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Letter of Transmittal
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Table of Contents
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Abstract
The research is aimed at determining whether Learning (CGPA) is influenced by
factors such as background, gender, field of interest, music, attachment to the
university, age, fluency of language, previous performance, martial status, intentions
for studying, perception of a good teacher, hobbies and subject of majoring. Data
used was primary which was collected through questionnaires. The sampling
technique applied was quota sampling by administering 80 questionnaires each to
Greenwich University, IQRA University and SZABIST. The model applied was GLM.
The result showed that the above factors contributed to learning (CGPA) by up to
76%. Other variables had no direct effect on learning.
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1. Introduction
1.1 Learning
Learning is acquiring new knowledge, behaviors, skills,values, preferences or
understanding, and may involve synthesizing different types of information.
The ability to learn is possessed by humans, animals and some machines.
Progress over time tends to follow learning curves.
Human learning may occur as part of education or personal development. It
may be goal-oriented and may be aided by motivation. The study of how
learning occurs is part of neuropsychology, educational psychology, learning
theory, and pedagogy
Learning may occur as a result ofhabituation or classical conditioning, seen in
many animal species, or as a result of more complex activities such as play,
seen only in relatively intelligent animals and humans. Learning may occur
consciously or without conscious awareness. There is evidence for human
behavioral learning prenatally, in which habituation has been observed as early
as 32 weeks into gestation, indicating that the central nervous system is
sufficiently developed and primed for learning and memory to occur very early
on in development.
Play has been approached by several theorists as the first form of learning.
Children play, experiment with the world, learn the rules, and learn to interact.
Vygotsky agrees that play is pivotal for children's development, since they
make meaning of their environment through play.
.
http://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://en.wikipedia.org/wiki/Preferencehttp://en.wikipedia.org/wiki/Understandinghttp://en.wikipedia.org/wiki/Informationhttp://en.wikipedia.org/wiki/Machine_learninghttp://en.wikipedia.org/wiki/Learning_curvehttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Personal_developmenthttp://en.wikipedia.org/wiki/Goal-orientedhttp://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Neuropsychologyhttp://en.wikipedia.org/wiki/Educational_psychologyhttp://en.wikipedia.org/wiki/Learning_theory_(education)http://en.wikipedia.org/wiki/Learning_theory_(education)http://en.wikipedia.org/wiki/Pedagogyhttp://en.wikipedia.org/wiki/Habituationhttp://en.wikipedia.org/wiki/Classical_conditioninghttp://en.wikipedia.org/wiki/Play_(activity)http://en.wikipedia.org/wiki/Conscioushttp://en.wikipedia.org/wiki/Prenatalhttp://en.wikipedia.org/wiki/Habituationhttp://en.wikipedia.org/wiki/Gestationhttp://en.wikipedia.org/wiki/Central_nervous_systemhttp://en.wikipedia.org/wiki/Developmental_Psychologyhttp://en.wikipedia.org/wiki/Vygotskyhttp://en.wikipedia.org/wiki/Vygotskyhttp://en.wikipedia.org/wiki/Developmental_Psychologyhttp://en.wikipedia.org/wiki/Central_nervous_systemhttp://en.wikipedia.org/wiki/Gestationhttp://en.wikipedia.org/wiki/Habituationhttp://en.wikipedia.org/wiki/Prenatalhttp://en.wikipedia.org/wiki/Conscioushttp://en.wikipedia.org/wiki/Play_(activity)http://en.wikipedia.org/wiki/Classical_conditioninghttp://en.wikipedia.org/wiki/Habituationhttp://en.wikipedia.org/wiki/Pedagogyhttp://en.wikipedia.org/wiki/Learning_theory_(education)http://en.wikipedia.org/wiki/Learning_theory_(education)http://en.wikipedia.org/wiki/Educational_psychologyhttp://en.wikipedia.org/wiki/Neuropsychologyhttp://en.wikipedia.org/wiki/Motivationhttp://en.wikipedia.org/wiki/Goal-orientedhttp://en.wikipedia.org/wiki/Personal_developmenthttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Learning_curvehttp://en.wikipedia.org/wiki/Machine_learninghttp://en.wikipedia.org/wiki/Informationhttp://en.wikipedia.org/wiki/Understandinghttp://en.wikipedia.org/wiki/Preferencehttp://en.wikipedia.org/wiki/Value_(personal_and_cultural)http://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Knowledge7/31/2019 Omer RM Final
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Problem Statement:
Influence of Learning (CGPA) by factors such as gender, field of interest, Job Nature,
fluency of language, previous performance, marital status and majoring field.
