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THE RELATIONSHIP BETWEEN THE TIME TAKEN FOR STUDENTS

TO STUDY ON WEEKEND AND THE TEST SCORES FOR OPTIC


AND WAVES (PHY260) ON MONDAY

STA108: STATISTICS AND PROBABILITY

PREPARED BY:
NOR SYAZWANI BINTI SHAHNUN
(2016975079)
NUR AIN NAZURAH BINTI MOHD NOOR
(2016789305)
SITI SURAINI BINTI AHMAD
(2016107743)
NUR SYUHADA BINTI AHMAD TERMIZI
(2016726471)

DIPLOMA IN SCIENCE
FACULTY OF APPLIED SCIENCE

DISTRIBUTED TO:
MADAM FADZILAH ABDOL RAZAK
CONTENT

ACKNOWLEDGEMENT

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION PAGE


1.1 Background of study
1.2 Objectives of Study
1.3 Significance of Study
1.4 Limitation of Study

CHAPTER 2: METHODOLOGY
2.1 Data Description
2.2 Graphical Description
2.3 Numerical Technique

CHAPTER 3: RESULTS AND INTERPERATION


3.1 Data Representation
3.2 Descriptive Statistics Analysis
3.3 Correlation and Regression

CHAPTER 4: CONCLUSION
4.1 Report Summary
4.2 Appendix

REFERENCES
ACKNOWLEDGEMENT

We are grateful because we managed to complete our analytical and statistical report on the
relationship between the time taken (minutes) for students to study on weekend and the test
scores by the students on Optics and Wave (PHY260) test on Monday within the time given
by our lecturer Puan Fadzilah Binti Abdol Razak. This assignment cannot be completed
without the effort and co-operation from our group members, Nor Syazwani Binti Shahnun,
Siti Suraini Binti Ahmad, Nur Ain Nazurah Binti Mohd Noor and Nur Syuhada Binti Ahmad
Termizi. We also sincerely thank our STA108: Basic Statistics and Probability lecturer Puan
Fadzilah Binti Abdol Razak for the guidance and encouragement in finishing this project and
also teaching us in this course. Last but not least, to all of the respondents for their
willingness to spend some time in answering the questions and also to all that directly and
indirectly helped in finishing this project.
CHAPTER 1: INTRODUCTION

1.1 Background of Study

This study was taken to analyse the relationship between the time spent by the
students to study on weekend and the test scores on Optics and Waves (PHY260) on
Monday. This study was participated by 20 students from 62 physics students from
Diploma in Science, Faculty of Applied Science, UiTM Perak, Kampus Tapah which is 10
students from A4AS1204_E and another 10 students from A4AS1204_F.

The study was organized by semester 4 students of AS1204_E to satisfy the


requirements for the syllabus of Basic Statistics and Probability (STA108). We chose to
evaluate the relationship between the number of minutes the students took for self study
on weekend and their performance for their test on Monday. In this study, it helps us to
determine whether Applied Science students are investing their quality time well on
weekend for studying as well preparation for upcoming test on Monday.

The time taken for self-study on weekend defined the test scores by students for
upcoming test on Monday. The time taken for self-study on weekend (minutes) is
measured from Friday until Sunday and no restrictions if it was day or night. The test
scores by the student on Optics and Wave (PHY260) are in range 40% to 100%. This
data will show whether the amount of minutes the students spent affected their test
results.

From the study, the time taken for students to study (minutes) is an explanatory
variable and the test scores by the students is response variable. This is because test
scores is depends how long the students spent their weekend for self-studying. The data
shows a positive linear correlation which is 0.9053. The longer the minutes taken for
students to study, the higher their scores in their test.

1.2 Objectives of Study

The objective of this study are as follows:


1. To find the relationship between the time taken for students to do revision by
self-study on weekend on the test scores by them.
2. To determine how this time taken for self-study effect the student’s scores.
3. To study how the student spent their hours effectively on their studies.
4. To understand whether student investing enough time for studying.

