Antecedents of students intention to pacificipcip in extra curricular luận văn thạc sĩ

UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Dang Huu Phuc ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR MASTER OF BUSINESS (Honours) UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Dang Huu Phuc ANTECEDENTS OF STUDENT’S INTENTION TO PARTICIPATE IN EXTRA-CURRICULAR MASTER OF BUSINESS (Honours) SUPERVISOR: Prof LE NGUYEN HAU I ACKNOWLEDGEMENT For the successful completion of this thesis, I would like to extend my sincere thanks to: Respectful lecturers of International School of Business - University of Economics Ho Chi Minh City, who have taught me with useful knowledge during the time I studied at ISB, especially Prof Le Nguyen Hau, who have enthusiastically instructed me to approach relevant problems in reality, research methods, as well as the contents of the thesis Students of universities, especially University of Economics Ho Chi Minh City, and all my colleagues, my friends for kindly helping me to collect information necessary for the study Though the author has tried the best to complete the thesis, errors could not be completely avoided Consequently, the author is looking forward to receiving the contributions and comments from respectful lecturers and friends II COMMITMENT I would like to commit that this thesis, “Antecedents of student’s intention to participate in extra-curricular”, was accomplished based on my independent and serious research I certify that any help hand received in preparing this thesis and all the sources that used have been acknowledged LIST OF TABLES Table 3.1: The official scale .21 Table 3.2: Rules of Thumb about Cronbach Alpha Coefficient Size 24 Table 4.1: Demographic characteristics 29 Table 4.2: Cronbach alpha coefficients 30 Table 4.3: KMO and Bartlett's Test for independent variables 33 Table 4.4: Total Variance Explained 33 Table 4.5: Rotated Component Matrix for independent variables 34 Table 4.6: KMO and Bartlett's Test for dependent variables 35 Table 4.7: Total Variance Explained for dependent variables 36 Table 4.8: Component Matrix for dependent variables 36 Table 4.9: Correlations .37 Table 4.10: Collinearity Statistics 39 Table 4.11 ANOVA(b) for model 41 Table 4.12 Model Summary(b) for model .42 Table 4.13: Coefficients(a) for model 42 Table 4.14: The important rank of four independent variables 43 Table 4.15: Model Summary for model 43 Table 4.16: Coefficients(a) for model 44 Table 4.17: Hypotheses testing result 44 Table 4.18: The result of chow test for Gender .45 Table 4.19: Regression analysis with Gender as moderator 45 Table 4.20: The result of chow test for School Year .46 Table 4.21: The result of chow test for Working .47 Table 4.22: Regression analysis with Working as moderator 47 Table 4.23: Hypotheses testing result for moderator variable 48 LIST OF FIGURES Figue 2.1: TRA model .8 Figue 2.2: TAM model .10 Figue 2.3: TPB model 11 Figure 2.4 Research Model 18 Figure 3.1: Research process 22 Figure 4.1: Gender 28 Figure: 4.2: School year 29 Figure 4.3: Working 29 Figure 4.4: Scatterplot 40 Figure 4.5: Histogram 41 TABLE OF CONTENTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Background of the research 1.2 Research objectives 1.3 Research scope 1.4 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Extra-curricular activities 2.2 Human behavior theories 2.3 Research model and hypothesis 12 CHAPTER 3: RESEARCH METHODOLOGY 19 3.1 Research method 19 3.1.1 Qualitative research 19 3.1.2 Quantitative research 20 3.2 Research process 21 3.3 Research sampling 22 3.3.1 Sample size 22 3.3.2 Selecting the sampling technique 23 3.4 Methods of data analysis 23 3.4.1 Descriptive statistics: 23 3.4.2 Reliability analysis: 24 3.4.3 Factor Analysis (FA): 24 3.4.4 Multiple Linear Regression Analysis: 26 3.4.5 Chow test: 27 CHAPTER 4: DATA ANALYSIS & RESULTS 28 4.1 Descriptions of sample 28 4.2 Measurement scale 30 4.3 Exploratory factor analysis (EFA) 32 4.3.1 Assessing the scales measuring four factors that affect to intention to take part in extra-curricular activities 32 4.3.2 Assessing the scale measuring