INTRODUCTION
Plato once said, "Books give a soul to the universe, wings to the mind, flight to the imagination, and life to everything." or Former US President Barack Obama claimed that
"Reading is important If you know how to read, then the whole world opens up to you." Indeed, each of us can recognize books as an endless and vital source of human knowledge Books contain numerous sources of knowledge and help people communicate with the outside world, approaching human civilization, thanks to books that society can develop No matter how much society develops, the great value that books bring to people cannot be erased In this report, we focus on specialized books, which play an indispensable role in the learning process of university scholars It is like a teacher of information transmission, whose mastery can turn it into knowledge fruit actively Textbooks provide insight for learners in planning and solving problems, creating confidence and excitement in learning More than that, workbooks can encourage and promote thinking, independence, and self-study
To better understand the influence of specialized books, we decided to conduct a statistical analysis among the learners of Hanoi University (HANU) We have collected data on reading habits and other information related to the topic of the article In conclusion, we use a hypothesis test that shows the reading frequency of FMT undergraduates from 100 specific participants Identifying this test has helped us properly complete the research from which to decide the analysis methods However, applying our knowledge in Statistics theories, the data was processed by Descriptive Statistics so that we can draw our conclusion on whether there is enough evidence to demonstrate the results of the hypothesis test or not.
RESEARCH METHODOLOGY
Population and sample
The information in this report was gathered through the pupil survey of HANU, who have been put into the population Our primary purpose is to investigate observers' primer reading habits, and the positive impact reading has on them To achieve this goal, we randomly select
100 students to obtain the most relevant results through the influence of the HANU learner's workbook.
Question design
After completing the questionnaire paper, our team randomly selected 100 learners to learn about their habit of reading textbooks The questionnaire list consists of twelve questions built based on the topic idea mentioned in the report
In detail, in the first five questions of the survey, we aim to get basic information from the surveyors For example, name, gender, class through which we want to present this information with transparency and clarity However, we consider these basic information questions without numbering, so from the following seven questions, we go into the specialized reading habits among FMT undergraduates The first two questions (in the next seven questions) are related to the frequency of reading the school book and the number of hours learners spend reading The third and fourth question is to ask why they choose to read textbooks and not read guidebooks The next question asks students about the method they use to read reference books Finally, the last two questions are about the influence of assigned text reading, from understanding the book's content to solving the exercises in the tutorial classes and evaluating the coursebook's importance in handling exercises Our questions are expected to bring us valuable and realistic information for the survey.
Sample size
In reality, the number of FMT students is quite large, and with the limited number of members in our group and limited time, we decided to choose a sample of 100 students in different majors We evaluate that this sample size is sufficient for us to be clear and suitable for promoting us to conduct the Test methods, leading to more accurate results On the contrary, if the sample size is too small, the information collected on our topic will be narrowed down, not accurately reflecting the FMT HANU total number of apprentices Even during the implementation process, if the sample size is small, it can lead to errors in inaccurate conclusions Therefore, the sample size of 100 FMT students is suitable enough.
Sampling method and data collection
Due to the large number of FMT students, we choose a simple sample of 100 random respondents, including five majors: Marketing (M), Finance and Banking (FB), Tourism (TR), Accounting (AC), and Business Administration (BA) After collecting data, we determined the sample size of 100 FMT students to identify reading textbook frequencies of FMT students
The list of students filled in our online form can be found in Appendix C of this report b Data collection
We accomplished a questionnaire on Google form; then sent it to the mail address of 100 FMT sophomore and senior students The questionnaire includes private information, reading textbook time, merits and demerits of the reading textbook before class; then, we documented data and analyzed the habit of reading textbooks of FMT students
The questionnaire and outcome of this google form would be stated in Appendix D and E, respectively, of this report.
Data processing
After assembling data, we decided to use the Excel Microsoft application to handle a large amount of information After recording each student's response through the questionnaires, we described the frequency of reading the textbook and put those proportions into Excel Microsoft applications Graph tools of Excel are used to perform the qualitative data in the results of almost the question Depending on some questions in google form presented by type of graph such as pie chart, bar chart, and so on, we conclude about the habit of reading textbooks of FMT students.
Level of significance
More than half of the students tend to disagree with reading the textbook before class through our collected data According to what we have learned, it is established as a hypothesis test, we decide to choose the level significance of 5%.