1.3 Significance of Study

A time study can establish a baseline from which to drive improvement efforts, or set
a standard to control performance. Without basic time study measures, it is impossible to
know whether work has improved or whether there are differences in performance in a
unit. Several factors might be influence student performance on tests or exams besides
working on their assignment or coursework. Many students carry a course load of 15
credits, or approximately 15 hours of class time each week. Doing some simple math
indicates that student should be spending roughly 30 hours of study time and 15 hours in
class.
Time spent studying can improve student’s experience while at university, offer a
better sense of self-confidence throughout their school career and improve their grades
overall. From the study, it found that students who spent more hours on their weekend in
studies performed better than who studied with minimum hours. The extra time you
spend between the pages of a textbook can increase your knowledge and self-
assurance to score higher grades.
Some research found that hours studied was the most important factor contributing to
exam grade improvement. In fact, it is advisable for student to spend 2 hours per day for
their self-study and use it efficiently and wisely (study skills and strategies) which
equivalent to 1 hour of lecture. Students should anticipate investing a minimum of 2
hours outside of class and about 4 hours on homework problems per week while an
average should plan on investing 12 h per week to earn an A or B at least in tests.

1.4 Limitation of study

The limitation of this particular study is that only the applied science students were
enrolled as respondents and can be in sampling frame due to the objective of the study
which to analyse the relationship between the amount of minutes the students spend on
their weekend for self-studying against the scores by the students on upcoming test.
CHAPTER 2: METHODOLOGY

2.1 Data Description

The data have shown us how the minutes taken by the student to study on their
weekend affect their performance of their test scores on Optics and Wave (PHY260) test.
Based on this data set, the dependent variable is the time taken in minutes the student spent
on their weekend to study meanwhile, independent variable is the test scores by the
students on Optic and Wave (PHY260) test on Monday. Types of data will be used is a
histogram, scatter plot diagram, a pie chart and a numerical technique.

I. Population
 All applied science students in UiTM Campus Tapah.
II. Sample
 20 students from both classes of physics students in UiTM Campus Tapah.
III. Sampling technique
 Simple random sampling is used in this survey. The sample was collected
randomly from sampling frame which is a list of all UiTM Campus Tapah
students who take the PHY 260 test. .
IV. Data collection method
 Direct questionnaire. Printed questionnaires and distributed by hand to all
students by face to face. The advantages of this method are allow the
respondents to be honest answering the question and give time to
respondents to understand and share the opinion from a large number of
student while the weaknesses are the some respondents do not complete
the questionnaire and allow missing values.
V. Descriptions of variable
 The variables of this survey are the time taken, the test score for optic and
wave subject of student to study on weekend

Variable Type of variable Level of measurement

Quantitative continuous Ratio scale


Test score of student - The data is expressed in number - Top of measurement
- The number of data can be in - The scale allows the multiplication
fraction and division

Quantitative continuous Ratio scale


Time taken for student - The data is expressed in number - Top of measurement
study - The number of data can be in - The scale allows the multiplication
fraction and division

2.2 Numerical Technique

Based on this project, we have include the value of mean, median, mode, variance, standard
deviation, first quartile, third quartile and interquartile range. The values were calculated by using Minitab
and produced the output given.

Total
Variable Count N N* CumN Percent CumPct Mean SE Mean TrMean StDev Variance
minutes study 20 20 0 20 100 100 237.5 22.0 234.4 98.5 9701.3
score 20 20 0 20 100 100 65.35 3.69 64.94 16.52 272.87
CoefVa Sum of Media Maximu Rang
Variable r Squares Minimum Q1 n Q3 m e IQR
minutes 41.47 1312450. 105.0 153. 205.0 322. 425.0 320.0 168.
study 0 8 5 8
score 25.28 90597.00 43.00 50.7 62.50 82.5 95.00 52.00 31.7
5 0 5
N for Skewnes
Variable Mode Mode s
minutes 300 2 0.47
study
score 55, 70 2 0.38

The relationship between the time taken in minutes students spent on their weekend
to study against the test scores by the students on Optics and Wave test on Monday also
represented by correlation and regression analysis. Correlation analysis is used to measure
the strength of these two variables. The value of correlation coefficient for the data obtained
in the study of the time taken (minutes) students spent on their weekend and the test scores
by them is 0.979 which is a strong positive correlation.