Objective:
To study the effect of factors such as gender, field of interest, Job Nature, fluency of
language, previous performance, marital status and majoring field on Students
Learning (CGPA).
Research Hypothesis:
H1: There is significant effect ofgender on Studentss CGPA
H2: There is significant effect of field of interest on Studentss CGPA
H3: There is significant effect of fluency of English on Studentss CGPA
H4: There is significant effect ofprevious performance on Studentss CGPA
H5: There is significant effect ofmarital status on Studentss CGPA
H6: There is significant effect ofmajoring field on Studentss CGPA
H7: There is significant effect ofJob Nature on Studentss CGPA
Operational definition:
Field of interest: Have fun and make friends, Just get a degree to show your
parents, Get a good degree to get a good job, Get into a good university for
higher studies, Get a degree and get married, Other.
Performance: previous acadamic records.
Majoring field: Finance, Marketing, Human Resource, Entrepreneur,
Profession, etc.
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3. Literature Review
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4. Methodology:
This chapter describes the theoretical framework employed in this study and
the qualitative research methods applied. The basic research question and the
specific variables are identified. A description of the data collection
instruments is included, and statistical tests applied are described.
4.1. Data and Data Variables:
The data variables used in this study are as background, gender,Job Nature, field
of interest,attachment to the university, fluency of language, previous performance,
marital status. Primary data was used for the research collected through
questionnaires.
4.2. Sample and sampling technique:
300 questionnaires (100 each University) were floated at Greenwich
University, IQRA University and SZABIST. The Response rate was
approximately 80% which was 240 (80 each University).
4.3 Model:
The model used to analyze the data is as follows:
4.3.1: The Generalized Linear Model (GLM)
In statistics, the generalized linear model (GLM) is a flexible generalization of
ordinary least squares regression. The GLM generalizes linear regression by
allowing the linear model to be related to the response variable via a link
function and by allowing the magnitude of the variance of each measurement
to be a function of its predicted value.
http://en.wikipedia.org/wiki/Statisticshttp://en.wikipedia.org/wiki/Linear_regressionhttp://en.wikipedia.org/wiki/Linear_regressionhttp://en.wikipedia.org/wiki/Statistics7/31/2019 Omer RM Final
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RESULTS AND DISCUSSIONS:
Tests of Between-Subjects Effects
Dependent Variable:CGPA
Source
Type III Sum
of Squares df Mean Square F Sig.
Corrected
Model
26.194a 36 .728 18.283 .000
Intercept 13.532 1 13.532 340.024 .000
Gender 2.622 1 2.622 65.882 .000
Job Nature 3.061 5 .612 15.382 .000
Majoring 1.390 4 .348 8.732 .000
Eng Fluency .155 1 .155 3.906 .049
performance 1.259 4 .315 7.908 .000
Marital Status 1.696 2 .848 21.309 .000Interests 2.589 5 .518 13.008 .000
. .
Error 7.960 200 .040
Total 2205.121 237
Corrected Total 34.154 236
a. R Squared = .767 (Adjusted R Squared = .725)
Tests of between subjects effect simply shows the significance of factors on
the dependant variable (CGPA). The above mentioned variables which include
background, gender, field of interest,attachment to the university, fluency of
language, previous performance, marital status all have significant effect on the
students learning (CGPA) up to 76% while 24% effect was by other factors.