DESCRIPTIVE OF FINDING RESULTS
Question 1: Do you normally read textbooks before going to class? o Yes o No
Figure 1: The frequency of reading textbooks before attending classes
The pie chart shows that all the majors tend to spend less time reading textbooks before classes More specifically, the number of FMT students who do not normally read textbooks is nearly five times that of students answering "Yes", at 83% and 17%, respectively In general, undergraduates studying FMT do not tend to read books in advance
Question 2: How long do you often spend reading textbooks a day? o Less than 1 hour o 1-2 hours o 2-3 hours o More than 3 hours
The second question aims to classify how long FMT students spend reading textbooks The following chart visualizes the results:
Figure 2: The frequency of reading textbook
As can be seen from the pie chart, FMT students spend less than 1-hour reading textbooks at the highest percentage of 64% On the other hand, no students spend more than 3 hours reading textbooks While, the percentage of students spending 1-2 hours is more than twice as much as the proportion of students spending 2-3 hours reading textbooks, respectively 25% and 11%
Generally, it is remarkable that it takes less than 1 hour for most FMT students to read textbooks
Question 3: Why don't you read textbooks?
Choose any option that is right for you, you can choose more than one o It is time-consuming o It is difficult to understand
Less than 1 hour 1-2 hours 2-3 hours More than 3 hours o It is unnecessary o You are impatience o You do not have the textbook files o Other
For those who do not read textbooks or spend less time reading, we tried to clarify the reasons by asking them the third question The results are visualized by the following chart:
Figure 3: The reasons for not reading
The chart indicates that two main reasons for not reading or rarely reading are time- consuming and impatience (54% and 50%) Another reason voted by 39% of students is the difficulty in covering the knowledge in the textbooks Besides, 20% of students do not read textbooks because they do not have the textbook files and the same percentage of students, with 18%, said they feel it is needless to read the textbooks
Overall, two main reasons are subjective reasons leading to little or even no reading of FMT students: time-consuming and impatience
Question 4: Why would you read textbooks?
Choose any option that is right for you; you can choose more than one o To get high scores o To pass the course o To get more information about the subject o To improve study skills (reading skills, writing skills, and so on) o To broaden knowledge o Others
Others You do not have the textbook files
It is difficult to understand
The fourth question illustrates the purposes that stimulate FMT students surveyed reading textbooks
Figure 4: The purposes of reading textbooks
As shown in the figure above, getting more information about the subject came at the top position with 81 votes which more than doubles the figure for sharpening themselves, which stands at a minority with 36 choices It is the fact that all students going to school want to get good results That is the reason why they voted "to get high score" and "to pass the course" as a fundamental reason which accounts for respectively 50 and 57 votes
In general, the main reason surveyed FMT students reading textbooks is to collect knowledge to support their understanding of the subjects
Question 5: What are the methods that you usually apply for reading?
Choose any option that is right for you; you can choose more than one o Skimming o Highlighting o Summarizing o Scanning o Detailed reading o Structure-Proposition-Evaluation
To improve study skills (reading skills, writing skills,…)
To get more information about the subject
Figure 5: The application of reading methods
The figure shows that the most FMT students' reading method is highlighting, accounting for around 65 votes, and the two second most popular methods are skimming and scanning approximately 52-53 votes Detailed reading with the number of 47 votes is the next chosen after the three above ways In addition, 38 students choose to summary to read textbooks more efficiently Structure-Proposition-Evaluation is the least common way for FMT students to read textbooks easier Generally, highlight, skimming, and scanning are the best and most common for almost FMT alumnus to acquire knowledge from textbooks
Question 6: How much content in textbooks did you comprehend to solve the problem in tutorial class? o < 25% o 25% - 50% o 50% - 75% o > 75%
Figure 6: The amount of content in textbooks students FMT apply to solve exercises
This chart describes the amount of books' content respondents apply while studying For FMT students, almost half of them can use 50-75% to solve problems; meanwhile, only 9% can utilize total content in each lesson to do tutorial exercises Followed by people who use 25-50% of the content, accounting for 36% Surprisingly, only 13% of the students felt that they find it challenging to apply the textbook contents to their exercises
Question 7: Can you evaluate the importance of reading a textbook to handle the tutorial exercise?
Figure 7: The importance of reading a textbook to handle the tutorial exercise
The last question aims to know the importance of reading textbooks in helping students to solve exercises It can be easily seen that more than half of FMT students evaluate the importance of reading textbooks at level 4 Nearly half of the rest is in two categories: 20 votes in the middle level, and 21 finds it helpful Besides that, only 2% votes at level 2 It is great that no one thinks it is useless In conclusion, FMT students highly evaluate the importance of reading textbooks to handle the tutorial exercises.