Correlations
Pearson correlation 0.979
P-value 0.000

Figure 7: Scatter diagram test scores versus minutes of study


So for positive correlation, it was shown the existence of a positive relationship
between two variables; minutes of study and test scores. The direction of change for both
variables is same which is if minutes of study increase, then test scores would increase too.

The time taken (minutes) for student to study on weekend and the test scores by the
student on Optics and Wave test were modelled using regression.

Regression Equation
Test scores = 26.35 + 0.16421 Minutes of study
CHAPTER 3: RESULTS AND INTERPRETATION

3.1 Data Presentation

Table of minutes of study versus test scores in PHY 260

Student Minutes of Study Test Scores (%)

A 105 43

B 120 45

C 125 46

D 140 49

E 150 50

F 165 53

G 180 55

H 185 55

I 190 58

J 200 68

K 210 60

L 240 65

M 270 70

N 300 70

O 330 78

P 350 84

Q 300 85

R 375 88

S 390 90

T 425 95
3.1.1 Bar Graph

Bar Chart Minutes of Study


2.0

1.5
Count

1.0

0.5

0.0
105 120 125 140 150 165 180 185 190 200 210 240 270 300 330 350 375 390 425
Minutes of study

This chart shows the minutes of study for 20 students. The highest is 300 minutes, with over
2.0 count whereas 105, 120, 125, 140, 150, 165, 180, 185, 190, 200, 210, 240, 270, 330,
350, 375, 390, 425 have the same count.
3.1.2 Bar Graph

Bar Chart Test Scores


2.0

1.5
Count

1.0

0.5

0.0
43 45 46 49 50 53 55 58 60 65 68 70 78 84 85 88 90 95
Test of Scores

This chart shows the test scores PHY 260 for 20 students. The highest is 55% and 70%,
with over 2.0 count whereas 43, 45, 46,49, 50, 53, 58, 60, 65, 68, 78, 84, 85, 88, 90, 95
have the same count
3.1.3 Pie Chart

Pie Chart Test Scores


Category
95 43 43
90 1, 5.0% 1, 5.0% 45 45
1, 5.0% 1, 5.0%
88 46 46
1, 5.0% 1, 5.0% 49
50
85 49
53
1, 5.0% 1, 5.0%
55
58
84 50 60
1, 5.0% 1, 5.0% 65
68
78 53 70
1, 5.0% 1, 5.0% 78
84
85
88
70 55 90
2, 10.0% 2, 10.0% 95
68 58
1, 5.0% 65 60 1, 5.0%
1, 5.0% 1, 5.0%

From the pie chart above, 10% of the respondents get 70 marks for test scores in PHY260.
While 5%, of the respondents that get marks 43, 45, 46, 49, 50, 53, 58, 60, 65, 68, 78, 84,
85, 88, 90, 95, 55 and respectively.
3.1.4 Pie Chart

Pie Chart Minutes of Study


Category
425 105 105
390 1, 5.0% 1, 5.0% 120 120
1, 5.0% 1, 5.0%
375 125 125
1, 5.0% 1, 5.0% 140
150
350 140
165
1, 5.0% 1, 5.0%
180
185
330 150 190
1, 5.0% 1, 5.0% 200
210
165 240
1, 5.0% 270
300
300
2, 10.0%
330
180
350
1, 5.0%
375
270 185 390
1, 5.0% 1, 5.0% 425
240 190
1, 5.0% 210 200 1, 5.0%
1, 5.0% 1, 5.0%

From the pie chart above, 10% of the respondents take 300 minutes for study in PHY260.
While 5%, of the respondents that take minutes of study which are 105, 120, 125, 140, 150,
165, 180, 185, 190, 200, 210, 240, 270, 330, 350, 375, 390 and 425 respectively.
3.1.5 Histogram

