Several contemporary factors contribute to the heightened levels of stress that people around the world face today such as technological Advancements and Information Overload, workplac
INTRODUCTION
Background of the research topic
We have entered the 21st century, the century of a rapidly growing economy; The process of urbanization and modernization is taking place rapidly; and integration from foreign civilizations exploded like never before The importance of these cannot be denied, as they directly improve people's income and living standards; and create conditions for young people to study, research new things, and freely express their personality However, the process of industrialization, urbanization, and the overheating of Vietnam's economy today also create many challenges for young people It can be said that environmental pollution, information overload, job search opportunities, immigration issues, academic pressure, work pressure, and time for personal life, family, and organization are the basic causes of stress that directly affect health, working ability, and life of individuals and society The serious consequences caused by stress not only stop at the mental health level but also at the economic level.
In Vietnam, stress among students is becoming more frequent and common; Therefore, it has become a very pressing issue for scientists, managers, and psychologists Some student psychology researchers have pointed out that social and family pressure, low self- esteem, overloaded study programs, and peer pressure are the main causes of stress in students student In the past few years, although the state has had many policies to support students; Universities have created many opportunities for students to participate in clubs, extracurricular activities, and talk shows to help students reduce anxiety and stress; However, the stress situation in students has not yet shown breakthrough changes.
Up to now, the issue of causes of student stress and measures to reduce this situation is still unfamiliar to many students and parents For the reasons presented above, we conducted research on the topic "Causes and solutions to overcome stress in students" to show the current state of student stress; From there, propose effective solutions to help students reduce stress and anxiety in life.
State the research problem
- Are you experiencing stress in your life?
- Have you ever been stressed before?
- How long have you been stressed?
- What is your stress frequency?
- How do you rate your stress level?
- What factors affect your stress the most?
- But what are the signs you often encounter when you're stressed?
- What are the effects of stress on your life?
- What are your tendencies when you're stressed?
- What are your solutions when facing stress?
The research problem here is the stress situation of students in Ho Chi Minh City.
The research aims to comprehensively investigate the multifaceted issue of stress among students, with a focus on identifying the diverse range of causes contributing to heightened stress levels By examining academic, social, and personal factors, the study seeks to provide a nuanced understanding of the sources of stress that students encounter in their educational journey Additionally, the project aims to assess the efficacy of various proposed solutions and coping mechanisms in mitigating stress Through the analysis of quantitative data, the research aims to delineate the impact of these solutions on stress reduction, considering factors such as demographic variations and the unique challenges faced by different student populations The ultimate goal is to offer evidence-based insights to educational institutions, policymakers, and stakeholders, enabling the development of targeted and effective interventions to alleviate stress among students and foster a conducive learning environment.
The goal of the subject
The purpose of this research is to help us understand the causes of stress in students, thereby providing appropriate solutions to help students effectively overcome this situation.
The overarching goal of this study is to investigate the causes of stress in students and evaluate the effectiveness of proposed solutions, ultimately providing a comprehensive understanding of the dynamics surrounding student stress Through rigorous statistical analysis, the research aims to uncover key factors contributing to stress among students, exploring both intrinsic and extrinsic influences Simultaneously, the project seeks to assess the impact of various interventions and coping mechanisms, aiming to discern their effectiveness in mitigating stress levels By achieving this, the study aspires to contribute valuable insights that can inform the development of evidence-based strategies and policies aimed at promoting the mental well-being of students within educational settings.
With a scale of 1 to 10, we will have a fairly specific number about the stress frequency of students
- Common causes of stress in students.
Carefully analyze the main causes of stress, consider which causes affect students the most and the degree of influence of other causes
- The effects of stress on students' lives.
Know the effects of stress on students' daily lives in many aspects From there, provide appropriate solutions and advice for the problem
- Specific solutions to reduce stress in students.
From the answers, we will offer selected solutions to bring high effectiveness to students dealing with stress.