RESULT AND FINDINGS OF HYPOTHESIS TESTING
Research question
The objective of this hypothesis testing is to investigate the habit of reading textbooks of FMT students Due to that objective, we have designed and distributed a question: "Do you normally read textbooks before going to class?" to collect data randomly for our sample In addition, we conducted two possible outcomes for this question: Yes (Normally read) and
Assumption
There are only two qualitative outcomes in the test question from our survey: Yes (Normally read) and No (Not normally read) As a result, the data type is qualitative, and we cannot calculate the mean It indicates that the method of Z test population proportion will be
10 | P a g e applied In this method, the parameter of interest is the proportion population p, and the point estimator of this parameter is the sample proportion 𝑝
● The sampling distribution of the mean is approximately normal
● The survey was conducted with 100 FMT students by answering the online questionnaires
● There are two outcomes for the test question: "Yes" or "No
● The probability of choosing "Yes", denoted by p, does not change from trial to trial Consequently, the probability of a failure, denoted by 1- p, does not change from trial to trial We have p = 1- p = 0.5
● The trials are independent as the choice of a student does not affect that of the others
● The sample proportion has standard normal distribution
Let p be the sample proportion of FMT students who normally read textbooks before class np = 17 > 5 n(1-p) = 83 > 5 The sample proportions are approximately normally distributed
In fact, all the above information is to prove that we will use z - test for this proportion test.
Data analysis
Hypothesis Testing procedure
Regarding the topic of reading textbooks, we have consulted a variety of online articles about reading textbooks habits, and we discovered that on average, 27.4% of undergraduates read their assigned reading before class (Clump, Bauer, and Bradley, 2004, cited in Keith Starcher, Dennis Proffitt, 2011) For that reason, our hypothesis for this project is "There are less than 27% of FMT students involved in the survey normally read textbooks before class" with 5% of level significance and conducted the hypothesis test through 6 steps
Step 1: Identification of null and alternative hypotheses
Ha: p < 0.27 This is a lower-tailed test
Step 3: Identify the level of significance α = 0.05
We would reject the null hypothesis (H0) if Z* reject the null hypothesis (Hα 0)
There is enough evidence to conclude that less than 27% of FMT students involved in the survey normally read textbooks before class.
EVALUATION
Implication
The project, with the participation of 100 FMT students from 5 majors of Finance and Banking, Business Administration, Tourism, Marketing, and Accounting provided some objective and subjective opinions on textbook reading habits The drawbacks are inevitable However, the results still partly reflect the effectiveness of this trend Based on data and hypothesis test results, in general, textbook reading still plays a vital role for students of FMT Despite being aware of this, the students do not spend too much time and regularly use textbooks The results indicate that many students read the textbook because they only want to pass the subjects with high scores, while the other students are not interested in reading because it wastes their time In addition, impatience or a difficult approach to textbooks is also one of the prominent reasons For those students, it should be encouraged to know about the good effects of textbook reading, such as expanding knowledge or improving study skills In addition, lecturers can design skill courses that focus on reading textbooks to suit the knowledge and skills of students Since then, it not only helps students have a more comprehensive view of textbook reading habits but also motivates them to develop reading methods in learning.
Conclusion
According to our data collection, almost all FMT students realized the advantage of reading textbooks, such as understanding lectures thoroughly or obtaining a high GPA score Via analysis, it is concluded that FMT students do not frequently read the textbook before class, there are a lot of reasons such as time-consuming, difficult to understand, even lazy or impatience to read textbooks, etc; some students supposed that reading textbook is unnecessary because the lecture slide is sufficient According to 100 respondents collecting, 17% of FMT students have the habit of reading textbooks, and 83% of students said they do not normally read textbooks before going to class
Obviously, with the benefit of reading textbooks brings back, FMT students should read textbooks before class With several reasons mentioned above, there are some methods to solve their problem and improve their ability to understand lessons Firstly, understudies should peruse the exercise title, ponder the theme and get some general data From that point forward, we keep pursuing each piece of the exercise with all the focus While reading, we can utilize a few strategies like featuring some significant watchwords or taking notes, observing to recollect, and remember that it is important After finishing each lesson, it is imperative to sum up each part in their own language since it shows their mindfulness about those parts This way may assist you with comprehension and develop your drawn-out recollections of the exercises By applying these strategies in understanding reading material, understudies' scores and mindfulness may increment and assist them with passing the course
PROJECT BONUS MARK FORM Probability and Statistics, Spring 2021
Our group would like to be considered for bonus mark for doing substantial additional work
We have completed the following parts of the project using the R programming language:
Where to find the R Code (e.g
Where to find the R output (e.g Appendix B) Data preprocessing (e.g reading data file, converting relevant variables into factors)
Sampling method Yes Appendix A Appendix B
Graphical descriptive methods (including graphs for checking test’s assumptions)
Inferential methods yes Appendix A Appendix B
> setwd("C:/Users/TT 2ND/Desktop/R")
> data1 setwd("C:/Users/TT 2ND/Desktop/R")
> data1 setwd("C:/Users/TT 2ND/Desktop/R")
> data1 prop.table(table(data1))#realative frequency table
> prop.table(table(data1))*100#percent frequency table
> one.prop.test