intention to take part in extra-curricular activities 35 4.4 Correlation Testing 37 4.5 Multi-Linear Regression Analysis for testing hypotheses 38 4.5.1 Checking regression assumptions 38 4.5.2 Hypotheses testing 41 4.6 Test the effect of Moderating variables 45 CHAPTER CONCLUSIONS AND RECOMMENDATIONS 49 5.1 Conclusion 49 5.2 Recommendations 50 5.3 Academic contributions of the study 52 5.4 Limitations and Future Research: 52 REFERENCES 54 APPENDIX A: THE SCALES FOR REFERENCE 61 APPENDIX B: QUALITATIVE RESEARCH 63 APPENDIX C: THE QUESTIONNAIRE 66 APPENDIX D: RELIABILITY STATISTICS 68 APPENDIX E: EXPLORATORY FACTOR ANALYSIS (EFA) 71 Page |1 ABSTRACT This study is conducted to find out which factors affect to students’ intention to participate in extra-curricular activities basing on theory of planned behavior and a part of signaling theory In addition, the research also explores the moderating role of some demographic variables such as Gender, School Year, Working Hence, this study provides a clear picture about the effects between Male and Female; Sophomore and Junior; Working student and Non-working student The results indicate all independent factors: (1) Attitudes toward extracurricular (ATT), (2) Subjective norm toward extra-curricular (NORM), (3) Perceived behavioral control (PBC), and (4) Clarity of extra-curricular information (INFO) have significant impact on dependent variable: Intention to participate in extra-curricular (INT) The PBC factor (beta = 0.340) has highest effect on INT while the less one is INFO factor (beta = 0.146) In addition, this research also reveals the relationship between INFO and ATT However, R square of this impact is small, it is just 0.032 Besides that, through Chow test, “Gender”, “Working” variables also are found that they can be moderator variables while School Year is not good to be considered as moderator variable The last part of this study also give some recommendation to encourage students to take part in extra-curricular and it also figures out some limitations of this study for further research in this field The scale of Mohammad Reza Jalilvand, Neda Samiei (2012) for tourism destination choice  Attitude What you think about Iran as a tourism destination? (ATV1) Very bad : : : : : : Very good (ATV2) Very worthless : : : : : : Very valuable (ATV2) Very unpleasant : : : : : : Very pleasant  Subjective norm (SB1) Important people in my life say I ought to visit Iran (SB2) Most people who are important to me would want me to visit Iran (SB3) People whose opinions I value would prefer me to visit Iran  Perceived behavioral control (PBC1) I would be able to visit Iran (PBC2) I have the resources and the knowledge and the ability to visit Iran (PBC3) If I want to visit Iran, it would be easy  Intention to travel (IT1) I predict I will visit Iran in the future (IT2) I would visit Iran rather than any other tourism destination (IT3) If everything goes as I think, I will plan to visit Iran in the future The scale of Tho (2009) for studying of local and international MBA programs in Vietnam  Signal clarity (1) This university provides clear information about its MBA program to students (2) This university always provides sufficient information about its MBA program for students (3) I have no trouble figuring out what this university is trying to provide for students APPENDIX B QUALITATIVE RESEARCH The script of focus group - The introduction Hello everyone, my name is Huu Phuc from the research group of the University of Economics Ho Chi Minh city My group is conducting a research name: “Antecedents of student’s intention to participate in extra- curricular” I would like to thank you for your attentions into this interview Do not have wrong or right ideas, all of your thinking, contributions are helpful with us - The main question Let me know your ideas about following question Q1 Have you ever participated in extra-curricular? If the answer is yes, which kinds of these activities that you like? What purposes for joinning in extracurricular If the answer is no, why don’t you take part in extra-curricular? Q2 Can you give me your idea