1.4 Object and scope of the study:
This research project is dedicated to investigating the causes of stress among students in
Ho Chi Minh City, Vietnam, and formulating practical solutions to alleviate these stressors With Ho Chi Minh City being a bustling educational hub, the study aims to provide targeted insights into the unique challenges faced by students in their academic journey.
Quantitative Causes Assessment: Utilize statistical analysis to examine the causes of stress among students in Ho Chi Minh City, leveraging data collected through surveys and forms. Explore factors such as academic workload, social pressures, and cultural influences, employing statistical techniques to identify significant trends and correlations.
Form-Based Student Perspectives: Design and distribute forms to gather quantitative data directly from students, ensuring a structured approach to understanding their perspectives on stress and its sources within the city.
Data-Driven Patterns and Trends: Analyze the collected data to identify patterns and trends related to the causes of stress, allowing for a quantitative exploration of common themes across various academic levels and institutions in Ho Chi Minh City.
Statistical Solutions Proposal: Devise data-driven solutions based on the statistical analysis, offering targeted interventions that address the identified causes of stress Ensure the proposed solutions are informed by the quantitative findings and are suitable for implementation within the local context.
Feasibility and Impact Assessment: Evaluate the feasibility and potential impact of the proposed solutions, considering the statistical data alongside the available resources in educational institutions and the broader community in Ho Chi Minh City
Research time and survey time are limited, so the survey takes place within 5 days from December 1, 2023, to December 5, 2023.
The topic focuses on studying first-year students to fourth-year students at UEH University and universities in the Ho Chi Minh City area However, due to my limited knowledge and incomplete reference materials, the topic cannot avoid shortcomings My group would like to receive your comments and understanding to improve our knowledge
I am more complete and comprehensive.
The topic was surveyed based on a form sent to students of UEH and other universities through study groups and class groups.
Source of research data
The topic was surveyed based on a form sent to students of UEH and other universities through study groups and class groups.
RESEARCH BACKGROUND, PREVIOUS
Theoretical basis
- Stress is a special interaction between the subject and the living environment In which the subject perceives and evaluates events (stimuli) from the environment (harmful, dangerous, heavy, disappointing, etc.) to mobilize response forces to ensure balance and adaptation with an ever-changing environment Under normal conditions, stress is an adaptive psycho-physiological and psychosocial response to the surrounding environment From a systems perspective, stress is viewed as a system consisting of many interacting and influencing components For example, stress includes elements of event awareness and the subject's ability to cope But perception is the result of the interaction between the psychological characteristics of the subject (tendencies, beliefs, experiences, memories) and the characteristics of the event (time, frequency, intensity) Perception of stressors is always formed based on certain emotions, and those emotions themselves impact the subject's perception Based on the effects of stress on human physical health and mental health, stress is divided into two types: normal stress and pathological stress Normal stress plays a very important role in maintaining human balance, helping people adapt to changes in the living environment, and solving difficult situations Pathological stress occurs when the stressful situation is too unexpected, too intense, or repeated too many times, leading to the subject's tolerance limit being exceeded Prolonged pathological stress can cause depression, reduce resistance, and cause psychological damage to people.
- Cause is understood as all the factors, events, and situations that directly or indirectly affect the formation and development of student stress In this topic, we base on the criteria of impact origin to divide the causes into two types: subjective causes (self-esteem, peer pressure, ) and objective causes (self-esteem, peer pressure, etc.) Curriculum overload, polluted environment, etc.) affect the formation and development of student stress.
All of these theories help us understand the current state of stress, common types of stress, and factors that affect stress From there, we have a more accurate and objective view of this issue, and at the same time, we can find the core causes of stress and have effective solutions to solve students' stress.