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Pair wise Comparisons
Dependent Variable:CGPA
(I)
Gend
er
(J)
Gend
er
Mean
Difference
(I-J)
Std.
Error Sig.a
95% Confidence Interval
for Differencea
Lower
Bound
Upper
Bound
1.00 2.00 -.404* .050 .000 -.503 -.306
2.00 1.00 .404* .050 .000 .306 .503
(1 being Male and 2 being female)Based on estimated marginal means
* The mean difference is significant at the .05 level thats means
male and female performance are not same in C.G.P.A.
a. Adjustment for multiple comparisons: Least Significant Difference
(equivalent to no adjustments).
Pairwise Comparisons
Dependent Variable:CGPA
(I)
Job
Natur
e
(J)
Job
Natur
e
Mean
Difference
(I-J)
Std.
Error Sig.a
95% Confidence Interval
for Differencea
Lower
Bound
Upper
Bound
1.00 2.00 .631
*
.100 .000 .434 .828
3.00 -.152 .085 .075 -.319 .015
4.00 .167* .061 .007 .047 .287
5.00 .108 .069 .117 -.027 .243
6.00 .239* .064 .000 .112 .365
2.00 1.00 -.631* .100 .000 -.828 -.434
3.00 -.783*
.108 .000 -.995 -.570
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4.00 -.464* .095 .000 -.651 -.277
5.00 -.523* .086 .000 -.693 -.353
6.00 -.392* .096 .000 -.581 -.204
3.00 1.00 .152 .085 .075 -.015 .319
2.00 .783* .108 .000 .570 .995
4.00 .319* .071 .000 .179 .459
5.00 .259* .080 .001 .101 .418
6.00 .390* .081 .000 .230 .550
4.00 1.00 -.167* .061 .007 -.287 -.047
2.00 .464* .095 .000 .277 .651
3.00 -.319* .071 .000 -.459 -.179
5.00 -.059 .052 .252 -.161 .042
6.00 .071 .053 .182 -.034 .177
5.00 1.00 -.108 .069 .117 -.243 .027
2.00 .523* .086 .000 .353 .693
3.00 -.259* .080 .001 -.418 -.101
4.00 .059 .052 .252 -.042 .161
6.00 .131* .060 .029 .013 .248
6.00 1.00 -.239* .064 .000 -.365 -.112
2.00 .392* .096 .000 .204 .581
3.00 -.390* .081 .000 -.550 -.230
4.00 -.071 .053 .182 -.177 .034
5.00 -.131* .060 .029 -.248 -.013
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1. Finance (Banking\consultancy\Mutual Funds, etc)
2. Marketing (Advertising\ Branding\ PR, etc)
3.
Human Resource4. Entrepreneur (Business man\women)
5. Profession (Pilot\Doctor\engineer)
6. Other: _________________
Based on estimated marginal means
* The mean difference is significant at the .05 level.
a. Adjustment for multiple comparisons: Least Significant Difference
(equivalent to no adjustments).
Pairwise Comparisons
Dependent Variable:CGPA
(I)
perfor
manc
e
(J)
perfor
manc
e
Mean
Difference
(I-J)
Std.
Error Sig.a
95% Confidence Interval
for Differencea
Lower
Bound
Upper
Bound
1.00 2.00 .161* .045 .000 .071 .250
3.00 -.046 .055 .398 -.154 .061
4.00 .218* .058 .000 .103 .332
5.00 .265* .088 .003 .092 .438
2.00 1.00 -.161* .045 .000 -.250 -.071
3.00 -.207* .064 .001 -.334 -.080
4.00 .057 .070 .417 -.081 .195
5.00 .105 .087 .229 -.066 .276
3.00 1.00 .046 .055 .398 -.061 .154
2.00 .207* .064 .001 .080 .334
4.00 .264* .075 .000 .117 .411
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5.00 .311* .096 .001 .122 .501
4.00 1.00 -.218* .058 .000 -.332 -.103
2.00 -.057 .070 .417 -.195 .081
3.00 -.264* .075 .000 -.411 -.117
5.00 .048 .098 .628 -.146 .241
5.00 1.00 -.265* .088 .003 -.438 -.092
2.00 -.105 .087 .229 -.276 .066
3.00 -.311* .096 .001 -.501 -.122
4.00 -.048 .098 .628 -.241 .146
1. Better
2. Good
3. Same
4. Bad
5. Worse
Based on estimated marginal means
* The mean difference is significant at the .05 level.
