the proportion of fmts students taking part time job

HANOI UNIVERSITY FACULTY OF MANAGEMENT AND TOURISM The proportion of FMT’s students taking part-time job Tutor : Mr... For checking the assumption in the hypothesis test, when popu

HANOI UNIVERSITY

FACULTY OF MANAGEMENT AND TOURISM

The proportion of FMT’s students taking

part-time job

Tutor : Mr Nguyen Hoang Viet Tutorial’class: Tut 14 PAS Tutorial’s time: Thurday 7.20am - 9.00am

Submission date: May 7, 2020

Student’s name Student ID Student’s name Student ID

Nguyễn Thị Thu Hiền 1904010032 Phạm Thị LinhQuỳnh 1904050038

Bùi Xuân Thủy 1904050050 Đàm Đình Bắc 1904040013

Phạm Thị Mai Lê 1904040057 Nguyễn Thị Mai Phương 1806090083

ABSTRACT

As far as our generations know, the workforce in Vietnam now accounts for an enormous number of adolescents aged from 18 to 23 years old especially in college and university scholars worldwide Students are considered to be a labor force of well-conditioned, as knowledgeable and physical capabilities to enter any career that appropriates them In addition, students working part-time have a steady monthly income, this source of remuneration helps them to pay for living expenses, study, or other needs that lead to student labor increases significantly This report is produced in response to investigate whether the proportion of students working part- time and the effects of positive and negative on their academic performance In this context, FMT’'s students in Hanoi University are targeted, and about 112 participating ones Hopefully, our research will be an ideal and useful reference that provides practical recommendations to bring this project to life

TABLE OF CONTENTS

1 IntroducfÏOn: - re eee eee eee cece Hà HH Tà Hà Hàng gi 4

2 Rcscarch methodoÌOø ch HH nh TH HH HH TH HH Hà HH TH HH nh kh 5 2.1 Population and saimpÌ€: ĩc << 4k1 21131 1 TH HT Tà HC Là Hà Hà HT Hà HH gu 5 2.2 Questionnaire €SIETI: Á k1 91111 Hà LH Là Hà HH Tà Hà HH Hà gà 5 “ao nh 6 2.4 Sampling method and đata cOlÏeCLIOHI: - 5S “HH TH TH HH HH HH HH Hiệp 6 2.5 Dafa DEOC€SSIN: LH HH HH HH Hàn HH Hà HT To Hà Lọ Là Hà Tà Hà Hà HH Hà TU 7 2.6 Significance leveÌ Ọ E€S(: LH 412114111111 LH HH Tà Hà Hà HH HH 8 3 Descriptive Resul(s and Eindings: .- Gà LH nh TH nh nh TH HT HH 8 4 Results and Findings of the Hypothesis Tes(: - Ăn re 16

4.1 Research Question: oe HH HH HH Hà TL LH Tà Hà Hàng HT kh 16 4.2 Checking asSUumptION: ác Là 1H11 LH Hà Là Hà Hà HH HH 17 4.3 Hypotheses formulation: oo eee ee TH TL LH Hà HH Hà Hà Hà HH it 18 4.4 R€]€CLIOD T€BIOH: Ăn HH S111 TT Hà Lọ Tà Tà Hà Hà HH TH TH Hà gà 18 4.5 CONCÏUSIOH: Ăn TH Họ HH Họ HH nh HH HH HH Ti kh 19 5 Project Evalua(ÏoI - HH HH HH Họ HH Thi HH HH HH HH nh ren 21 h0 nề 21 Pu on 454 21

Rccommmenda(i0oins - - 5 LH TH HH Hàn kh Hà Lọ Tà LH Tà Hà Hà HH in 22 REEERENCCE ÚC HH HH Hà Hàn Ho Hà kh Hà HC Tà Lọ Là Hà Hà HT Hà HH 1kg 23 APPENDIX ằ 25