Aspect of stress: Anxiety In May’s book “The meaning of anxiety” (2015), anxiety is explained as the manner in which a person reacts or response to stress, accept and interpret In this view, stress Burnout Fear Worry Distress Anxiety 17 stress is seen as a journey to anxiety thus anxiety is an outcome of stress and it how an individual handles stress A good handler of stress is likely to experience or no form of anxiety Whereas those without effective management skills is prune to a high level of anxiety
- Burnout, also refer to as soulless situation is where a person loses the eagerness and motivation in continuing to a particular kind of studies or activity as a result of both external and internal factors The skills and expertise is still active but the desire and the wellness to perform is dead in the person as such activity or studies become huge responsibility without any joy Burnout destroys a person’s motivation and may kill the initiative’s at studies or school Service providers like teachers, counsellors and other officers experience these issue much and make them at times to be hostile to the people that they dedicated to serving It normally affects people whose studies are interaction with people like team leaders, managers, etc Also, people whose studies are time band that is adhering to strict time schedule’s also experienced burnout In a situation where an activity or studies required much details and explanations burnout is likely to result in the people who are taking such activities.' The following are symptoms of burnout:
Trouble sleeping due to worrying about studies
Getting into too much conflict
Bored with studies or activity
Studying very hard and accomplishing little I don’t like going to studies
- Distress is a moment of great pain sorrow, acute physical and mental suffering; Affliction, trouble (Dictionary.com 2016) It is as a result of an inability to handle or deal with a challenge or problem encountered in the performance of a specific activity or studies Distress result in both emotional and physical pain An example of emotional pain is sadness, resorting to drugs, violence, a low concentration at studies, low participation in social activities Most often than not Distress are caused by external factors
- Fear “is a chain reaction in the brain the start with a stressful stimulus and ends with the release of chemicals that cause a racing heart, fast breathing and energise mussels, among other things also known as the fight of light responses” (Layton 2016) Fear is a common aspect of human emotion that is sentenced in our nervous system Fear is a result of instinct in human that responses to sensed danger or unsafe It protects and alert us to an impending danger and that’s help to prepare for this danger It is a natural aspect of humans and in some cases it very good because it can be a warning or a signal that cautions us to be very careful However, it is and can be extremely dangerous to the life of a person Fear can be mild or intense and it can be short term or last longer When a person sensed danger the brain responses Immediately and send signals which affect the nervous system this causes various aspect of the body to response to the reaction to the nervous system and core symptoms of these are fast breathing and heartbeat, increased blood pressure, experience of sensation in their legs, head, chest and hands There is also profuse sweating The fight of light is a term used to express how the body react to these symptoms and reactions thus either fighting off the danger or running fast to get away. (Fears and phobias 2016)
- Worry is as a result of thinking about an existing problem or yet to happen problem.it is constant thinking and meditating of challenge or fear Worry looks into what is likely to happen in the future as a result of the present situation.it is a disturbing of one composer or peace of mind, worry causes distress to the mind and results in high blood pressure, headache, stomach disturbances and other physical discomforts.
Stress is a reality of our everyday life At the point when individuals search for help, they are regularly managing conditions, circumstances, and stressors in their life that leave them feeling emotionally and physically troubled Countless people feel that they have
15 | P a g e very little resources or assistances to deal with the high levels of stress they are experiencing Circumstances that trigger stress are known as stressors According to (Centre 2010, 4–6; Davidson 2001) Stress is not only negative things that happens positive things also cause stress In our life we only know stress to be bad but that’s not the cases. There are two types of stressors which is the positive stressors which is known as eustress and negative stressors which is also known as distress There some positive situations that causes a person to be stressed up Some examples of these circumstances are, promotion at work, starting a new job, getting married, and having a child which are few of the many. Positive stressors are usually not noticed because it has some characteristics
• It is a short term event • It feels very exciting
• Its improves one’s attitude and performance
On the other hand, negative stressors happen to be the bad things or events which causes us to be stress and these type of stressors is easily noticed Examples of 20 negative stressor are, death of a loved one, unemployment, divorce and illness which are also few of many There are also some characteristics of negative stressors that’s makes it easily for them to be noticed
• It causes anxiety and makes one troubled
• It’s also short term but can have long term implications
• It feels unpleasant and disturbing
• Decrease ones’ productivity and moral
In the book of Brain, Luke Seaward (2012) also mentions some other types of stress which are different in their own ways There is another type of stress which is the neustress and
“this is any kind of information or sensory stimulus that is perceived as unimportant”.
