CHAPTER 3

RESULT AND FINDINGS

3.1 INTRODUCTION

This section is a presentation and discussion of the results obtained in this study. All

the quantitative data that was collected, was entered into, scored and interpreted using the

SPSS 23.0 (SPSS, 2015) statistical programme. The programme is designed for social

research and provides a wide range of statistical options (Blanche et al., 2006). The results

are then reported and subsequently discussed. The instrument which is a questionnaire was

divided and organized into 2 sections, Section A: Demographic Information and Section

B: Satisfaction with Life Scale (SWLS). Based on the responds from each respondent, the

questionnaire analyzed and discussion was made also being supported by previous

researchers.

The instrument, questionnaire was designed and analyzed as a result in helping to

answer the research questions. The data that has been collected were analyzed of item

question by the respondents accordingly. The instrument item questions in Section B have

answered research question. This chapter will discuss further on the findings and data

analysis were interpreted in statistical ways. The organizing within this chapter as follows

below:
 3.2 DESCRIPTIVE STATISTICS

Firstly, the demographical data was organized and tabulated. This gives the

researcher an overall characteristic summary of the research population. The next part

involved the descriptive statistics. These statistics helped the researcher to describe the

sample characteristics, identify underlying patterns or trends in the data and to assess

whether the data was normally distributed. These included evaluating the central tendency

of the data, using the means, standard deviation and distribution, in terms of skewness.

Internal consistency measured reliability of the SWL scales through an estimate known as

the Cronbach alpha coefficient. Inferential statistics such as Chi Square (Testing of

Independence), Independent T-Test and Pearson’s correlation coefficients were used to

determine the strength and direction of relationships among variables. Pearson’s

correlations were used to determine the strength and direction of the relationships between

satisfaction with life scale and academic performance. T-tests were used to determine if

there were practical significant gender differences in academic performance. Finally, chi

square was being used to determine whether there was significant relationship between

satisfaction with life scale (SWLS) and gender.

3.2.1 Section A: Demographic Information

In this section, respondents are required to answer several information regarding

demographic information questions. The demographic information items are gender, age,

programmed codes and year of semester.

 Table 3.1 Demographical data of students in sample population (N)

Item Category Frequency (N) Percentage (%)

Gender Male 43 100
Female 57
Age 19-21 36 100
22-24 50
25 and above 14
Programme code Biology 15 100
Chemistry 15
Mathematics 14
TESL 14
Physical Health 14
Physics 14
Arts 14
Year of Study 1st 23 100
2nd 22
3rd 25
4th 30

Table 3.1 shows the demographical data of students in Faculty of Education. The

frequency number of gender between males and females that were chosen randomly were

43 and 57 respectively. Item 2 indicates the age among students which classified into three

groups which are 19 until 21 years old indicate in group 1, the number of frequency stated

is 36 students, while 22 until 24 years old indicate in group 2 which have 50 students and

lastly students that more than 25 years old indicate in group 3. The number of its

frequency is 14. In Item 3, there are 7 courses that has been chosen which are Biology,

Chemistry, Physics, TESL, Physical Health, Arts and Mathematics. There are 15 students

from Biology and Chemistry courses, while the rest are 14 students from Physics, TESL,

Physical Health, Arts and Mathematics. Last but not least, Item 4 indicates the year of

study of students in Faculty of Education. There are 23 students from 1 st year, 22 students

from 2nd year, 25 students from 3rd year and finally 30 students from 4th year that have

answered the questionnaire.

 Table 3.2 Descriptive Statistics for Demographical data

Item Min. Max. Range Mean Standard Skewness

score score deviation
Gender 1 2 1 1.57 0.498 -0.287
Age 20 26 6 22.48 1.789 0.195
Programm 1 7 6 3.95 2.022 0.032
e code
Year of 1 4 3 2.62 1.144 -0.517
Study

The highest cluster of scores around the mean was found in age (M=22.48,

SD=1.789). While the lowest scores around mean was found in gender (M=1.57, SD=0.498).

In terms of skewness, the gender and year of study skewness score is between -0.5 and -1. It

is therefore moderately skewed and the age skewness score is between -0.5 to 0.5. It is

therefore approximately symmetric (Blanche et al., 2006). The skewness value for

programme code is positive (0.032), indicating that the majority of this sample scored lower

on this variable. The value is less than 1.0 so the skewness is not considerable and there is a

degree of symmetry. It is between -0.5 and 0.5, indicating the distribution is approximately

symmetric.

3.2.2 Section B: Satisfaction with Life Scale (SWLS).

First of all, the measures of central tendency resulting from the application of the

instrument (SWLS) to the sample of Faculty of Education students were obtained. Table 1

shows the mean scores observed in each item of the scale.