a. Adjustment for multiple comparisons: Least Significant
Difference (equivalent to no adjustments).
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Pairwise Comparisons
Dependent Variable:CGPA
(I)
Intere
sts
(J)
Intere
sts
Mean
Difference
(I-J)
Std.
Error Sig.a
95% Confidence Interval
for Differencea
Lower
Bound
Upper
Bound
1.00 2.00 -.221 .116 .060 -.450 .009
3.00 .074 .058 .202 -.040 .187
4.00 -.115 .064 .071 -.241 .010
5.00 .245* .065 .000 .116 .375
6.00 -.251* .076 .001 -.400 -.101
2.00 1.00 .221 .116 .060 -.009 .450
3.00 .294* .105 .005 .088 .501
4.00 .105 .098 .285 -.088 .299
5.00 .466
*
.103 .000 .262 .670
Pairwise Comparisons
Dependent Variable:CGPA
(I)
English
(J)
English
Mean
Difference(I-J)
Std.Error Sig.a
95% Confidence Interval
for Differencea
LowerBound
UpperBound
YES NO .131* .066 .049 .000 .262
NO YES -.131* .066 .049 -.262 .000
(1 = English easy, 2 = English difficult)
Based on estimated marginal means
* The mean difference is significant at the .05 level.
a. Adjustment for multiple comparisons: Least Significant Difference
(equivalent to no adjustments).
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6.00 -.030 .123 .806 -.272 .212
3.00 1.00 -.074 .058 .202 -.187 .040
2.00 -.294* .105 .005 -.501 -.088
4.00 -.189* .044 .000 -.275 -.103
5.00 .172* .066 .010 .042 .301
6.00 -.324* .072 .000 -.466 -.183
4.00 1.00 .115 .064 .071 -.010 .241
2.00 -.105 .098 .285 -.299 .088
3.00 .189* .044 .000 .103 .275
5.00 .361* .067 .000 .228 .493
6.00 -.135 .074 .071 -.282 .011
5.00 1.00 -.245* .065 .000 -.375 -.116
2.00 -.466* .103 .000 -.670 -.262
3.00 -.172* .066 .010 -.301 -.042
4.00 -.361* .067 .000 -.493 -.228
6.00 -.496* .084 .000 -.663 -.330
6.00 1.00 .251* .076 .001 .101 .400
2.00 .030 .123 .806 -.212 .272
3.00 .324* .072 .000 .183 .466
4.00 .135 .074 .071 -.011 .282
5.00 .496* .084 .000 .330 .663
1. Have fun and make friends
2. Just get a degree to show your parents
3. Get a good degree to get a good job
4. Get into a good university for higher studies
5. Get a degree and get married
6. Other
Based on estimated marginal means
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a. Adjustment for multiple comparisons: Least Significant Difference
(equivalent to no adjustments).
* The mean difference is significant at the .05 level.
Pairwise Comparisons
Dependent Variable: CGPA
(I)
Marital
status
(J)
Marital
status
Mean
Difference
(I-J)
Std.