Previous study
According to previous studies, most students have encountered stress problems Being affected by stress over a period of time causes many negative consequences for students' mental health For example, poor academic results, decreased resistance, psychological illnesses such as depression, anxiety disorders, and more serious can lead to impulsive actions causing tragic deaths According to current articles, stress is becoming more and more common among students.
A 2019 study by the World Health Organization (WHO) found that 75% of university students worldwide experience stress The study surveyed 150,000 students from 100 countries This study surveyed 150,000 college students from 100 countries around the world The main stress factors for university students around the world are: academic pressure, financial pressure and pressure about career future.
Another study conducted in 2021 by the University of California, Berkeley surveyed 2,000 college students across the United States Research results show that the stress level of university students in the United States is relatively high According to this study, 45% of college students in the United States have moderate stress, 25% have severe stress, and 30% have very severe stress.
In Vietnam, according to a study conducted in 2022 by Hanoi National University, the stress level of qualified students in Vietnam is relatively high This study surveyed 500 qualified students from 10 universities across the country The results showed that on average, qualified students had a stress level of 4.2/5, with the highest stress level in the first and second year student groups.
In general, the main causes of stress among world students in general and Vietnamese students in particular include: academic, financial and career pressure Study pressure is the leading stress factor for students, because the curriculum and amount of knowledge for students is too much, making them overwhelmed; In addition, partly because they have high expectations for themselves and pressure themselves to study hard to achieve good results Besides, financial pressure also greatly affects students, especially those with difficult family circumstances and have to pay for their own living Currently, pressure about the future is gradually becoming popular among students, especially after the COVID epidemic and in the current volatile economic situation; Students often worry
17 | P a g e about their employment status after graduation, fear of not knowing whether they can meet job requirements, and uncertainty about their choice of major.
Hypothesis and Research model
Theoretical Framework: The research model can be based on the transactional stress model developed by Lazarus and Folkman (1984) This model posits that stress is a result of the interaction between individuals' appraisals of stressors (demands, threats) and their coping resources (internal, external).
Academic pressure: Higher levels of academic pressure (e.g., workload, exam anxiety) will be associated with higher levels of stress.
Financial pressure: Higher levels of financial pressure (e.g., tuition fees, and living expenses) will be associated with higher levels of stress.
Future career pressure: Higher levels of future career pressure (e.g., job uncertainty, and competition) will be associated with higher levels of stress.
Coping resources: Higher levels of coping resources (e.g., social support, time management skills, stress management techniques) will moderate the relationship between stressors and stress levels, leading to lower stress levels.
Institutional support: Higher levels of institutional support (e.g., financial aid, counseling services, academic advising) will moderate the relationship between stressors and stress levels, leading to lower stress levels.
Academic pressure: Exam anxiety, academic workload, perceived difficulty of coursework.
Financial pressure: Tuition fees, living expenses, financial aid received.
Future career pressure: Job uncertainty, perceived competition in the desired field, career clarity.
Stress levels: Measured through self-reported questionnaires assessing symptoms like anxiety, depression, fatigue, and sleep disturbances.
Coping resources: Social support network, time management skills, stress management techniques (e.g., relaxation techniques, exercise).
Institutional support: Availability of financial aid, counseling services, and academic advising.
Demographic factors (gender, age, socioeconomic status).
A survey questionnaire can be administered to a representative sample of university students.
Regression analysis will be used to test the hypothesized relationships between variables.
Moderation analysis will be conducted to examine the effects of coping resources and institutional support on the relationship between stressors and stress levels.
The research is expected to identify the key factors that contribute to stress levels among university students.