1 Introduction

Most nowadays students are certain that part-time jobs are very easily accessible It has become a common case because of the training system in many universities in the form of credit, so students can completely proactively arrange their schedule accordingly and still perform to manage the working part-time well Conspicuously that there are innumerable reasons on what accounts for college students to choose to work part-time above other activities to do in spare time According to an article in 2021 on Studentloanhelpinfo.com, not only because of increasing income but also helping students accumulate a lot of experience, practical experience and expand their ability in social networks Certainly that part-time jobs are becoming the current trend because the market economy is strongly competing, social knowledge and practical knowledge greatly affect students’ ability to think and work after graduation Furthermore, the figure from a survey by Can Tho University shows that there are 270 students out of 664 students working part-time so it is estimated nearly 41 percent of students have part-time jobs during their studies These proportions have shown that partial employment at university attracts people's attention, especially in FMT -

Faculty of Management and Tourism’s undergraduates With the result that, we make an

effort to inquire into this in our experimentation which concentrates on whether the

proportion of FMT’s students taking a part-time job is less than or equal to 41 percent

Specifically, the compilation of this research's data was focused primarily on the collection of responses to a designed questionnaire to determine the specific proportion of students working part-time Two primary statistical methods were used to investigate the data: descriptive statistics and inferential statistics Pie charts, bar charts, and other graphs were used to visualize descriptive statistics, as well as inferential statistics such as sampling

method and hypothesis testing After processing the data, the conclusion over ‘’the proportion of FMT students taking a part-time job is more than 41 percent’’ was revealed and

it was, indeed, a good indicator for further recommendations and implications

2 Research methodology

2.1 Population and sample Presently, the number of students who are always looking for a part-time job while attending university is increasing quotidian Therefore, it is necessary to investigate the proportion of students who take part-time jobs and its effects on them The population of concern is aimed at students of the Faculty of Management and Tourism (FMT) of Hanoi University Due to the limitation of time and cost to do a survey and analyze information for the entire population, this survey is made with a sample of 112 students who were randomly selected from FMT students of Hanoi University

2.2 Questionnaire design The approach to obtain information for this project is a questionnaire that included 13 questions related to the part-time jobs of FMT students, which is necessary for Hypothesis testing, descriptive statistics in our project For logical reasoning, the questionnaire is divided into 3 parts

Part : To ensure the validity of the information observation, three personal questions about name, ID number, major and academic year are required Thus, another question added in this part is to eliminate all the respondents who are not taking a part-time job This part is in charge of assembling inputs for the data process using R studio and Excel

1 What is your full name?

2 Your student ID

3 Which year are you in? 4 Which major are you in? 5 Do you currently have a part-time job?

Part 2: Along with the report’s main purpose, we also pay attention to those who do not

work part-time to bring up the more incentive comparison 6 When you are NOT working part-time, how does your GPA change over time? 7 Why don’t you take any jobs?

Part 3: This part contains questions to investigate further into the participation of part-time workers of FMT at Hanoi University and collect data for observation and the hypothesis test The seven remaining questions have a specialized pertinence to the research topic Particularly, the eighth question is the cornerstone to indicate the most popular purposes for working part-time FMT students Furthermore, the combination of ninth to twelfth questions

deliver information about the learners’ effort over the part-time job requirements Besides, the degree of willingness to take a part-time job of FMT’s students is a really active factor

for report finding which clearly shown in question thirteenth Finally, the responses of whether part-time work outcomes have a negative or positive impact on students’ general performance or not, quoted in the last question Briefly, these questions are surveyed with the expectation of collecting useful and realistic information for survey and evaluation 8 If you are working, what are your main purposes?

9 Does the job relate to interest/major? 10 How much time do you spend on your job in | day? 11 Have you gained any soft skills?

12 Are these soft skills advantageous to your academic performance? 13 Level of your agreement in taking a job?

14 When you are working part-time, how does your GPA change over time? 2.3 Sample Size

In a broader sense, a sample is a manageable subset of the population that demonstrates extremely succinct criteria for population characteristics As a result, selecting sample size necessitates not only full attention but also caution on the study area based We chose a population size equal to over one hundred to avoid a number of self-consciousness in collecting data from a larger population size Such an astronomical population (in thousands of examples) posed many obstacles to its approach After the benchmarks, the larger the sample size, the higher the accuracy of the test when the sample size is asymptotic to the population Therefore, we decided to select a sample of 112 students of the Faculty of Management and Tourism For checking the assumption in the hypothesis test, when population standard deviation is known, and the sample distribution is approximately normal following theCentral Limit Theorem with large sample size: n=112, which is greater than 30;

z-test is applicable to evaluate part-time jobs effects on FMT’s undergraduates

2.4 Sampling method and data collection a Sampling method

In order to collect a relatively accurate result for this test, a simple (with alternative) random sampling method is used to ensure that all students of the FMT had an equal chance to be

selected in the template the sample is not randomly selected, the results may be biased resulting in some error We used RStudio to select a random sample of 112 students Step L: Obtaining a list of population members

