Statistics Project Habit Of Reading Textbooks Among Fmt Students.pdf

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (1.86 MB, 31 trang )

Trang 1<div class="page_container" data-page="1">

HANOI UNIVERSITY

FACULTY OF MANAGEMENT AND TOURISM

STATISTICS PROJECT HABIT OF READING TEXTBOOKS AMONG

Trịnh Quang Sơn

Student ID:

1904010003 1906090120 1904040023 1904040046 1906090058 1904010071 1904000090

1904040102

</div>Trang 2<div class="page_container" data-page="2">

Textbooks are valuable resources for university students to enhance their knowledge and academic performance. It can help students to make the most out of their class time, enhance their reading and comprehension skills, organize their learning better and develop independent learning. However, reading textbooks may not be an enjoyable activity and textbooks are not perfect: it can be expensive, too long or difficult to understand. Therefore, many students may not find it necessary to read textbooks before going to class. To understand this matter better, we decided to conduct a research, specifically among Faculty of Management and Tourism (FMT) students from Hanoi University (HANU). We hope that this research will be a helpful reference and informative materials for further study and analysis.

</div>Trang 3<div class="page_container" data-page="3">

TABLE OF CONTENT

ABSTRACT ... 0

I. INTRODUCTION ... 1

II. RESEARCH METHODOLOGY ... 1

1. Population and sample. ... 1

III. DESCRIPTIVE OF FINDING RESULTS ... 3

IV. RESULT AND FINDINGS OF HYPOTHESIS TESTING ... 9

</div>Trang 4<div class="page_container" data-page="4">

I. INTRODUCTION

Plato once said, "Books give a soul to the universe, wings to the mind, flight to the imagination, and life to everything." or Former US President Barack Obama claimed that "Reading is important. If you know how to read, then the whole world opens up to you." Indeed, each of us can recognize books as an endless and vital source of human knowledge. Books contain numerous sources of knowledge and help people communicate with the outside world, approaching human civilization, thanks to books that society can develop. No matter how much society develops, the great value that books bring to people cannot be erased. In this report, we focus on specialized books, which play an indispensable role in the learning process of university scholars. It is like a teacher of information transmission, whose mastery can turn it into knowledge fruit actively. Textbooks provide insight for learners in planning and solving problems, creating confidence and excitement in learning. More than that, workbooks can encourage and promote thinking, independence, and self-study. To better understand the influence of specialized books, we decided to conduct a statistical analysis among the learners of Hanoi University (HANU). We have collected data on reading habits and other information related to the topic of the article. In conclusion, we use a hypothesis test that shows the reading frequency of FMT undergraduates from 100 specific participants. Identifying this test has helped us properly complete the research from which to decide the analysis methods. However, applying our knowledge in Statistics theories, the data was processed by Descriptive Statistics so that we can draw our conclusion on whether there is enough evidence to demonstrate the results of the hypothesis test or not.

II. RESEARCH METHODOLOGY 1. Population and sample.

The information in this report was gathered through the pupil survey of HANU, who have been put into the population. Our primary purpose is to investigate observers' primer reading habits, and the positive impact reading has on them. To achieve this goal, we randomly select 100 students to obtain the most relevant results through the influence of the HANU learner's workbook.

2. Question design

After completing the questionnaire paper, our team randomly selected 100 learners to learn about their habit of reading textbooks. The questionnaire list consists of twelve questions built based on the topic idea mentioned in the report.

</div>Trang 5<div class="page_container" data-page="5">

2 | P a g e

surveyors. For example, name, gender, class through which we want to present this information with transparency and clarity. However, we consider these basic information questions without numbering, so from the following seven questions, we go into the specialized reading habits among FMT undergraduates. The first two questions (in the next seven questions) are related to the frequency of reading the school book and the number of hours learners spend reading. The third and fourth question is to ask why they choose to read textbooks and not read guidebooks. The next question asks students about the method they use to read reference books. Finally, the last two questions are about the influence of assigned text reading, from understanding the book's content to solving the exercises in the tutorial classes and evaluating the coursebook's importance in handling exercises. Our questions are expected to bring us valuable and realistic information for the survey.