The study will also explore the effectiveness of coping resources and institutional
The findings can inform interventions and policies aimed at promoting student well- being and academic success.
This model focuses on individual-level factors, but future research could explore the broader societal and cultural factors that contribute to student stress.
Investigating the long-term consequences of student stress on mental and physical health would be valuable.
More research is needed to develop and evaluate the effectiveness of various stress management interventions for university students.
This research model provides a starting point for investigating the complex issue of student stress By understanding the factors that contribute to stress and the potential interventions to mitigate it, we can create a more supportive environment for students to thrive in their academic and personal lives.
This research model provides a starting point for investigating the complex issue of student stress By understanding the factors that contribute to stress and the potential interventions to mitigate it, we can create a more supportive environment for students to thrive in their academic and personal lives.
RESEARCH METHOD
Data target
This study aims to shed light on the prevalence of stress among students, utilizing a comprehensive survey and data collection process Through meticulous analysis, we will investigate whether gender disparities influence stress levels, thereby finding a way to mitigate this crucial issue.
Data approach
Age Freshman to junior years
Gender Male or Female Nominal Survey
UEH or other uni Nominal Survey
A time frame during experiences of depression
Stress frequency How regularly experiences stress
Stress assessment Determining the Nominal Survey stress
Impact assessment Determining the extent to which a particular cause has affected stress levels
Analytical plan
Craft a Google Form and send a survey link strategically via Facebook to reach the target audience.
This method will be used to select participants for the survey.
Use Microsoft Excel to organize and summarize the collected survey data, providing valuable insights into key trends and patterns.
Transform numerical findings into intuitive tables and charts to enhance understanding and draw insightful conclusions.
Draw meaningful conclusions about the broader population based on a representative sample.
Reliability and Validity
Factors affecting the reliability and accuracy of data collection:
Quality of the questionnaire: Whether the format and design of the questions are clear and easy to understand Confusing layouts trap respondents in frustration.
Question quest: crystal-clear language, asking irrelevant questions.
Data collection method: The data collection method is inappropriate for the research question and the target population could make it messy and ineffective.
Attitude or response of respondents: The respondents' attitude or response can affect the accuracy of the data
How to prevent and fix
Opt for clarity and simple terms, craft a streamlined flow, like a user-friendly map, guiding them effortlessly through the questionnaire.
Choose questions relevant to your research and target audience, ensuring every answer resonates and reveals something important.
Make the data collection process engaging and interactive, encouraging participation and honest responses Choose the method that aligns with your research goals and target population and ensure your sample reflects the wider population.
Trust and transparency: Build trust with your respondents by clearly explaining the purpose of your research and ensuring data anonymity Open communication leads to open and reliable answers.
CHAPTER 4 REASEARCH ANALYSIS AND RESULT
Figure 1: The gender of respondents
Based on the survey results, the team collected 200 responses Of the 200 respondents, there were 79 men, accounting for 39.5%, and 121 women, accounting for 60.5%.
Gender Frequency Relative frequency Percent frequency
Figure 2: The currently respondents’ school
School Frequency Relative frequency Percent frequency
According to the survey results, 144 respondents are studying at UEH University, accounting for 72%, while the remaining 56 people are studying at other schools The explanation for this difference is that the survey group is also studying at UEH University.
Age Frequency Relative frequency Percent frequency Freshman
Based on the chart and table above, we can see that the majority of respondents are currently first-year students (93%), and the number of respondents tends to decrease as the age group increases The explanation for this difference is because this subject is mainly taught in the first year, so it is of more interest to first-year students.
4.1.4 HAVE YOU EVER BEEN STRESSED?
Used to be stress Frequency Relative frequency Percent frequency Used to
Of the 200 people surveyed, 185 people, accounting for 92.5%, answered that they had ever experienced stress and only 15 people, accounting for 7.5%, had never experienced stress Based on the chart, we see that the number of people who have ever been stressed is much higher than the number of people who have never been stressed This proves that the problem of stress in students is a notable problem.
4.1.5 HOW LONG DO YOU USUALLY EXPERIENCE STRESS?
Stress time Frequency Relative frequency
3 months
Because the topic of the exercise concerns people who have experienced stress, the group will focus on the answers of 185 people Based on the table and chart, we see that the group of people with a period of stress less than 1 month accounts for the majority (74%) and the number of people with a period of stress from 1 to 3 months is the least with only 21 people accounting for 11% of the total Thus we see that most people have a relatively short period of stress.
Never Rarely Often Very often Usually
Frequency Relative frequency Percent frequency Never
With five levels of stress frequency as shown on the chart, the number of people in the Often group is the majority with 74 people This combined with the statistical results in the section above shows that most people often experience stress but only for relatively short periods of time.
When asked about the common causes of stress, the answer is shown in the chart above While the two groups of causes, Society (human) and Self, were chosen by a large number of surveyors with 93 and 84 people respectively, the group of causes Natural environment had only a limited number of people 8 people From the above, it can be inferred that the problem of stress occurs mainly due to problems related to people rather than related to the environment.
(mất cân bằng, thiếu động lực, kết quả kém )
Nơi ở (thiếu thốn, không đảm bảo )
Mâu thuẫn người thân (gia đình, bạn bè)
Quá tải thông tin trên mxh
Bệnh lý cơ thể Tự ti về bản thân 0
Completely unaffected Less affected Affected Very affected Completely affected
More specific reasons as well as their impact on students are presented in the chart above Based on the height of the columns, we can see that the reasons for study, work, and low self-esteem have a greater impact on students Housing problems or physical illnesses seem to have little impact on students.
Tự cô lập bản thân
Kết quả kém trong học tập, công việc
Không đủ thời gian cho bản thân, gia đình
EFFECTS Frequency Relative frequency Percent frequency
Not enough time for yourself and family
Poor results in study and work
Loss of appetite, stop eating
After finding out the causes, we consider answers about the effects of stress on students' lives Based on the chart above, we see that the most common influence leads to poor results in study and work with 124 answers The remaining influences have a fairly similar number of respondents (80 to 110 people) The only effect leading to anorexia and loss of appetite had the least number of responses (73 people) From above we can draw that the influences have similar popularity.
Sử dụng mạng xã hội ( facebook,ins,tiktok )
Gặp gỡ bạn bè, người thân
Ngủ đủ giấc Ăn uống đầy đủ Nghe nhạc, đọc sách Trò chơi điện tử Luyện tập thể dục Chấp nhận sự thật, suy nghĩ tích cực Điều hòa cảm xúc
Frequency Relative frequency Percent frequency
Accept the truth, think positively
Listen to music, read books
Each person will have different ways of dealing with stress and their answers are shown in the chart above Solutions can be divided into two main types: using forms of and thinking more positively with 101 people choosing The two options of emotional regulation and listening to music and reading books had almost similar numbers of people,
97 and 98 people, respectively The two forms with the smallest numbers are exercising or playing video games with only 59 and 60 people The conclusion is that there are many ways to deal with stress and each person has their own priorities, the choices tend to prioritize mental health recovery.
After collecting data, we use it for developing interval estimate of population mean and population proportion with the confidence level of 95%.
INTERVAL ESTIMATE OF A POPULATION MEAN IN TERMS OF VARIANCE UNKNOWN
Base on the survey result, We have:
At 95% confidence, = 0.05 and /2= 0.025. t 0.025 is based on n−¿1= 200−¿19 degrees of freedom.
Following distribution table, we see that t t 0.025 = 1.96.
Interval estimate of a population mean in terms of variance unknown: 5.17±1.962.34
We are 95% confident that the mean stress level of university students in Ho Chi Minh city is between 4.85 and 5.49.