Step 2: Numbering the list from 1 to 400 (population size) and applying this code: x<-seq(1,400,1) for defining the sequence of 400 numbers (population size) Step 3: Using R labs with this code:

Sample (x, size=112, replace=T)

x: a vector of one or more elements from which to be chosen

size: the number of items to be chosen (sample size= 112) replace: specifies whether we want sampling with replacement (TRUE) or without replacement (False)

If this code is rerun m times then m definitely different samples of 112 variables will be received This is called a random sample

b Data collection We began our survey by distributing the questionnaire after we had finished proposing the questionnaire and selecting the sample size The information in this report was gathered through a survey conducted among Hanoi University students from the Faculty of Management and Tourism, that completed an online questionnaire designed by googleform.doc Team members contribute to teamwork by sending randomly FMT students to fill out the online questionnaire and decide to close the form when received about 400 responses with acceptable quality The decision of closing the form at the size of 112 is in order to refrain from a number of difficulties in collecting data from a larger population versus the low rate of responding Literally, online data collection is a viable way given the various advantages of online research such as saving time, saving human resources, and easier way to export data Furthermore, because FMT undergraduates were in a "rush hour" of deadlines (projects, assignments) for a variety of subjects, the dilution of conducting indirect surveys was unavoidable After an in-depth group discussion, a form-closing agreement was conducted

2.5 Data processing: Performing the calculation procedure quickly and accurately, two main techniques, Rstudio and Excel, were carried out Specifically, the R technique has been applied to select random

samples and test assumptions (chart and QQ chart) by collecting the codes, listed in the Appendix For the sake of the organization along with recovery data, Excel is a popular choice To input and process the data in Rstudio and Excel, we followed steps:

Step L: Collect the data output from Google form Step 2: Download and change to form of xlsx

Step 3: Fix column ‘Name’ to make sure that there is no symbol of space, number or special character

Step 4: Output fixed data and transfer to the form of CSV UTF-8 Step 5: Use read.csv to read file csv

2.6 Significance level of test: The significance level for a given hypothesis test denoted as alpha or reflects the quantity of reasonable error or the possibility of rejecting a true null hypothesis It is also known as the Type I error outcome The significance level in this study was set at 0.05 because it is the standard level of significance in social research and with the small sample size in comparison to the population size As a result, the confidence level is equal to 95%

3 Descriptive results and Findings

Question 1 Do you currently have part-time job?

@ Part-time @ No @® Full-time

Figure 1: The proportion of FMT students having a job

With the goal of finding out whether part-time jobs for students affects the quality of learning or not, we approached by asking a question to divide the students answered into two different groups are working and not working; in which the working group is subdivided into full-time and part-time working As a result, we got the answers based on the 112 students selected in our sample to indicate the percentage for each group It can be seen that the percentage of working people is the majority with 63.1% (61.3% part-time and 1.8% full-time), almost double the rest of the group who do not work with 36.9%

Question 2 When you are NOT working part-time, how does your GPA change over

time?

@ Increase @ Unchange ™ Doesnotchangemuch @ Decrease

Figure 2 The change in GPA when students NOT having a job

Question 2 we just asked students in the non-working group with 41 respondents to investigate how their GPA changes over time when they are not working and study is their main concern The results indicated that 29 respondents (more than 70%) answered that their GPA had not changed or had changed but not significant, 10 respondents answered that their GPA increased and the remaining 2 respondents answered that their GPA decreased

Do not have enough time 28 (68.3%)

Affect the learning negatively 19 (46.3%)

on your education 17 (41.5%) Not interested in 11 (26.8%)

Laziness 20 (48.8%)