Error Sig.a
95% Confidence Interval
for Difference a
Lower
Bound
Upper
Bound
2.00 3.00 -.225* .056 .000 -.334 -.115
4.00 .175* .048 .000 .081 .269
3.00 2.00 .225* .056 .000 .115 .334
4.00 .400* .061 .000 .279 .521
4.00 2.00 -.175* .048 .000 -.269 -.081
3.00 -.400* .061 .000 -.521 -.279
1. Married
2. Single
3. Committed (gf\bf)
4. Single but looking
Based on estimated marginal means
*. The mean difference is significant at the .05 level.
a. Adjustment for multiple comparisons: Least Significant Difference
(equivalent to no adjustments).
The Pairwise Comparison shows the similar or different effect a factor has on
the CGPA. This comparison is with multiple factors within a single category,
eg: Gender, the comparison of the similar or different effects of male or
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females on learning which on the basis of this research have different effects
on learning.
Pairwise Comparisons
Dependent Variable:CGPA
(I)
Major
ing
(J)
Major
ing
Mean
Difference
(I-J)
Std.
Error Sig.a
95% Confidence Interval
for Differencea
Lower
Bound
Upper
Bound
1.00 2.00 -.095* .039 .014 -.172 -.019
3.00 -.048 .073 .515 -.191 .096
4.00 .361* .076 .000 .211 .511
5.00 .265* .102 .010 .064 .466
2.00 1.00 .095* .039 .014 .019 .172
3.00 .048 .072 .509 -.095 .191
4.00 .456* .081 .000 .296 .616
5.00 .360* .108 .001 .147 .574
3.00 1.00 .048 .073 .515 -.096 .191
2.00 -.048 .072 .509 -.191 .095
4.00 .408* .105 .000 .202 .615
5.00 .313* .129 .016 .059 .566
4.00 1.00 -.361* .076 .000 -.511 -.211
2.00 -.456* .081 .000 -.616 -.296
3.00 -.408* .105 .000 -.615 -.202
5.00 -.096 .115 .406 -.323 .131
5.00 1.00 -.265* .102 .010 -.466 -.064
2.00 -.360* .108 .001 -.574 -.147
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3.00 -.313* .129 .016 -.566 -.059
4.00 .096 .115 .406 -.131 .323
1. Finance (Banking\consultancy\Mutual Funds, etc)
2. Marketing (Advertising\ Branding\ PR, etc)
3. Human Resource
4. Entrepreneur (Business man\women)
5. Profession (Pilot\Doctor\engineer)
6. Other: _________________
Based on estimated marginal means
* The mean difference is significant at the .05 level.
a. Adjustment for multiple comparisons: Least Significant Difference
(equivalent to no adjustments).
5.2 Frequency of responses
189
48
Gender
Male
Female
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3016
20
90
40
41
Job Nature
Finance
(Banking\consultancy\Mut
ual Funds, etc)
Marketing (Advertising\
Branding\ PR, etc)
Human Resource
Entrepreneur (Business
man\women)
Profession
(Pilot\Doctor\engineer)
Other
108
90
15
168
Majors
Finance
(Banking\consultancy\Mutu
al Funds, etc)
Marketing (Advertising\
Branding\ PR, etc)
Human Resource
Entrepreneur (Business
man\women)
Other
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216
21
English Fluency
Yes
No
101
65
35
25 11
Previous Performance
Better
Good
Same
Bad
Worse
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160
41
36
Marital Status
Married
Single
Committed (gf\bf)
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5.3 ASSUMPTIONS of GLM
A. Test of Normality
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Standardized
Residual for CGPA
.062 237 .026 .989 237 .062
We take into accountShapiro-Wilk as it is more Robust.
B. Assumption that error is independent
The Graph shows that the errors are independent, not in a single place or
bunched together.
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8. FUTURE RECOMMENDATIONS:
I would like to recommend the following few things to the people who carry out
similar researches in order to acquire more accurate results: Incorporate some other significant variables
A large sample size to be used
Gather data from large number universities so that generalization could
be made.
we found the effects of factors on learning, you should f ind the degree of
effect of each factor on learning
Use models to determine which factors have favorable effect and whichhave inverse effects on learning.
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9. References: