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HANOI UNIVERSITY FACULTY OF MANAGEMENT AND TOURISM o0o Student’s name ID Tutorial Trịnh Hạnh Lê 1304000047 Tut BA13 Đào Phương Mai 1304000055 Tut BA13 Lê Hồng Nhung 1304000066 Tut BA13 Nguyễn Thuý Quỳnh 1304000074 Tut BA13 Vũ Thị Mai Linh 1304000051 Tut BA13 Phùng Ngọc Phương Ly 1304000054 Tut BA13 Bùi Thanh Huyền 1304000036 Tut BA13 Hoàng Quân Nhật Minh 1304000057 Tut BA13 STATISTIC PROJECT TÊN BÀI TABLE OF CONTENT: ABSTRACT Lecture -an exposition of a given subject delivered before an audience or class, as for the purpose of instruction For any students in university, lectures are said to play an extremely important role Especially at Faculty of Management and Tourism (FMT), Hanoi University, when lectures are the only formal time teachers interact with students besides tutorial It is undeniable that lectures have contributed a lot into students’ study results However, our team realized that the proportion of student attending to these classes is not a significant number Furthermore, the outcome of FMT students recent year has been on a decreasing track Therefore, we conducted this research in two weeks with the sample of 50 k2013 students in FMT to discuss about the relationship between lecture skip and their consequences Based on the information gathered, we certify two hypotheses The first is whether 30% of students who not attend the lecture get bad study result The second one is whether the proportion of students who attend the lectures have high scores exceed these figures of that but skipping The significance level of α = 0.05 was selected Throughout this research we hopefully to solve these questions and give some recommendations to students within the faculty INTRODUCTION: Hanoi university is proud to be in the vanguard of application of international studying multidisciplinary programs with the highest standard Based on it, Faculty of Management and Tourism ( FMT) has offered students weekly two classes on each subject in terms of lecture and tutorial class, each of which plays a particularly important role in delivering the exclusive knowledge to students The knowledge provided in the lecture time is the big picture of subject matters and fundamental foundations on which you can build your own knowledge Tutorial classes are made with the aim to help students fully understand the matter given in lectures and know how to apply what they learn in the reality Even though the fact is that attendance at both lectures and tutorials is necessary because the knowledge gained from two classes supports to each other, it is likely that a huge number of students have tendency to skip lectures that can not only make themselves find difficult and hard to catch up with the knowledge provided in the tutorial class but also create some gaps in the knowledge of students After more than one semester studying at Faculty of Management and Tourisms, we found that the study result of last semester was quite gloomy with the average score going around 6.5 and the highest score not exceeding 9.0 A doubtful question came up in our mind that are there any relationship between lecture absenteeism and student’s performance in subjects? That promotes us to conduct a primary research to figure out how non- lecture attendance has effects on the study results of students in FMT To collect the subjective information for statistic , we deliver the questionnaires to 50 FMT – k2013 students chosen randomly from population by the probability sampling method, which focus on some issues including: Do you often skip lectures in the previous semester? Why did you skip the lectures? Measure the FREQUENCY of your SKIPPING on each subject? How much is your average mark? you think attending lectures directly affects your study results? If “Not at all”, what is the possible reason? The data obtained will follow the steps of being processed ,analyzed and evaluated carefully by using Z- statistic test to provide the statistic inference Methodology, descriptive results, findings of the hypothesis test, project evaluation and some possible recommendations are also included in this research METHEDOLOGY: 2.1 Population and sample: o o Population: all K2013 students in Faculty of Management and Tourism Sample: 50 K2013 students in Faculty of Management and Tourism picked randomly to the survey 2.2 Sample size: The population is about 400 students of Faculty of Management and Tourism As usual The larger the sample is, the more accuracy the characteristics of population have However, performing a large scale project leads to