3 (7.3%)

Figure 3 The reasons that FMT student not taking a job

As question 2, question 3 is only for students in the group of students who are not working to find out the biggest reason why they are not working full-time or part-time To answer this question, students can choose from the many options we've prepared in Google Forms

Results from 41 respondents show that the biggest reason is “Do not have enough time to take a job?” with 28 out of 41 votes Laziness and afraid of affect the learning negatively as

the second biggest reason with 20 and 19 votes, respectively There were 17 votes for Parents want you to concentrate on your education and 11 votes for Not interested in taking a job Three votes said that the reason they did not work came from other reasons

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Question 4 If you are working, what is your main purposes?

@ Earnmoney @ Develop soft skils Create relationship in yourjob @ Gain more experience

@ Other

Figure 4 The main purpose of working full or part time of FMT students

In our form, questions 4 to question 10 are designed to ask students in the working students group First, question 4 was asked to find out what is the biggest purpose of FMT students in the workplace The results after submitting questions to 71 respondents show that the main purpose of FMT students when going to work is to earn more personal income with the majority of students answering (47 out of 71 respondents, accounting for 62.7% ) There were 15 students participating in the survey who said their main purpose was to gain more experience, 7 other students said their main purpose was to develop their soft-skill Only a few people said that their purpose was to create a relationship and only 1 person had a different purpose when working

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Question 5 Does the job relate to interest/major?

@ Yes @ No

Figure 5 The proportion of students whose work is related to the major

In the next question, the type of club relating to their major or not has witnessed an interesting scenario which is the number of students working on a job that not relating to their major (60%) outweigh that relating (40%) This is understandable because almost all the jobs that related to FMT students’ major require experience; and most of the respondents were just sophomores, so the experience was almost zero

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Question 6 How much time do you spend on your job in 1 day?

@ 3-5hous @ 2-3hous @ 1hour @ >5hours

Figure 6 Number of working hours of FMT students in one day

Question 6 is asked to find out how many hours a day FMT students work Half of the respondents said they worked 2-3 hours a day (36 students), double the number of students working 3-5 hours a day (18 students) Ten students reported working more than 5 hours a day and 7 students working about 1 hour a day This can be explained by the reason that part- time jobs have very different working hours depending on the industry It ranges from 1 to 5 hours per day or even more And full-time work requires students to work 8 hours a day

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Have you gained any soft skills?

71 responses

be more patient J1 (1.4%)

Eigure 7 Soft skills gained when FMT students working

Question 8 Are these soft skills advantageous to your academic performance?

@ Yes @ No

Figure 8 The percentage of students who find the above soft skills beneficial for learning

The purpose of question 7 and 8 is to find out if, in the course of working, students receive any other value that is useful to themselves other than the main purpose outlined above We have decided that the most visible value is soft skills To answer this question, the respondent

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will select the items we have provided or can add to the Other The results showed that in the working process, the student gained many important soft skills The three most important skills chosen by the respondents are communication skills, problem-solving skills and time management skills with more than 40% Some other soft skills are also selected by about 20% - 30% of the respondents that are teamwork, critical thinking skill, organizational skill and stress management skills Moreover, one respondent said that when they go to work, they can even learn how to be more patient The above soft skills are believed to be effective for learning by more than 85% of students The rest said that these skills are not so effective for learning Maybe the remaining 15% are students having a job that is unrelated to their major

Level of your agreement in taking a job?

71 responses 40

37 (52.1%) 30

20

17 (23.9%)

Figure 9 Level of FMT students’ agreement in taking a job

This question was given to FMT students in order to evaluate their agreement in taking a job from 1 to 5 (Very poor to very good) More than a half of 71 students claim that their agreement in taking a job is above the middle scale which is pretty positive Indeed, If we have an objective look about the benefits students receive when they go to work, not just money or experience but also new relationships, new skills, and even more if a student has a job related to his or her major Furthermore, 12 out of 71 respondents (more than 16%) choose the maximum agreement Only a very small percentage of students do not agree with their job or working status

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Question 9 When you are working part-time, how does your GPA change over time?