3. Sample size

In reality, the number of FMT students is quite large, and with the limited number of members in our group and limited time, we decided to choose a sample of 100 students in different majors. We evaluate that this sample size is sufficient for us to be clear and suitable for promoting us to conduct the Test methods, leading to more accurate results. On the contrary, if the sample size is too small, the information collected on our topic will be narrowed down, not accurately reflecting the FMT HANU total number of apprentices. Even during the implementation process, if the sample size is small, it can lead to errors in inaccurate conclusions. Therefore, the sample size of 100 FMT students is suitable enough.

4. Sampling method and data collection a. Sampling method

Due to the large number of FMT students, we choose a simple sample of 100 random respondents, including five majors: Marketing (M), Finance and Banking (FB), Tourism (TR), Accounting (AC), and Business Administration (BA). After collecting data, we determined the sample size of 100 FMT students to identify reading textbook frequencies of FMT students.

The list of students filled in our online form can be found in Appendix C of this report.

b. Data collection

We accomplished a questionnaire on Google form; then sent it to the mail address of 100 FMT sophomore and senior students. The questionnaire includes private information,

</div>Trang 6<div class="page_container" data-page="6">

documented data and analyzed the habit of reading textbooks of FMT students.

The questionnaire and outcome of this google form would be stated in Appendix D and E, respectively, of this report.

5. Data processing

After assembling data, we decided to use the Excel Microsoft application to handle a large amount of information. After recording each student's response through the questionnaires, we described the frequency of reading the textbook and put those proportions into Excel Microsoft applications. Graph tools of Excel are used to perform the qualitative data in the results of almost the question. Depending on some questions in google form presented by type of graph such as pie chart, bar chart, and so on, we conclude about the habit of reading textbooks of FMT students.

6. Level of significance

More than half of the students tend to disagree with reading the textbook before class through our collected data. According to what we have learned, it is established as a hypothesis test, we decide to choose the level significance of 5%.

III. DESCRIPTIVE OF FINDING RESULTS

Question 1: Do you normally read textbooks before going to class?

o Yeso No

Figure 1: The frequency of reading textbooks before attending classes

YesNo

</div>Trang 7<div class="page_container" data-page="7">

4 | P a g e

classes. More specifically, the number of FMT students who do not normally read textbooks is nearly five times that of students answering "Yes", at 83% and 17%, respectively. In general, undergraduates studying FMT do not tend to read books in advance.

Question 2: How long do you often spend reading textbooks a day?

o Less than 1 houro 1-2 hourso 2-3 hourso More than 3 hours

The second question aims to classify how long FMT students spend reading textbooks. The following chart visualizes the results:

Figure 2: The frequency of reading textbook

As can be seen from the pie chart, FMT students spend less than 1-hour reading textbooks at the highest percentage of 64%. On the other hand, no students spend more than 3 hours reading textbooks. While, the percentage of students spending 1-2 hours is more than twice as much as the proportion of students spending 2-3 hours reading textbooks, respectively 25% and 11%.

Generally, it is remarkable that it takes less than 1 hour for most FMT students to read textbooks.

Question 3: Why don't you read textbooks?

Choose any option that is right for you, you can choose more than one.

o It is time-consumingo It is difficult to understand

Less than 1 hour 1-2 hours 2-3 hours More than 3 hours

</div>Trang 8<div class="page_container" data-page="8">

o It is unnecessaryo You are impatience

o You do not have the textbook fileso Other

For those who do not read textbooks or spend less time reading, we tried to clarify the reasons by asking them the third question. The results are visualized by the following chart:

Figure 3: The reasons for not reading

The chart indicates that two main reasons for not reading or rarely reading are consuming and impatience (54% and 50%). Another reason voted by 39% of students is the difficulty in covering the knowledge in the textbooks. Besides, 20% of students do not read textbooks because they do not have the textbook files and the same percentage of students, with 18%, said they feel it is needless to read the textbooks.

time-Overall, two main reasons are subjective reasons leading to little or even no reading of FMT students: time-consuming and impatience.

Question 4: Why would you read textbooks?

Choose any option that is right for you; you can choose more than one.

o To get high scoreso To pass the course

o To get more information about the subject

o To improve study skills (reading skills, writing skills, and so on)o To broaden knowledge

o Others

0% 10% 20% 30% 40% 50% 60%Others

You do not have the textbook filesYou are impatienceIt is unnecessaryIt is difficult to understandIt’s time-consuming

</div>Trang 9<div class="page_container" data-page="9">

6 | P a g e

Figure 4: The purposes of reading textbooks

As shown in the figure above, getting more information about the subject came at the top position with 81 votes which more than doubles the figure for sharpening themselves, which stands at a minority with 36 choices. It is the fact that all students going to school want to get good results. That is the reason why they voted "to get high score" and "to pass the course" as a fundamental reason which accounts for respectively 50 and 57 votes. In general, the main reason surveyed FMT students reading textbooks is to collect knowledge to support their understanding of the subjects.

Question 5: What are the methods that you usually apply for reading?

Choose any option that is right for you; you can choose more than one.

o Skimmingo Highlightingo Summarizing o Scanningo Detailed reading

o Structure-Proposition-Evaluation

0 20 40 60 80 100Others

To broaden knowledgeTo improve study skills (reading skills,

writing skills,…)To get more information about the

subjectTo pass the course

To get high scores

</div>Trang 10<div class="page_container" data-page="10">

Figure 5: The application of reading methods

The figure shows that the most FMT students' reading method is highlighting, accounting for around 65 votes, and the two second most popular methods are skimming and scanning approximately 52-53 votes. Detailed reading with the number of 47 votes is the next chosen after the three above ways. In addition, 38 students choose to summary to read textbooks more efficiently. Structure-Proposition-Evaluation is the least common way for FMT students to read textbooks easier. Generally, highlight, skimming, and scanning are the best and most common for almost FMT alumnus to acquire knowledge from textbooks.

Question 6: How much content in textbooks did you comprehend to solve the problem in tutorial class?

o < 25%o 25% - 50%o 50% - 75%o > 75%

0 10 20 30 40 50 60 70Structure-Proposition-Evaluation

Detailed readingScanningSummarizingHighlighting

</div>Trang 11<div class="page_container" data-page="11">

8 | P a g e

Figure 6: The amount of content in textbooks students FMT apply to solve exercises

This chart describes the amount of books' content respondents apply while studying. For FMT students, almost half of them can use 50-75% to solve problems; meanwhile, only 9% can utilize total content in each lesson to do tutorial exercises. Followed by people who use 25-50% of the content, accounting for 36%. Surprisingly, only 13% of the students felt that they find it challenging to apply the textbook contents to their exercises.

Question 7: Can you evaluate the importance of reading a textbook to handle the tutorial exercise?

<25%25-50%50-75%>75%

</div>Trang 12<div class="page_container" data-page="12">

Figure 7: The importance of reading a textbook to handle the tutorial exercise

The last question aims to know the importance of reading textbooks in helping students to solve exercises. It can be easily seen that more than half of FMT students evaluate the importance of reading textbooks at level 4. Nearly half of the rest is in two categories: 20 votes in the middle level, and 21 finds it helpful. Besides that, only 2% votes at level 2. It is great that no one thinks it is useless. In conclusion, FMT students highly evaluate the importance of reading textbooks to handle the tutorial exercises.

IV. RESULT AND FINDINGS OF HYPOTHESIS TESTING 1. Research question

The objective of this hypothesis testing is to investigate the habit of reading textbooks of FMT students. Due to that objective, we have designed and distributed a question: "Do you normally read textbooks before going to class?" to collect data randomly for our sample. In addition, we conducted two possible outcomes for this question: Yes (Normally read) and No (Not normally read).

2. Assumption

● Two categorical outcomes

There are only two qualitative outcomes in the test question from our survey: Yes (Normally read) and No (Not normally read). As a result, the data type is qualitative, and we cannot calculate the mean. It indicates that the method of Z test population proportion will be

01020304050

</div>Trang 13<div class="page_container" data-page="13">

10 | P a g e

estimator of this parameter is the sample proportion 𝑝 .

● The sampling distribution of the mean is approximately normal.

● The survey was conducted with 100 FMT students by answering the online questionnaires.

● There are two outcomes for the test question: "Yes" or "No.

● The probability of choosing "Yes", denoted by p, does not change from trial to trial. Consequently, the probability of a failure, denoted by 1- p, does not change from trial to trial. We have p = 1- p = 0.5

● The trials are independent as the choice of a student does not affect that of the others.

● The sample proportion has standard normal distribution.

In fact, all the above information is to prove that we will use z - test for this proportion test.

3. Data analysis

Using R -studio, we have:

p = 0.17 1 - p = 0.83 (Appendix B)

4. Hypothesis Testing procedure

Regarding the topic of reading textbooks, we have consulted a variety of online articles about reading textbooks habits, and we discovered that on average, 27.4% of undergraduates read their assigned reading before class (Clump, Bauer, and Bradley, 2004, cited in Keith Starcher, Dennis Proffitt, 2011). For that reason, our hypothesis for this project is "There are less than 27% of FMT students involved in the survey normally read textbooks before class" with 5% of level significance and conducted the hypothesis test through 6 steps.

Step 1: Identification of null and alternative hypotheses

</div>Trang 14<div class="page_container" data-page="14">

H0: p 0.27 ≥ Ha: p < 0.27 This is a lower-tailed test.

Step 2: Test statistics

𝑧 = 𝑝 − 𝑝0√𝑝0(1 − 𝑝0)

Step 5: Value of test statistic

𝑧 = 𝑝 − 𝑝0

√𝑝0(1 − 𝑝0)𝑛

= 0.17 − 0.27√0. (1 − 0. )27 27

≈ −2.25

Step 6: Conclusion

Because Z < Z => reject the null hypothesis (Hα0).

There is enough evidence to conclude that less than 27% of FMT students involved in the survey normally read textbooks before class.

V. EVALUATION 1.Limitation

This project is designed to detail the reading habits of students as well as the reasons and level of understanding about what is written in the textbook of FMT students. While every effort has been made to prevent deviations from being minimized, the results may contain some mistakes that cannot be eliminated during project implementation. The first problem is limited scale. Due to the limited time of data collection and analysis, we can only take a scale with the sample size of 100 FMT students at Hanoi University. Secondly, there can be inaccuracy in the questionnaire results. The reason may be that the respondents gave poor results for our survey, which caused missing and incorrect answers. Some students complete the survey very quickly and carelessly. In addition, the respondents must choose a different alternative to the questions that do not contain the options they desire. After all, because this is the first time we had to do a Statistics project with R as an advanced analysis tool, we still

</div>Trang 15<div class="page_container" data-page="15">

VI. Conclusion

According to our data collection, almost all FMT students realized the advantage of reading textbooks, such as understanding lectures thoroughly or obtaining a high GPA score. Via analysis, it is concluded that FMT students do not frequently read the textbook before class, there are a lot of reasons such as time-consuming, difficult to understand, even lazy or impatience to read textbooks, etc; some students supposed that reading textbook is unnecessary because the lecture slide is sufficient. According to 100 respondents collecting, 17% of FMT students have the habit of reading textbooks, and 83% of students said they do not normally read textbooks before going to class.

Obviously, with the benefit of reading textbooks brings back, FMT students should read textbooks before class. With several reasons mentioned above, there are some methods to solve their problem and improve their ability to understand lessons. Firstly, understudies should peruse the exercise title, ponder the theme and get some general data. From that point forward, we keep pursuing each piece of the exercise with all the focus. While reading, we

</div>