36 .31

Both .051 .045 .503 -.06 .16


-.076 .138 .846 -.40 .25


-.051 .045 .503 -.16 .06

No. of student joined Event-based activities

Tukey HSD



-.392 .286 .361 -1.07 .29

Both -.287 .281 .566 -.95 .38



.392 .286 .361 -.29 1.07

Both .105 .093 .499 -.12 .33


.287 .281 .566 -.38 .95


-.105 .093 .499 -.33 .12

No. of student joined Sport club

Tukey HSD



.025 .149 .985 -.33 .38

Both .089 .146 .817 -.26 .44



-.025 .149 .985 -.38 .33

Both .064 .048 .388 -.05 .18


-.089 .146 .817 -.44 .26



-.064 .048 .388 -.18 .05

No. of student joined other club

Tukey HSD



-.208 .163 .411 -.60 .18

Both -.283 .160 .186 -.66 .10



.208 .163 .411 -.18 .60

Both -.074 .053 .341 -.20 .05


.283 .160 .186 -.10 .66


.074 .053 .341 -.05 .20

For fun and enjoy Tukey HSD



-.142 .295 .881 -.84 .56

Both -.034 .290 .993 -.72 .66



.142 .295 .881 -.56 .84

Both .108 .096 .500 -.12 .34


.034 .290 .993 -.66 .72


-.108 .096 .500 -.34 .12

Leadership developments

Tukey HSD



-.700* .290 .046 -1.39 -.01

Both -.544 .285 .141 -1.22 .13



.700* .290 .046 .01 1.39

Both .156 .094 .227 -.07 .38



.544 .285 .141 -.13 1.22


-.156 .094 .227 -.38 .07

make more friends Tukey HSD



-.350 .277 .417 -1.01 .31

Both -.291 .272 .534 -.94 .35



.350 .277 .417 -.31 1.01

Both .059 .090 .789 -.15 .27


.291 .272 .534 -.35 .94


-.059 .090 .789 -.27 .15

working experience Tukey HSD



-.542 .251 .083 -1.14 .05

Both -.388 .247 .261 -.97 .20



.542 .251 .083 -.05 1.14

Both .153 .081 .147 -.04 .35


.388 .247 .261 -.20 .97


-.153 .081 .147 -.35 .04

communication Improvement

Tukey HSD



-.625 .284 .075 -1.30 .05

Both -.329 .279 .468 -.99 .33




.625 .284 .075 -.05 1.30

Both .296* .092 .005 .08 .51


.329 .279 .468 -.33 .99


-.296* .092 .005 -.51 -.08

Interpersonal Skill development

Tukey HSD



-.600 .294 .106 -1.30 .10

Both -.405 .289 .342 -1.09 .28



.600 .294 .106 -.10 1.30

Both .195 .095 .105 -.03 .42


.405 .289 .342 -.28 1.09


-.195 .095 .105 -.42 .03

other expectation Tukey HSD



.050 .093 .854 -.17 .27

Both .013 .092 .990 -.20 .23



-.050 .093 .854 -.27 .17

Both -.037 .030 .435 -.11 .03


-.013 .092 .990 -.23 .20


.037 .030 .435 -.03 .11


CGPA Tukey HSD



-.02200 .11101 .979 -.2855 .2415

Both .00013 .10908 1.000 -.2588 .2590



.02200 .11101 .979 -.2415 .2855

Both .02213 .03599 .812 -.0633 .1075


-.00013 .10908 1.000 -.2590 .2588


-.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.



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


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




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.


Objective: To understand SOM students’ opinion whether the extracurricular activities will affect academic performance

Research Hypothesis: Extracurricular activities affect academic performance of SOM students.

At the 0.05 significance level it is reasonable to conclude the mean of academic performance of SOM students are same?

ANOVA


Gender Between Groups 1.232 2 .616 2.698 .071


Total 28.402 121

Current Class Designation Between Groups .759 2 .379 .964 .384


Total 47.607 121



Between Groups .402 2 .201 .127 .881

Within Groups 189.073 119 1.589

Total 189.475 121

Time Allocation in


Between Groups .521 2 .261 .401 .670


Total 77.140 120


related-activities

Between Groups 1.510 2 .755 .704 .497

Within Groups 117.959 110 1.072

Total 119.469 112



development of


Between Groups 4.866 2 2.433 10.918 .000


Total 31.385 121


Expected CGPA Between Groups .394 2 .197 .479 .620


Total 49.279 121




Between Groups 1.848 2 .924 3.351 .038


Total 34.656 121


Activities

Between Groups 2.688 2 1.344 1.131 .326

Within Groups 141.410 119 1.188

Total 144.098 121

Satisfication of


USM

Between Groups 2.286 2 1.143 .945 .392

Within Groups 144.009 119 1.210

Total 146.295 121




Between Groups 4.050 2 2.025 1.876 .158

Within Groups 128.417 119 1.079

Total 132.467 121

Highest Post Between Groups 28.910 2 14.455 2.899 .059

Within Groups 588.445 118 4.987

Total 617.355 120


society

Between Groups .053 2 .026 .131 .877


Total 24.074 121


society

Between Groups .013 2 .007 .027 .973


Total 29.680 121




society

Between Groups .238 2 .119 .522 .595


Total 27.377 121


AIESEC

Between Groups .078 2 .039 .508 .603


Total 9.180 121


Volunteer worker

Between Groups .001 2 .000 .005 .995


Total 6.598 121


based activities

Between Groups .453 2 .226 .983 .377


Total 27.844 121


club

Between Groups .224 2 .112 1.836 .164


Total 7.475 121


club

Between Groups .034 2 .017 .223 .800


Total 9.180 121



Total 29.320 121



Total 29.680 121


make more friends Between Groups .436 2 .218 1.024 .362


Total 25.779 121



Total 22.107 121

communication Improvement Between Groups .259 2 .130 .524 .593


Total 29.680 121

Interpersonal Skill

development

Between Groups .600 2 .300 1.202 .304


Total 30.295 121

other expectation Between Groups .066 2 .033 1.366 .259


Total 2.926 121



Total 4.105 121



Dependent Variable

(I) Opinion

about

Extracurricular

Activities to

academic

performance

(J) Opinion

about

Extracurricular

Activities to

academic

performance

Mean Difference (I-

J) Std. Error Sig.