@ Decrease @ Unchange © Doesnotchangemuch @ Increase

Figure 10 The change in GPA when students having a job

Of the 71 respondents, more than two thirds (53 students) stated that their GPA did not change or did not change significantly Even up to 15 students (accounting for more than 20%) said their GPA increases when they have a job Only a very small number of the remaining students reported a decrease in their GPA These statistics can absolutely prove having a job has no effect on GPA, or it has only a very small impact that mainly comes from

the students themselves

4 Results and Findings of the Hypothesis Test: One of the two most popular forms of statistical inference is the test of significance (hypothesis testing) Its purpose is to evaluate the evidence presented by sample data in support of an argument (hypothesis) about a population The authors’ main goal in this study is to perform the hypothesis test that is described below

4.1 Research question As previously stated, a test of significance is a standard method for comparing observed evidence with an argument whose validity is being evaluated An argument is a declaration

about a metric, such as the population proportion p or the population mean wu As this

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research question is: “Is the proportion of FMT’s students taking a part-time job less than or equal to 41 percent?”, the type of the test is obviously a right-tailed test for population

proportion Normally, the data received from the survey is certainly quantitative data and the

proportion was estimated through a random sample of FMT’s students

According to the data we gathered from the questionnaire of the qualitative and objective category of the study, the population proportion method was chosen to examine the percentage of students working part-time during their studies Mainly, the parameter of students taking a part-time job is pO, the estimated score of this parameter is p

- Question: Is the proportion of FMT’s students taking a part-time job less than or equal to 41

percent ? - Data analysis:

e = Right-tailed test e Sample size: n= 112 e Number of FMT students working part-time: x = 69

e Sample rate: 6 = x/n = 69/112 = 0.62 e Significance level: œ= 0.05

> getwdQ) [1] "c:/Users/ADMIN/OneDrive/Documents/R" > setwd("C:/Users/ADMIN/OneDrive/Documents/R" ) > #import data

> sample(400,112,replace = FALSE) [1] 163 376 265 105 151 374 23 300 127 289 249 378 328 33 106 36 396 385 [19] 235 390 119 115 257 49 57 322 232 170 383 270 350 287 276 323 316 60 [37] 309 46 80 229 158 24 84 228 369 196 329 96 7 304 216 55 241 77 [55] 382 20 296 277 208 243 121 341 214 380 334 266 64 319 347 47 76 302 [73] 275 133 321 352 260 381 379 63 32 193 129 93 10 4 368 175 66 358 [91] 34 52 101 81 201 325 200 58 22 391 206 298 103 141 375 142 90 97 4.2 Checking assumption

e The variables are qualitative with two categorical outcomes ( “YES” and “NO”)

e Population follows a Binomial Distribution e The sampling distribution of p is nearly Normal

npo = 112 * 0.41 = 45.92 > 5

n(1 —po) = 112 * (1— 0.41) = 66.08 > 5

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+ + +

sample.prop <- x/n if (n*p <5 | n*(1-p) < 5) {return (print("One of the assumptions is not satisfied."))} results <- vector(mode = "numeric", length = 2)

results[1]<- (sample.prop - p)/sqrt((p*(1-p))/n) results[2]<- switch(alternative, "greater"=1-pnorm(results[1]),"less"=pnorm(results [1]) ,"two.side"=2* (1-pnorm(abs(results[1]))))

+ sprintf("The value of the z test statistic is %f and the p-value is %f",results[1], results[2])}

Since the value of Z in the test statistic is out of the bell-shape, the p-value is nearly equal a P-value

to zero So, we use Rstudio to calculate the exact value of p

> test<-one.prop.test(69,112,0.41,alternative = "greater")

> test

[1] "The value of the z test statistic is 4.434134 and the p-value is 0.000005" > prop.table(table(pas))

From the above result, we found that the p-value is 0.000005 < o (0.05) The p-value is

very small, so we reject the null Hypothesis (Ho)

b Critical value: e Level of significant: « = 0.05

=> Za=1.645

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e Explanation: Za= 1.645

Z* > Za (4.52 > 1.645) then reject the null Hypothesis (Ho)

4.5 Conclusion There is enough evidence at the level of significance of 0.05 to conclude that the proportion of FMT students taking a part-time job is more than 41 percent