TEST ABOUT A POPULATION MEAN IN TERMS OF VARIANCE UNKNOWN:
When surveying the stress levels of 200 university students in Ho Chi Minh City on a 10- point scale, assuming the hypotheses H 0 : à ≤ 7.75 with : stress level unrejected As a à result, we can conclude that university students are not under dangerous stress, and neither the school nor the government is obligated to help them reduce their stress levels and vice versa.
Step 2: Specify the level of significance:= 0.05
Step 3: Compute the value of the test statistic: =t x−à s/√n = 5.17 − 7.75
2.34 /√200 = −¿ 15.59 Step 4: Determine the critical value and rejection rule:
Step 5: Determine whether to reject H 0.
Because t=−¿15.59 ¿t 0.05=1.645, we cannot reject H 0 Therefore, the university students in HCM city are not under the stress level of above 7.75 and schools are not required to intervene.
INTERVAL ESTIMATE OF POPULATION PROPORTION
Based on the stress levels of 200 university students, 170 students scored below 8, indicating that the safe stress level is 85%=0.85=p
Interval estimate of population proportion: 0.85 ±1.96√ 0.85 ( 200 1 − 0.85 )
According to the survey, 85% of college students have stress levels below 7.75 Assuming the hypotheses: H 0: p ≤ 0.78 with p is the percentage of students who rate their stress level as less than 8 rejected As a consequence, we conclude that if less than 78% of students rate their stress level as less than 8, then students require support and assistance and vice versa.
Step 2: Specify the level of significance: = 0.05
Step 3: Compute the value of the test statistic: z p−p 0
Step 5: Determine whether to reject H 0:
Because p < so we reject H 0 As a result, because their stress level is less than 8, schools are not required to assist their students.
( calculated according to the sample surveyed)
We divide the survey data on the stress status of university students in Ho Chi Minh City
37 | P a g e by gender: male and female The survey clearly shows that men and women have different stress levels on a 10-point scale.
We have the following table:
Number of men and women rated stress level on a 10-point scale when studying at university.
Point evaluation Male Female Total
- Call x 1= average stress rating of Male
- Call x 2 = average stress score of Female
We have the following table:
INTERVAL ESTIMATION ABOUT THE DIFFERNCE BETWEEN TWO POPULATION MEANS
The degrees of freedom for t a/ 2 are: df((2.6) 2
We round down to 143 degrees of freedom for a larger t value and a more conservative interval estimate.
Follow t – distribution table with degrees of freedom of 143, we found that t 0.025=1.960 The estimated mean difference between 2 population is: x 1−¿x 2 ± t a
So, the point estimate of the overall mean difference is 0.56 Marginal error is 0.68, and estimate the interval with confidence coefficient 95% which is from 0.56 – 0.68 = −¿ 0.12 to 0.56 + 0.68 = −¿1.24
HYPOTHESIS TESTS ABOUT THE DIFFERENCE BETWEEN TWO
After conducting a survey to collect data on the stress status of university students in
Ho Chi Minh City, we discovered differences in stress levels expressed through the two surveyed genders: male and female We have the following population means:
- Let à 1be the average score on the stress of Male
- Let à 2be the average score on the stress of Female
Starting with null hypothesis, there is a difference in the level of stress assessment in both men and women On a scale of ten, women rate their stress levels lower than men If the evidence leads to the rejection of the null hypothesis and the opposite hypothesis are established as follows:
Confidence coefficient is 95%, level of significance = 0.05
Compute the value of the test statistic: t(x 1−x 2)−D 0
With the degrees of freedom : df=(
We round down the degrees of freedom to 142
Because t 0.1=1.282 < t= 1.59 < t 0.05=1.645, it can be inferred that 1 > - value >0.05.p
Since the - value is above , the null hypothesis cannot be rejected p H 0 : à 1−à 2=¿0 As a result, the female gender's average stress rating on a 10-point scale is lower than that of the male.
CHAPTER 5 CONCLUSION AND SUGGESTED SOLUTION