some difficulties such as financial cost and time- consuming Also, this research is about public opinion, therefore, we made a decision about the sample size (n=50) which is considered to be reasonable and relatively appropriate to present the objective of population 2.3 Questionnaire design: To gather the data for the project, the questionnaires is designed with two main parts In first part, we asked for participant’s identity including: their name, their names, gender, student ID, email addresses and major to contact them in case of some complexity or problems occur Second part includes questions designed in order to research about the influence of lecture absenteeism in studying performance Here is the list of questions:       Question 1: Do you often skip lectures in the previous semester? Question 2: Why did you skip the lectures? Question 3: Measure the FREQUENCY of your SKIPPING on each subject? Question 4: How much is your average mark? Question 5: Do you think attending lectures directly affects your study results? Question 6: If “Not at all” or “A little”, what is the possible reason? The first and third question gives us an overview of prevalence of lecture attendance (whether students take part in lecture or not) and the frequency of it in particular subjects studying in the previous semester in terms of: Introduction to management, Microeconomics, Principles of accounting and calculus If the answer is “ No”, they can move to question If the answer is “ Yes”, FMT students give the reasons for their absenteeism by giving the answer for question In the fourth question, we asked students for their study results in last semester After that, the next question designed to find out the opinion of FMT students whether skipping lectures affect their study results If the answer is “ Not at all” or “A little” , students was asked to give reasonable explanation for their answer SAMPLING METHOD AND DATA COLLECTION: 3.1 Sampling method: Sampling method plays an important role which influences the result of the project In our research, simple random sampling is used to make sure that every FMT students has the same probability to be included in the sample In order to receive exact and fast information, we come randomly to the lecture and carry out delivered questionnaires 3.2 Data collection: After finishing the process of designing questionnaire and defining the suitable sampling method, we distributed the questionnaires in one day On Thursday 7th May, 50 questionnaires were distributed to 50 FMT students in the lecture’s break and then collected immediately to ensure the number We met some challenges when performing this task because some participants lacked co-operation with unfulfilled personal information ( email, class or ID) The collection of the 50 respondents is presented in Appendix and the table of organized data is provided at the end of the report in Appendix 3.3 Data process: As soon as the task of delivery of the questionnaires had been finished, the data was analyzed and solved by hand The data was shown in both qualitative and quantitative, therefore, we have the data done by Microsoft Excel 2013 with some common data processing functions in terms of: COUNT, COUNTIF, FILTER, basic mathematic functions such as SUM, SUMIF We also calculated necessary statistics by hand 3.4 Significant level: The level of significance chosen is 0.05 to process hypothesis test DESCRIPTIVE RESULT AND FINDINGS: From our survey’s results, we can conclude that of 50 FMT K13 students who did the questionnaires, there are 19 students said that they have at least once skipped the lectures Therefore, the proportion of those who skipped lectures is smaller than those attending lectures fully In other words, a lot of FMT K13 students haven’t been absent from lectures ever In the 3rd and 4th questions, students were asked about their frequency of skipping lectures in terms of four subjects: ITM, CAL, POA and MIC as well as the average total scores.Our purpose of surveying about that is to find the relationship between attending lectures and the study results, whether frequently skipping lectures consequence to bad scores and vice versa Firstly, about the frequency of skipping lectures, MIC is the lecture that students skip the most It is followed by CAL, and the last two subjects are POA and ITM Secondly, as can be seen from the bar chart, the number of students who rarely skip is three times higher than those who always skip in terms of high marks (18 and respectively), or we can say that the more frequently students attend lectures, the higher marks