SUMMARY OF HYPOTHESIS TEST

2 Test Statistic

Assumption: The variables are qualitative with two categorical outcomes

( “YES” and “NO”)

Population follows a Binomial Distribution The survey consists of a sequence of 112 identical trials —

FMT’s students, with each trial corresponding to a different

=> The sampling distribution can be approximated by a normal distribution Therefore, all the assumptions are realized for doing the Z-test for proportions

We have: Z* = —==—== =——- 4.52 |Po(1—po) — fo.41G—041)

of FMT students taking a part-time job

5 Project Evaluation 5.1 Implication The opinions of FMT students on part-time jobs and their impact on learning were clearly demonstrated in this project Several conclusions have been drawn from the data and hypothesis testing findings When it comes to part-time careers, FMT students are generally apathetic It's worth remembering that accepting a part-time job is motivated by a desire to earn more money and gain social experience The majority of respondents disagree with part- time work because they believe they do not have enough time and that it has a negative impact on their learning outcomes Furthermore, respondents who choose not to have a job account for 36.9% of the total, while those who choose a part-time job account for 61.3 percent of the total The informative findings and results indicate that FMT students believe their GPA does not change much regardless of whether they work part-time or not Students at FMT can find that working while studying is enjoyable

5.2 Limitation of the test

Despite the fact that the survey was meticulously planned and carried out, there are certain drawbacks that cannot be avoided To begin, the results of approximately 100 FMT students were used to create this survey It's impossible to represent all FMT students with such a limited sample size As a result, it does not fully reflect the impact of part-time employment on academic performance Second, the random selection of subjects for the sample will affect the accuracy of the findings The explanation for this is that the selected group of students may share characteristics such as having a part-time job to supplement their income for personal use, and the job is often unrelated to their college studies As a result, the data obtained yielded unsatisfactory results Last but not least, a few students provided answers without due consideration, such as forging their name and student ID or failing to think things through before responding Because of these variables, findings may be inaccurate, and decision-making based on the Hypothesis Test may be inaccurate

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6 Conclusion and Recommendations This research was conducted to determine whether the proportion of FMT’s students taking a

part-time job is less than or equal to 41 percent Through perceiving data by two main statistical methods: descriptive statistics and inferential statistics, the finding shows that more than half of surveyed students currently have a part- time or full- time job and they spend about 2 to 5 hours per day for their work To be more detailed, by implementing hypothesis test, it can be concluded that there is enough evidence at the level of significance of 0.05 to conclude that the proportion of FMT students taking a part-time job is more than 41 percent Furthermore, the majority of respondents indicate that their GPA over time is stable or slightly changed regardless when they work or not There are even 10% of working students who have an increased GPA which leads to a conclusion that there is unlikely negative effect of having a part-time job

According to this research, it can be revealed that having a part-time job brings soft skills advantageous to academic performance of more than 80% of responded students and more than half of them get a job related to their interest or major Therefore, it can be predicted that graduated FMT students in the future will easily get a job due to their dynamism and experienced CV

Through this research, a number of recommendations were provided with purpose that they help students to choose an appropriate job Even Though getting a part-time job seems to bring several benefits such as extra income, soft skills and job experiences, students should carefully consider situations to avoid jobs that are unrelated to their major and manage time effectively so that they can keep attaining good academic performance

In the future research, due to limitations in scale of population led to biases in selecting sample and result It is advised that the future project population should be large enough for the sample to output a more accurate result In addition, more tests on further and detailed aspects such as the effectiveness of these jobs ( the amount of money received in comparison to effort ) should be conducted In a nutshell, extra tests need to be operated for deeper results

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REFERENCES

Nguyễn Phạm Tuyết Anh, Châu Thị Lệ Duyên and Hoàng Minh Trí (2013) “Tác động của việc đi làm thêm đến kết quả học tập của sinh viên trường Đại học Can Tho’ [research] Available at: https://kinhteluongtdt.files wordpress.com/2014/10/trongtruong so26d_05.pdf

YenMy.(2021) “Tìm hiểu thực trạng sinh vién lam thém hién nay’ [online] Studentloanhelpinfo Available at:

https://studentloanhelpinfo.com/sinh-vien-lam-them/

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