Histogram of minutes of study


5

4
Frequency

0
100 150 200 250 300 350 400 450
minutes of study

The above graph shows a symmetric data set, it represents the amount of times of minutes
of study each of 20 surveys participants took to fill out a certain survey. Based on the
histogram above, the most average time of minutes of study by the respondents to make
revision for PHY260 test is 200 minutes. The distribution of the histogram above is skewed
to the right. The mean and standard deviation for this graph are 237.5 minutes and 2.51832
respectively.
3.1.6 Histogram

Histogram of test scores


5

4
Frequency

0
40 50 60 70 80 90 100
test scores

The above graph shows a symmetric data set, it represents the test scores each of 20
surveys participants took to fill out a certain survey. From the histogram above, the most
highest test score of the respondents is 50%. The skewness of the histogram is skewed to
the right. The mean and standard deviation for this graph are 65.35 and 16.52 respectively.
3.1.7 Boxplot

Boxplot of minutes of study


450

400

350
minutes of study

300

250

200

150

100

The median number of minutes of study is 205.00. The interquartile range is about 168.80
minutes of study, which means about 50% at the students have between 153.8 and 322.50
minutes of study.
3.1.8 Boxplot

Boxplot of test scores


100

90

80
test scores

70

60

50

40

The median test scores is 62.50. The interquartile range is about 31.75 test scores, which
means about 50% at the students have between 50.75 and 82.50 test scores.
3.2 Correlation and Regression Analysis

3.2.1 Frequencies

Minutes of Study and Test Scores

Variable Total Count N N* Percent Cumulative


Percent

Minutes of 20 20 0 100 100


study

Test Scores 20 20 0 100 100

From the table above, the cumulative percent for respondents in minutes of study and test
score are 100% respectively.
3.2.2 Descriptive

Descriptive Statistics

N Minimum Maximum Mean Standard


Deviation
Minutes of 20 105.0 425.0 22.0 98.5
Study
Test Score 20 43.0 95.0 3.69 16.52

From the table above, the minimum and maximum minutes of study are 105.0 minutes and
425.0 minutes respectively. While the mean and standard deviation for minutes of study are
22.0 minutes and 98.5 minutes respectively. The minimum test score in PHY 260 for the
students are 43.0% and the maximum score in PHY 260 are 95.0%. The mean for test score
are 3.69% and the standard deviation are 16.52%.
3.2.3 Scatter Plot

Minutes of study vs test scores


100

90

80
test scores

70

60

50

40
100 150 200 250 300 350 400 450
minutes of study

From the scatter plot above, there a positive linear relationship between minutes of study
and test score in PHY 260.
3.2.4 Regression

Variable Entered

Model Variable Entered Variable Method


Removed
1 Minutes of study - Enter

a. Dependent variable: Test score in PHY 260.

b. All requested variables entered.

Model Summary

Model R R Square Adjusted R Std. Error of


Square the Estimated
1 95.86% 95.63% 95.23%

a. Predictors: ( Constant), Minutes of Study


Coefficients

Term Coefficients SE T-Value P-Value


Coefficients
Constant 26.35 2.06 12.80 0.000

Minutes of 0.16421 0.00804 20.43 0.000


study

Pearson correlation of minutes of study and test score in PHY 260 is 0.979.

This means there is a moderate positive linear relationship between the minutes of study
and test score.

The regression equation: Y= 26.35 + 0.16421X

b = 0.16421 indicates that for every minutes of study increase, the test score in PHY 260
increase by 0.16421.
CHAPTER 4: CONCLUSION

4.1 Report Summary

With this report, we can see that the test score with minutes of study tend to affect
the marks of student get. The data shows that students who were took 425 minutes to study
prior to taking a test, preformed higher 95% then when they were took less minutes to study
such as 105 minutes, it is performed a lower marks which is 43%. So, the specific
percentages vary based on the amount of time that was taken to study.

In conclusion, the data suggest that if students study for 425 minutes prior to
taking a test, that they will perform better that if they study for less than 425 minutes. This
data is also importance of study time when preparing students to take the examination.

From correlation and regression analysis, we find out that there is strong positive
correlation between the test scores and the minutes of studied for examination in PHY 260.
An increase in minutes of study causes the test scores increases because of the student get
more knowledge when she or he take more times to study.

4.1 Appendixes

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