they acheive However, regarding to medium marks and low marks, the gap between the number of “always skipping” and “rarely skipping” is very small (the difference is only student) Contributing to “low marks”, the amount of “always skipping” reaches students, while that of “rarely skipping” is “Medium marks” consists of and students who always and rarely skip respectively Accordingly, students either attending lectures or skipping them still have the same chance of getting unexpected marks From that fact we can come to a conclusion: joining lectures at a high frequency can not always guarantee high study results for FMT K13 students The reasons explaining for that fact will be discussed in detail in question So there are different kinds of students? Those always skip lectures and those fully attend lectures? The reason comes from the attitude of students toward lectures In question 5, we asked them to rate the level of inportance of attending lectures, whether going to lecture classes directly affects study results Of 50 students, 16 students approved that lectures play a very important role in determining their marks, in contrast, only students considered lectures not have any effect on the scores And the rest 25 (also the most) students feel that attending lectures have a little influence There are several reasons which responsible for the fact that up to 2/3 of the students did not highly appreciate the role of lectures According to them, there are many other factors contributing to study results rather than lectures Most of them found that self-study is much better and effective than attending lectures out of 34 students believed that luck in the exam can significantly affect their marks Another students think that tutorials are much more effective than lectures as the numbers of students in tutorial classes are extremely lower than those in lecture classes, so they can concentrate well on the lessons, moreover, teachers in tutorials focus on solving excercises which helps students practice how to apply theories on specific problems Finally, only students admitted they cheated in the exam to achieve their scores After conducting the project, with the level of significance 5%, we can say that our statistical evidence is sufficient and realiable enough to lead to a conclusion that attending lectures does substaintially affect FMT K13 students’ study results According to the project’s findings, we are highly confident to say that attending lectures frequently can help FMT students acheive higher scores Moreover, there is enough statistical evidence to infer that the proportion of students frequently attending lectures and getting high result exceeds the proportion of those who get high results often skip the lectures Therefore, it is quite apperent that attending lectures is one of the key determinants of students’ study results HYPOTHESIS TESTING 5.1 Research question 1: In some recent years, the proportion of FMT’s (Faculty of Management and Tourism ) students who fail the final exams ( bad result- under mark ) is quite high, over 30% Is there sufficient evidence to conclude that over 30% of students who skip lectures get bad study result (under mark 5) a Checking assumption: When analyzing the relationship between skipping lectures and students result, the respondents were asked the question: + Measure the FREQUENCY of your SKIPPING on each subject? Rarely / usually / always + Their average marks? Then we categories their average marks into levels: low score (under mark 5), fair (mark - 7) and high score ( above mark 7) Therefore, the data type is qualitative and we can not calculate the mean It is obvious that the method of testing is Z Test of proportion The parameter of interest is the population proportion p and the point estimator of this parameter is the sample proportion The requirements to test proportion by using Z Test include that population follows Binomial distribution and sampling proportion is approximately normally distributed b Checking condition: np ≥ 5; nq ≥ With n= 19 p = 0.3 q = – p =1-0.3= 0.7 Obviously: np= 19 * 0.3 = 5.7 > nq = 19 * 0.7 =13.3 > The sample proportion is approximately normally distributed c Hypothesis testing procedure: Let p be the proportion of FMT students who often skip lectures get bad study result Based on the research questions, we have: State the null hypothesis: H0: p = 0.3 State the alternative hypothesis: Ha: p > 0.3 Now we conduct steps to make decision:  Step : The null and alternative hypothesis 10 H0: p = 0.3 Ha: p > 0.3  Step 2: Test statistic: is standard normally distributed