about which things that you can get and which things that you have to trade off when you join in extra-curricular Why? Q3 When you have a problem, who you ask for advices? Who are important to you? Can you list Q4 Which elements that you need when you take part in extra-curricular Why? Q5 When you want to join to an extra-curricular activity, what information resources you find out? Why? Q6 Have you ever seen the information of extra-curricular in you university? Where did you see them? what you think about it Can you assess the content and format of them? Q7 According to your experience, which factors affect to student’s intention to take part in extra-curricular? Why? The results of the qualitative research The main finding in qualitative research are: - Respondents in focus groups agree that the benefits that they may get from extra-curricular are: activity mark; soft skills such as working in group, presentation; expanding social network Besides that, some students said that they not care about benefits, they just join to extra-curricular because they like it - Most students agree that people who have effect to them are their parents, their teachers, and their friends Some students who have lover said that the lover play important role to their decision Lover, however, is not consider as member in group of reference in this study because there are some students (not all students) have lover, so that the non-lover students can not answer the survey question concerning to lover - The resources that student need for joining extra-curricular activities are: time; money; vehicle such as motorbike, bicycle However, there are some students said that they not own vehicle but they can take bus or ask their friends picking up them to join in extra-curricular - Many students agree that the quality of information have effect to their intention to take part in extra-curricular For example, one student said that he did not have any plan at the weekend but he saw a poster about an activity occurring at that time and the information was attractive, he had considered to join Another student said that when he saw a poster that has enough necessary information, especially information concerning benefit of activity, the probability that he joined in is higher than poster with very brief information - Finally, through focus group, students have contributed their opinion to develop the complete scale for next quantitative research APPENDIX C THE QUESTIONNAIRE Greeting the students! This survey is done by research group of International School of Business (ISB) – University of Economics HCM City (UEH) The primary purpose of this study is to improve the understanding of the intention to participate in extra-curricular activities We would like to notice that there is no right or wrong opinion All your ideas are valuable and useful for our research We greatly appreciate with your sincere co-operation I Personal information You are: Freshman Sophomore Junior Senior Your gender: Male Female Do you have part-time job? Yes No II The main question Please give your agreement level about the below statements at your university: Please circle your suitable choice for the agreement level: Totally disagree Disagree Neutral Agree Totally agree Attitudes toward extra-curricular I believe that I can get good activity mark when I take part in extracurricular I believe that I can learn many good skills when I take part in extracurricular I believe that I can get many benefits when I take part in extra-curricular I believe that I can expand my social network when I take part in extracurricular I feel interesting when I take part in extra-curricular Subjective norm toward extra-curricular My parents would think that I should take part in extra-curricular My teachers would think that I should take part in extra-curricular My classmate would think that I should take part in extra-curricular My best friends would think that I should take part in extra-curricular Perceived behavioral control I believe that I can perform extra-curricular well I have capability to take part in extra-curricular I have enough resources to take part in extra-curricular I believe that I have enough skills to perform extra-curricular easily Clarity of extra-curricular information This university provides clear information about extra-curricular activities This university always provides sufficient information about extracurricular activities I have no trouble to find out the information about extra-curricular activities I have no trouble figuring out what this university is trying to provide for students Intention to participate in extra-curricular I have intention to take part in extra-curricular I will take part in extra-curricular when I have information I will take part in extra-curricular in next course Thanks for your sincere collaboration! Level of agreement 5 5 1 1 2 2 3 3 4 4 5 5 1 1 2 2 3 3 4 4 5 5 5 5 5 APPENDIX D RELIABILITY STATISTICS Cronbach alpha analysis of factor Attitudes toward extra-curricular (ATT) Reliability Statistics Cronbach's Alpha N of Items 724 Item Statistics Mean Std Deviation N ATT1 3.1079 1.03156 278 ATT2 3.3237 97415 278 ATT3 3.1583 84340 278 ATT4 3.1942 89828 278 ATT5 3.3129 81452 278 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted ATT1 12.9892 6.689 414 709 ATT2 12.7734 6.891 416 705 ATT3 12.9388 6.426 661 611 ATT4 12.9029 7.012 451 689 ATT5 12.7842 7.072 515 668 Cronbach alpha analysis of Subjective norm toward extra-curricular (NORM) Reliability Statistics Cronbach's Alpha N of Items 689 Item Statistics Mean Std Deviation N NORM1 3.5396 88930 278 NORM2 3.0144 70055 278 NORM3 3.1475 90117 278 NORM4 2.7626 78875 278 Item-Total Statistics Scale Mean if Item Scale Variance if Item Deleted Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted NORM1 8.9245 3.189 517 595 NORM2 9.4496 3.714 525 601 NORM3 9.3165 3.069 551 570 NORM4 9.7014 3.986 322 712 Cronbach alpha analysis of Perceived behavioral control (PBC) Reliability Statistics Cronbach's Alpha N of Items 812 Item Statistics Mean Std Deviation N PBC1 3.6835 91151 278 PBC2 3.5468 90902 278 PBC3 3.7878 83359 278 PBC4 3.6079 90777 278 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted PBC1 10.9424 4.394 759 699 PBC2 11.0791 4.795 629 765 PBC3 10.8381 4.844 705 732 PBC4 11.0180 5.397 452 846 Cronbach alpha analysis of Clarity of extra-curricular information (INFO) Reliability Statistics Cronbach's Alpha N of Items 720 Item Statistics Mean Std Deviation N INFO1 3.9820 72826 278 INFO2 3.6475 79587 278 INFO3 4.1763 72690 278 INFO4 3.8489 78261 278 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted INFO1 11.6727 3.059 557 630 INFO2 12.0072 2.874 556 628 INFO3 11.4784 3.413 397 719 INFO4 11.8058 2.973 527 646 Cronbach alpha analysis of Intention to participate in extra-curricular (INT) Reliability Statistics Cronbach's Alpha N of Items 694 Item Statistics Mean Std Deviation N INT1 3.5935 75780 278 INT2 3.5504 68716 278 INT3 3.3885 78810 278 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted INT1 6.9388 1.603 482 636 INT2 6.9820 1.700 519 594 INT3 7.1439 1.467 531 573 APPENDIX E EXPLORATORY FACTOR ANALYSIS (EFA) The first EFA for Independent variable KMO and Bartlett's Test 756 Kaiser-Meyer-Olkin Measure of Sampling Adequacy 1609.740 Approx Chi-Square Bartlett's Test of Sphericity df 120 Sig .000 Total Variance Explained Initial Eigenvalues Component Total Extraction Sums of Squared Loadings Cumulative % of Total % Variance % of Variance Rotation Sums of Squared Loadings Cumulative Total % % of Variance Cumulative % 4.676 29.226 29.226 4.676 29.226 29.226 2.723 17.021 17.021 2.149 13.433 42.659 2.149 13.433 42.659 2.486 15.540 32.561 1.623 10.146 52.806 1.623 10.146 52.806 2.338 14.611 47.173 1.205 7.530 60.335 1.205 7.530 60.335 2.106 13.163 60.335 946 5.914 66.249 845 5.283 71.532 810 5.063 76.595 656 4.100 80.695 582 3.636 84.331 10 521 3.254 87.585 11 450 2.813 90.399 12 394 2.464 92.863 13 388 2.422 95.284 14 301 1.880 97.165 15 264 1.648 98.813 16 190 1.187 100.000 Extraction Method: Principal Component Analysis Component Matrix(a) Component PBC1 754 -.326 PBC3 724 -.417 NORM1 649 -.315 PBC2 614 -.451 INFO4 609 -.355 ATT5 598 387 PBC4 583 -.346 ATT3 570 440 NORM3 477 INFO3 461 -.371 INFO2 380 -.542 INFO1 435 -.514 ATT4 415 490 NORM2 422 487 ATT1 375 ATT2 358 378 -.394 347 331 368 459 -.343 343 576 365 394 Extraction Method: Principal Component Analysis a components extracted Rotated Component Matrix(a) Component PBC1 850 PBC3 830 PBC2 769 INFO3 424 416 ATT3 774 ATT1 695 ATT2 639 ATT5 626 ATT4 610 350 INFO2 821 INFO1 806 INFO4 693 PBC4 443 499 NORM2 779 NORM3 729 NORM1 361 650 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations The second EFA for Independent variable (exclude PBC4) KMO and Bartlett's Test 738 Kaiser-Meyer-Olkin Measure of Sampling Adequacy Approx Chi-Square Bartlett's Test of Sphericity 1486.124 df 105 Sig .000 Total Variance Explained Initial Eigenvalues Component Total Extraction Sums of Squared Loadings Cumulative % of Total % Variance % of Variance Rotation Sums of Squared Loadings Cumulative Total % % of Variance Cumulative % 4.393 29.284 29.284 4.393 29.284 29.284 2.584 17.229 17.229 2.056 13.705 42.989 2.056 13.705 42.989 2.481 16.539 33.767 1.617 10.782 53.771 1.617 10.782 53.771 2.116 14.109 47.876 1.204 8.029 61.800 1.204 8.029 61.800 2.089 13.924 61.800 940 6.265 68.065 845 5.634 73.699 715 4.765 78.464 619 4.124 82.588 574 3.827 86.416 10 485 3.233 89.649 11 399 2.661 92.310 12 394 2.628 94.938 13 301 2.009 96.946 14 266 1.771 98.717 15 192 1.283 100.000 Extraction Method: Principal Component Analysis Component Matrix(a) Component PBC1 742 -.329 PBC3 718 -.420 NORM1 676 ATT5 618 PBC2 608 ATT3 589 -.311 -.359 -.434 -.429 361 INFO4 577 378 NORM3 499 NORM2 461 -.433 INFO3 454 428 INFO2 342 555 INFO1 408 553 ATT4 448 -.466 ATT1 377 ATT2 380 -.398 348 -.357 345 366 362 452 572 -.351 385 Extraction Method: Principal Component Analysis a components extracted Rotated Component Matrix(a) Component PBC1 855 PBC3 833 PBC2 774 INFO3 450 448 ATT3 774 ATT1 697 ATT2 639 ATT5 627 ATT4 610 350 INFO2 824 INFO1 819 INFO4 679 NORM2 776 NORM3 728 NORM1 375 640 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations The last EFA for Independent variable (exclude INFO3) KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy Bartlett's Test of Sphericity Approx Chi-Square df 730 1380.263 91 .000 Sig Total Variance Explained Initial Eigenvalues Component Total Extraction Sums of Squared Loadings Cumulative % of Total % Variance % of Variance Rotation Sums of Squared Loadings Cumulative Total % % of Variance Cumulative % 4.229 30.210 30.210 4.229 30.210 30.210 2.453 17.519 17.519 1.941 13.861 44.071 1.941 13.861 44.071 2.448 17.483 35.002 1.558 11.132 55.203 1.558 11.132 55.203 2.051 14.649 49.651 1.177 8.411 63.613 1.177 8.411 63.613 1.955 13.962 63.613 936 6.688 70.301 832 5.941 76.242 649 4.639 80.881 576 4.112 84.993 503 3.590 88.583 10 403 2.880 91.462 11 395 2.820 94.283 12 334 2.385 96.668 13 272 1.944 98.612 14 194 1.388 100.000 Extraction Method: Principal Component Analysis Component Matrix(a) Component PBC1 728 -.369 PBC3 704 NORM1 693 ATT5 632 355 ATT3 613 438 319 PBC2 611 -.345 -.356 INFO4 554 -.391 NORM3 521 NORM2 503 307 ATT4 472 465 INFO1 380 ATT2 INFO2 -.356 -.439 -.312 -.396 417 -.381 406 -.568 335 363 388 405 315 306 -.518 532 ATT1 362 500 -.328 Extraction Method: Principal Component Analysis a components extracted Rotated Component Matrix(a) Component ATT3 788 ATT1 698 ATT2 636 ATT5 625 ATT4 610 342 PBC1 866 PBC3 837 PBC2 805 NORM2 786 NORM3 758 NORM1 364 662 INFO2 831 INFO1 829 INFO4 685 Extraction Method: Principal Component Analysis Rotation Method: Varimax with Kaiser Normalization a Rotation converged in iterations ... as: drinking and driving; speeding; close following; and overtaking in risky curricular The findings in this study confirm the hypothesis that all of three independent factors affect to the intention. .. decision-making According to many researches, approximately 30% of variance in intention seems to be explained by attitudinal factor, while the normative factor has less influence to intention. .. The influences of taking part in extra- curricular have been studied many times However, lacking of researches have been conducted to examine what factors affect to participating in extra- curricular,