Gender Tukey HSD Yes No -.072 .093 .719 -.29 .15

Don't know -.317 .137 .056 -.64 .01

No Yes .072 .093 .719 -.15 .29

Don't know -.245 .136 .173 -.57 .08

Don't know Yes .317 .137 .056 .00 .64

No .245 .136 .173 -.08 .57

Current Class Designation Tukey HSD Yes No .030 .122 .967 -.26 .32

Don't know .245 .179 .362 -.18 .67

No Yes -.030 .122 .967 -.32 .26

Don't know .215 .179 .452 -.21 .64

Don't know Yes -.245 .179 .362 -.67 .18

No -.215 .179 .452 -.64 .21


joined in USM

Tukey HSD Yes No .110 .245 .894 -.47 .69

Don't know -.019 .360 .998 -.87 .84

No Yes -.110 .245 .894 -.69 .47

Don't know -.130 .359 .931 -.98 .72

Don't know Yes .019 .360 .998 -.84 .87


No .130 .359 .931 -.72 .98

Time Allocation in extracurricular

Activities

Tukey HSD Yes No -.093 .157 .824 -.47 .28

Don't know -.192 .230 .682 -.74 .35

No Yes .093 .157 .824 -.28 .47

Don't know -.099 .230 .903 -.64 .45

Don't know Yes .192 .230 .682 -.35 .74

No .099 .230 .903 -.45 .64


related-activities

Tukey HSD Yes No .242 .208 .479 -.25 .74

Don't know .201 .315 .800 -.55 .95

No Yes -.242 .208 .479 -.74 .25

Don't know -.041 .312 .990 -.78 .70

Don't know Yes -.201 .315 .800 -.95 .55

No .041 .312 .990 -.70 .78


Activities to quality development of


Tukey HSD Yes No .404* .092 .000 .19 .62

Don't know .404* .135 .009 .08 .72

No Yes -.404* .092 .000 -.62 -.19

Don't know .000 .134 1.000 -.32 .32

Don't know Yes -.404* .135 .009 -.72 -.08

No .000 .134 1.000 -.32 .32

Expected CGPA Tukey HSD Yes No .048 .125 .920 -.25 .34

Don't know -.130 .183 .759 -.56 .31

No Yes -.048 .125 .920 -.34 .25

Don't know -.178 .182 .593 -.61 .25

Don't know Yes .130 .183 .759 -.31 .56


No .178 .182 .593 -.25 .61




Tukey HSD Yes No -.259* .102 .033 -.50 -.02

Don't know -.063 .150 .909 -.42 .29

No Yes .259* .102 .033 .02 .50

Don't know .197 .149 .389 -.16 .55

Don't know Yes .063 .150 .909 -.29 .42

No -.197 .149 .389 -.55 .16


Activities

Tukey HSD Yes No -.280 .212 .386 -.78 .22

Don't know .067 .312 .975 -.67 .81

No Yes .280 .212 .386 -.22 .78

Don't know .347 .310 .504 -.39 1.08

Don't know Yes -.067 .312 .975 -.81 .67

No -.347 .310 .504 -1.08 .39


Activities in USM

Tukey HSD Yes No -.224 .214 .549 -.73 .28

Don't know .149 .314 .884 -.60 .90

No Yes .224 .214 .549 -.28 .73

Don't know .373 .313 .461 -.37 1.12

Don't know Yes -.149 .314 .884 -.90 .60

No -.373 .313 .461 -1.12 .37




Tukey HSD Yes No -.339 .202 .217 -.82 .14

Don't know .096 .297 .944 -.61 .80

No Yes .339 .202 .217 -.14 .82

Don't know .435 .296 .308 -.27 1.14

Don't know Yes -.096 .297 .944 -.80 .61


No -.435 .296 .308 -1.14 .27

Highest Post Tukey HSD Yes No .967 .434 .071 -.06 2.00

Don't know -.071 .654 .994 -1.62 1.48

No Yes -.967 .434 .071 -2.00 .06

Don't know -1.037 .652 .253 -2.58 .51

Don't know Yes .071 .654 .994 -1.48 1.62

No 1.037 .652 .253 -.51 2.58


society

Tukey HSD Yes No .028 .087 .946 -.18 .23

Don't know .063 .128 .878 -.24 .37

No Yes -.028 .087 .946 -.23 .18

Don't know .035 .128 .960 -.27 .34

Don't know Yes -.063 .128 .878 -.37 .24

No -.035 .128 .960 -.34 .27


society

Tukey HSD Yes No -.016 .097 .986 -.25 .21

Don't know .014 .143 .994 -.32 .35

No Yes .016 .097 .986 -.21 .25

Don't know .030 .142 .976 -.31 .37

Don't know Yes -.014 .143 .994 -.35 .32

No -.030 .142 .976 -.37 .31


Management/Accounting society

Tukey HSD Yes No -.031 .093 .942 -.25 .19

Don't know -.139 .137 .565 -.46 .18

No Yes .031 .093 .942 -.19 .25

Don't know -.109 .136 .704 -.43 .21

Don't know Yes .139 .137 .565 -.18 .46


No .109 .136 .704 -.21 .43

No. of student joined AIESEC Tukey HSD Yes No -.041 .054 .731 -.17 .09

Don't know .029 .079 .929 -.16 .22

No Yes .041 .054 .731 -.09 .17

Don't know .069 .079 .653 -.12 .26

Don't know Yes -.029 .079 .929 -.22 .16

No -.069 .079 .653 -.26 .12


worker

Tukey HSD Yes No -.002 .046 .999 -.11 .11

Don't know .005 .067 .997 -.15 .16

No Yes .002 .046 .999 -.11 .11

Don't know .007 .067 .994 -.15 .17

Don't know Yes -.005 .067 .997 -.16 .15

No -.007 .067 .994 -.17 .15

No. of student joined Event-based

activities

Tukey HSD Yes No .044 .093 .884 -.18 .27

Don't know .192 .137 .343 -.13 .52

No Yes -.044 .093 .884 -.27 .18

Don't know .148 .137 .525 -.18 .47

Don't know Yes -.192 .137 .343 -.52 .13

No -.148 .137 .525 -.47 .18

No. of student joined Sport club Tukey HSD Yes No .092 .048 .139 -.02 .21

Don't know .043 .071 .813 -.12 .21

No Yes -.092 .048 .139 -.21 .02

Don't know -.049 .070 .769 -.22 .12

Don't know Yes -.043 .071 .813 -.21 .12


No .049 .070 .769 -.12 .22

No. of student joined other club Tukey HSD Yes No -.003 .054 .998 -.13 .12

Don't know .048 .079 .817 -.14 .24

No Yes .003 .054 .998 -.12 .13

Don't know .051 .079 .795 -.14 .24

Don't know Yes -.048 .079 .817 -.24 .14

No -.051 .079 .795 -.24 .14

For fun and enjoy Tukey HSD Yes No -.041 .096 .904 -.27 .19

Don't know .010 .142 .997 -.33 .35

No Yes .041 .096 .904 -.19 .27

Don't know .051 .141 .931 -.28 .39

Don't know Yes -.010 .142 .997 -.35 .33

No -.051 .141 .931 -.39 .28

Leadership developments Tukey HSD Yes No -.035 .097 .931 -.26 .20

Don't know -.067 .143 .885 -.41 .27

No Yes .035 .097 .931 -.20 .26

Don't know -.032 .142 .972 -.37 .30

Don't know Yes .067 .143 .885 -.27 .41

No .032 .142 .972 -.30 .37

make more friends Tukey HSD Yes No -.120 .090 .375 -.33 .09

Don't know .000 .132 1.000 -.31 .31

No Yes .120 .090 .375 -.09 .33

Don't know .120 .131 .631 -.19 .43

Don't know Yes .000 .132 1.000 -.31 .31


No -.120 .131 .631 -.43 .19

working experience Tukey HSD Yes No .010 .084 .992 -.19 .21

Don't know .019 .123 .987 -.27 .31

No Yes -.010 .084 .992 -.21 .19

Don't know .009 .123 .997 -.28 .30

Don't know Yes -.019 .123 .987 -.31 .27

No -.009 .123 .997 -.30 .28

communication Improvement Tukey HSD Yes No -.098 .097 .572 -.33 .13

Don't know -.072 .142 .868 -.41 .27

No Yes .098 .097 .572 -.13 .33

Don't know .025 .142 .982 -.31 .36

Don't know Yes .072 .142 .868 -.27 .41

No -.025 .142 .982 -.36 .31

Interpersonal Skill development Tukey HSD Yes No -.059 .097 .815 -.29 .17

Don't know -.221 .143 .272 -.56 .12

No Yes .059 .097 .815 -.17 .29

Don't know -.162 .142 .492 -.50 .18

Don't know Yes .221 .143 .272 -.12 .56

No .162 .142 .492 -.18 .50

other expectation Tukey HSD Yes No -.038 .030 .411 -.11 .03

Don't know .024 .044 .851 -.08 .13

No Yes .038 .030 .411 -.03 .11

Don't know .063 .044 .336 -.04 .17

Don't know Yes -.024 .044 .851 -.13 .08


No -.063 .044 .336 -.17 .04

CGPA Tukey HSD Yes No .02415 .03600 .781 -.0613 .1096

Don't know -.00683 .05297 .991 -.1325 .1189

No Yes -.02415 .03600 .781 -.1096 .0613

Don't know -.03097 .05274 .827 -.1561 .0942

Don't know Yes .00683 .05297 .991 -.1189 .1325

No .03097 .05274 .827 -.0942 .1561

*. The mean difference is significant at the 0.05 level.

H0: μ1=μ2=μ3 (μ1=yes , μ2=no , μ3=don’t know)

H1: Not all the mean of the academic performance is equal.



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.




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


All the above p-value≤ α = 0.05.Therefore there is significantly difference between each pair of means at 5% level of significance.

Thus, with 95% confidence we can conclude that the mean of academic performance of SOM students have at least one is not same.


4. Discussion and Conclusion

4.1.Discussions

In this research, we collected response from a total of 130 students from School of Management within USM.

Throughout all the respondents, we manage to collect a decent amount of data and information that could

support and assist us in our report. In this discussion, we would like to link a few responses together in order for

us to understand better the information that we collected and see why those responses this way are.

The first thing we would like to see is whether gender will affect the priority of either academic or

extracurricular activities. From the results shown, we can see that mostly both men and women are giving a 50

50 attention on their studies and activities. Hard skills are jobs skills like typing, writing, math, reading and the

ability to use software programs while soft skills are personality-driven skills. Both genders feel that they need

hard skill and soft skill together so that they will be able to land a job in the future. Besides that, we can see that

more females than males are giving a little bit more priority on academic as they are not physically active and

dislike outdoor activities.

Next is the connection between the extracurricular activities that the respondents had joined and the expectation

of skills and benefit obtained. Event based activities such as convocation, “pesta hoki” and CNY event are more

popular among the respondents because it is only held for a short period of time so they do not need to commit

so much time there. At the same time they can enjoy themselves and make new friends throughout the activities.

Leadership development and communication improvement are the bonus add on from joining the activities.

Meanwhile, sporting activities makes up the least choice from the respondents because they feel they could not

improve their interpersonal skills and working experience from those kinds of activities.

Time allocations of the respondents depend on how many extracurricular activities they had joined. 65% of the

respondents spend 2-5 hours on extracurricular activities which is because they joined 1-2 activities. 39% of the

respondents spend also 2-5 hours on their studies so that they have time balanced between extracurricular and


studies. Spending more than 13 hours on extracurricular activities would be very rare because most of them

only joined 1-2 activities. Those spending less than 1 hour on academic related activities would be the least with

5% because time spent on extracurricular per week averagely are reasonably little.

Extracurricular activities developing the quality of students have effect on their academic performance. 88% of

the respondents says extracurricular will definitely develop the quality of students but 42% of the respondents

feel that it will surely affect their academic performance. 44% did not feel that way because they might be able

to cope with their studies and extracurricular with their good time management.

Post held by the respondents can be linked together with the amount of time spent on extracurricular activities.

Normally the one holding higher post in any extracurricular activities ought to spend more time on their club or

society. So, the one spending more than 9 hours on extracurricular which are 6% are most probably the

president, vice president or the project director because there are only a small amount of the respondents

holding the posts. Those spending less than 9 hours on extracurricular are 94% because most of the respondents

are only members.

The level of satisfaction of the respondents depends on what type of extracurricular activities they had joined.

Most receive normal satisfaction from activities they joined because activities like the event based are there for

only a certain period. Respondents could not achieve higher satisfaction from such a short period of time.

Respondent’s satisfaction on religion clubs and ethnic societies are enough to keep their activities running

throughout the years.

Expected CGPA of the respondents are based their designation year. From the results show, 81% are in their 1st

year and 87% expect their CGPA to be at least 3.0. This shows that 1st year respondents are having high

expectations because they have not receive their grades for their 1st semester yet. They might expect higher

CGPA also because they have adequate amount of time for their studies in their 1st year.


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.


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


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


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


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? *


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


Both

11. How importance is Extracurricular Activities for you? *

1 2 3 4 5 6 7

Not important Very important

12. How satisfied are you with the Extracurricular Activities in USM? *

1 2 3 4 5 6 7

extremely unsatisfied extremely satisfied

13. Are you confident to maintain your activeness in your Extracurricular Activities and your academic performance? *

1 2 3 4 5 6 7

Not confident Very confident

15. What is your latest CGPA? *

Thanks for devoting your time. Your help is highly

appreciated. :-)

stat

Documents

research project

research methodology

numerical data

visualizing data

executive summary

personal development

data collection methods

support of dr teh