as np ≥ & nq ≥ Use Z test  Step : Significance level : α = 0.05  Step : Decision rule : Critical value Z0.05=1.645 Reject H0 if z >1.645  Step : Test value : = 13/19 = 0.6842 = = 3.6545  Step : Conclusion As z = 3.6545 > 1.645, we reject H0 There is enough evidence to conclude that more than 30% of FMT’s student skipping lectures get bad result at the significance level α = 0.05 5.2 Research question 2: At the 5% significant level, the data provide sufficient evidence to establish that among the students who get high result, the proportion of students who attend lectures exceed the proportion of those who not attend the lectures? a Assumptions From the hypothesis 1, we see that there is a link between skipping lectures and study result To examine deeper, we conduct the second test on whether the proportion of students who attend lectures get high result exceed the proportion of those who get high result but not attend the lectures The populations we choose are all K13 students in major of Business Administration and Tourism However, to fit the purpose of examining the link between skipping lectures and students average result, we divide these students into two groups: Group consists of students who usually skip lectures and group includes students who never or rarely skip lectures There are two categorical outcomes: proportion of students who have high score (mark -10) (success) and proportion of students having low score (under mark 5) The parameter 11 is the difference between two population proportions, p1 - p2, and the point estimator of each population proportion is p^ There are 19 out of 50 students replied that they always skip the lectures, therefore the number of students going to lectures regularly is 31 Of the 19 students who skip lectures, people have high result (mark - 10) And of the 31 students having lectures, 18 of them get good mark b Hypothesis testing procedure Checking condition: n1p1 ≥ 5; n1q1 ≥ n2p2 ≥ 5, n2q2 ≥ With n1=19, n2=31 p1 = 0.58065, q1=0.41935 p2= 0.31579, q2 =0.68421 Obviously: n1p1= 19 * 0.58065 = 11.03235 > n1q1 = 19 * 0.41935 =7.96765 > n2p2 = 31*0.31579 = 9.78949 > n2q2 = 31 * 0.68421 = 21.21051 > The sample proportion is approximately normally distributed The step statistical inference process is as follow: • Step 1: The null and alternative hypotheses are: • Step 2: Test statistics Step 3: Level of significance: Step 4:Decision rule: Critical value: Reject H0 if • Step 5:Value of the statistic = 18/31 =0.58065 = 6/19 =0.31579 = (6+18)/(19+31) = 0.48 = =1.81956 • • 12 Step 6: Conclusion Because z = 1.81956 > = 1.645 with Reject H0 Therefore with 5% level of significance, there is enough statistical evidence to infer that • the proportion of students who attend lectures get high result exceed the proportion of those who get high result but not attend the lectures EVALUATION: 6.1 Limitation: Although all the data and information we collected for the project was gathered through questionnaires, there are still some drawbacks that cannot be prevented Firstly, FMT is a big faculty - a combination of four majors with a huge number of students This results in a lot of different schedules, which accounts for their lack of patience and concern with our given questions due to the demand for relax as well as time- saving Therefore, it is a risk that our project won’t be really objective Another obstacle we have to deal with is that many students, in a rush to complete all the paper, forgot to fulfill their personal information: name ID, email, class, … In terms of time frame, the project was conducted in short period of time, so we chose qualitative data and z-test statistic for proportion to reduce the assumptions required in the hypothesis testing However, this also leads to limitation in determining how significance skipping lecture can influence students’ results For example, in the questionnaire for qualitative method, we just asked the average total result of subjects that students often skip and rarely skip lecture in categories such as always, often, never … In contrast, if the method is quantitative, the questions can require 13 students to give exact marks they achieved, and the comparison would be more meaningful and accurate 6.2 Implication: This project is meaningful for FMT because it shows the significance of attending lectures for students to get better understanding of subjects and higher results This survey discovers that students who often skip lectures obtain lower mark/ results than ones who keep catching up with lectures However, the results of students who regularly attend lectures are not really impressive The initial reason may be the language barrier that take them long time to get used to Because of being unable to take in all the lessons, students have the tendency to stay at home and use outlines To enrich study quality, they should try to totally focus on the knowledge that their teacher is conveying at the lecture or tutorial sectionsand read more materials when having free time Besides, lecturers had better find a new, attractive and easy-to-understand teaching method so as to make students interested in learning CONCLUSION AND RECOMMENDATION: After conducting the project, with the level of significance 5%, we can say that our statistical evidence is sufficient and reliable enough to lead to a conclusion that attending lectures does substantially affect students’ study results According to the project’s findings, we are highly confident to say that attending lectures frequently can help BA students achieve higher scores Moreover, there is enough statistical evidence to infer that the proportion of students frequently attending lectures and getting high result exceeds the proportion of those who get high results often skip the lectures Therefore, it is quite apparent that attending lectures is one of the key determinants of students’ study results Attending lectures might be can considered as a boring and useless obligation by several university students Luckily, that is just an assumption of a minority and a multitude of students still holds a positive perception about the benefits of lectures and keeps joining lectures Though affected by many contributing, the benefits that lectures provide students are irrefutable The advantage about specialized knowledge relating to the major or the tips or additional information about test offered in the lectures is clear Besides, students 14 can reduce a massive portion of their self-study time after joining lectures as well Based on the actual fact that students are the ones who directly receive the profit from lectures, so they themselves really should be conscious of the significance of lectures They should realize it on their own or university can rely on the consulting assistance from the tutors who own skillful convincing capability to make it clear for the students from the very start about the value of lectures In addition, evoking the students’ interest for lectures would be a great approach to encourage students to raise attendance rate One recommendation posed is upgrading the teaching quality of lecturers The lecturers are sure to have a solid knowledge background, but their transferring and inspiring ability are not really adequate to attract students Advisably the lectures can try some new teaching techniques, increase the interactive activities in classroom to inhibit boredom and boost up bonding between lecturers and students In a nutshell, the students are not advised to play truant This is a serious problem since it at first hand places negative impact on studying result at the end of semesters To get rid of this issue perpetually and get 100% students to attend lectures, the integral coordination of both lecturers and students is in need REFERENCES: Bennett, R (2001) Lecturers' Attitudes Towards New Teaching Methods, International Journal of Management Education, 2, 1, pp 42-56 Bennett, R and Kottasz, R (2001) Marketing Undergraduates' Attitudes Towards QueryBased Instructional Machines as a Possible Learning Medium, British Journal of Educational Technology, 32, 4, pp 471-482 Churchill, G A (1999) Marketing Research Methodological Foundations.5th Ed Dryden Press Orlando, FL Csikszentmihalyi, M and Larson, R (1984) Being Adolescent, New York, Basic Books Confederation of British Industry (1987) Absence from Work, A Survey of Non-Attendance and Sickness Absence, London Cooper, C L., Davidson, M J and Robinson, P (1982) Stress in the Police Service, Journal ofOccupational Medicine, 24, pp 30-36 Creswell, J W (1998) Qualitative Inquiry and Research Design: Choosing Among Five Traditions.Sage Publications, London Entwistle, N (1998) Motivation and Approaches to Learning in Brown, S., Armstrong, S and 15 Thompson, G (1998) (Eds.) Motivating Students, Kogan Page, London Fleming, N (1992) Why don't they Attend?, Occassional Paper, Education Unit, Lincoln University Fleming, N (1995) Attendance Why don't They Attend? Part Two, Discussion Paper, Education Unit, Lincoln University Ford, J., Bosworth D and Wilson, R (1995) Part Time Work and Full Time Higher Education, Studies in Higher Education, 20, 2, pp 187-202 Gottfried, A (1985) Academic Intrinsic Motivation in Elementary and Junior High School Students', Journal of Educational Psychology, 77, pp 631-645 Gupta, N and Beehr, T A (1979) Job Stress and Employee Behaviour, Organisation Behaviour and Human Performance, 23, pp 373-87 Hidi, S (1990) Interest and its Contribution as a Mental Resource for Learning, Review of Educational Research, 60, pp 549-571 16 APPENDIX A – QUESTIONARE: QUESTIONAIRE We are students from BA13 of Faculty of Management and Tourism in Hanoi University We are doing a statistic project about the importance of skipping lectures towards study results of FMT-k13 students as a way to evaluate students’ knowledge about the result of this act We would appreciate if you could spend a few minutes to take part in answering the questions below These multiple-choice questions will help us collect data that are necessity for our project Thank you very much! Personal Information: Name: Class: Gender: Major: Student ID: Email: Questions: Do you often skip lectures in the previous semester? ❏ Yes ( Move to question 2) ❏ No ( Move to question 5) ❏ ❏ ❏ ❏ Why did you skip the lectures? Unapporiate teaching methods No attendance check Personal business Other 17 Measure the FREQUENCY of your SKIPPING on each subject? Rarely Usually Always ITM MIC CAL POA How much is your average mark? ……………………… ❏ ❏ ❏ Do you think attending lectures directly affects your study results? Very much A little Not at all ❏ ❏ ❏ ❏ If “Not at all” or “A little”, what is the possible reason? Self-study is much better I got lucky in exams I cheated Others THANK YOU FOR YOUR PARTICIPATION!!! APPENDIX B – SURVEY RESULT: ID Full Name ĐTB 1206090011 Trần Hương Giang Q1 Q2 Q5 A B A B C D A B C x x x 18 Q6 A B C D x 1304000017 1304000028 1304000097 1204000078 1206090086 1304000022 1306090045 1206090056 1206090019 1304000073 1304000104 1304000043 1306090057 1304000098 1304000006 1306090073 1304000100 1306090019 1304040096 1204040086 1304040057 1204000080 1304010042 1306090032 1304000036 1306090026 1204040002 1304000019 1306090053 1306090029 1304000014 1304000034 1304000054 1304000071 1304010038 1304010062 1304010057 1304010087 1306090049 1306090061 1304000048 1304000066 1204000056 1306090075 Lê Văn Giáp Trần Đại Hiệp Nguyễn Tuấn Trung Nguyễn Đan Phượng Nguyễn Tiến Thắng Lê T Thu Hằng Nguyên Văn Linh Nguyễn Thị Kim Oanh Lê Mai Hương Đoàn Thị Thắm Đặng Thanh Vân Lê Vũ Tuấn Khang Nguyễn Thị Ngọc Đào Anh Tú Nguyễn Ngọc Anh Nguyễn Thị Hồng Như Nguyễn Minh Tú Nguyễn Minh Đức Nguyễn Thu Trang Đặng Thị Thơ Phạm Nguyễn Hồng Minh Nguyễn Văn Quảng Ma Thị Vân Huyền Trần Thị Hiền Bùi Thanh Huyền Nguyễn Thị Thu Hà Lưu Ngọc Anh Phạm Việt Hà Đào Thị Minh Phan Thị Hằng Nguyễn Xuân Cường Trần Thị Thu Hường Phùng Ngọc Phương Ly Đỗ Linh Phương Đinh Thị Hương Nguyễn Thị Kim Nga Vũ Thị Mai Duy Thị Huyền Trang Tạ Thị Luyến Lê Hồng Nhung Phạm Mỹ Linh Lê Hồng Nhung Nguyễn Ngọc Linh Đỗ Hà Thu 3 4 4 5 5 5 5 6 6 6 6 7 7 7 7 7 7 7 8 8 8 8 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 19 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 1304000055 1304000047 1204000033 1306090027 1306090077 Đào Phương Mai Trịnh Hạnh Lê Nguyễn Thị Hiếu Hạnh Phạm Thị Hà Nghiêm Xuân Thương 8 8 x x x x x x x x x x x x x x x x : APPENDIX C –POPULATION AND SAMPLE LIST: ID Full Name 1206090011 1304000017 1304000028 1304000097 Trần Hương Giang Lê Văn Giáp Trần Đại Hiệp Nguyễn Tuấn Trung 20 1204000078 1206090086 1304000022 1306090045 1206090056 1206090019 1304000073 1304000104 1304000043 1306090057 1304000098 1304000006 1306090073 1304000100 1306090019 1304040096 1204040086 1304040057 1204000080 1304010042 1306090032 1304000036 1306090026 1204040002 1304000019 1306090053 1306090029 1304000014 1304000034 1304000054 1304000071 1304010038 1304010062 1304010057 1304010087 1306090049 1306090061 1304000048 1304000066 1204000056 1306090075 1304000055 1304000047 1204000033 Nguyễn Đan Phượng Nguyễn Tiến Thắng Lê T Thu Hằng Nguyên Văn Linh Nguyễn Thị Kim Oanh Lê Mai Hương Đoàn Thị Thắm Đặng Thanh Vân Lê Vũ Tuấn Khang Nguyễn Thị Ngọc Đào Anh Tú Nguyễn Ngọc Anh Nguyễn Thị Hồng Như Nguyễn Minh Tú Nguyễn Minh Đức Nguyễn Thu Trang Đặng Thị Thơ Phạm Nguyễn Hồng Minh Nguyễn Văn Quảng Ma Thị Vân Huyền Trần Thị Hiền Bùi Thanh Huyền Nguyễn Thị Thu Hà Lưu Ngọc Anh Phạm Việt Hà Đào Thị Minh Phan Thị Hằng Nguyễn Xuân Cường Trần Thị Thu Hường Phùng Ngọc Phương Ly Đỗ Linh Phương Đinh Thị Hương Nguyễn Thị Kim Nga Vũ Thị Mai Duy Thị Huyền Trang Tạ Thị Luyến Lê Hồng Nhung Phạm Mỹ Linh Lê Hồng Nhung Nguyễn Ngọc Linh Đỗ Hà Thu Đào Phương Mai Trịnh Hạnh Lê Nguyễn Thị Hiếu Hạnh 21 1306090027 1306090077 Phạm Thị Hà Nghiêm Xuân Thương 22