 Table 3.3 Descriptive statistics for Satisfaction with Life Scale
Ite Mean SD
m
1 In most ways my life is close to my ideal. 4.54 1.480
2 The conditions of my life are excellent. 4.62 1.516
3 I am satisfied with my life. 4.63 1.535
4 So far I have gotten the important things I 4.70 1.709
want in life.
5 If I could live my life over, I would change 4.05 1.997
almost nothing.
Overall mean score 4.50 1.6474

The Satisfaction with Life Scale (SWLS; Deiner, Emmons, Larsen & Griffen, 1985)

The inventory was adapted to Turkish by Yetim (1993). The scale is formed of 5 items on a 7

points Likert scale. To measure the life satisfaction among university students, means and

standard deviations were computed on the satisfaction with life scale. Table 3.3 presents the

results of the satisfaction with life scale. The mean values range from 4.05 to 4.70, indicating

that respondents reported a moderate life satisfaction level. The item “So far I have gotten the

important things I want in life” received the highest mean score of 4.70 (SD= 1.709),

indicating moderate satisfaction on this item. In addition, the item “I am satisfied with my

life” was ranked second highest with a mean score of 4.63 (SD= 1.535). In contrast, the item

“If I could live my life over, I would change almost nothing” received the lowest mean score

of 4.05 (SD= 1.997), indicating low satisfaction on this item. The overall mean score for life

satisfaction was 4.50 (SD= 1.6474). Thus, with respect to research question 1

Table 3.4 Students’ response on the Satisfaction with Life Scale (SWLS)

Strongly Disagree Slightly Neither Slightly Agree Strongly

Statement Disagree (2) Disagree Agree or Agree (6) Agree
(1) (3) Disagree (5) (7)
(4)
In most ways my life 3 8 15 16 31 21 6
is close to my ideal.

The conditions of my 2 9 12 21 23 24 9
life are excellent.
I am satisfied with 4 8 10 17 28 26 7
my life.

So far I have gotten 5 9 11 14 21 27 13

the important things I
want in life.

If I could live my life 13 17 11 12 18 16 13

over, I would change
almost nothing.

TOTAL 27 51 59 80 121 114 48

Table 3.4 showed that most students slightly agreed on the statement about their

life satisfaction scale and it provided capacity for excellence and positive image. There are

only a few students that strongly disagree regarding their satisfaction with life. This could

be due to the busy and cramped schedules that actually affected their physical, emotion,

academic performance and mental health. These problems can make it difficult on their

studies effectiveness and may actually lead to poor academic performance. It is also

reported that students who experienced dissatisfactory in life will worsen their own health

outcomes and reduces their quality of life.

The following research questions were posed:

1. What is the differences between male and female on academic performance?

2. Is there any relationship between gender and life satisfaction among students in Faculty

of Education?
3. Is there any relationship between academic performance and life satisfaction among

students in Faculty of Education?

Research Question #1

What is the differences between male and female on academic performance among

students in Faculty of Education UiTM Puncak Alam? An independent t-test was utilized to

address the first research question and the hypothesis associated with the first research

question.

Null hypothesis 1: There is no significant difference between male and female on academic

performance.

Group Statistics

Gender N Mean Std. Deviation Std. Error

Mean

MALE 43 2.8581 .38460 .05865

Latest CGPA
FEMALE 57 3.0470 .46292 .06131

Independent Samples Test

Levene's Test for t-test for Equality of Means

Equality of
Variances

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Differenc Differenc Interval of the
e e Difference
 Lower Upper

Equal variances
4.132 .045 -2.169 98 .032 -.18888 .08708 -.36168 -.01608
Latest assumed
CGPA Equal variances
-2.226 97.039 .028 -.18888 .08485 -.35728 -.02048
not assumed

An independent t-test was conducted to measure the difference between male and

female and students’ academic performance. It is found that the mean for female (M=3.0470,

SD=0.46292) is higher than male (M=2.8581, SD=0.38460). Assuming that the two groups

have an unequal variance (F=4.132, p=0.045), thus there is statistically significance

difference between male and female on academic performance, t=-2.169, p=0.032). In

regards to the first hypothesis, we can say that the null hypothesis was rejected since there is

statistically significance difference between male and female on academic performance.

Female students did reveal that they have a higher achievement academic performance

compared to male students.

Research Question #2

Is there any relationship between gender and life satisfaction among students in

Faculty of Education? A Pearson correlation test was utilized to address the second research

question and the hypothesis associated with the second research question.
 Null hypothesis 2: There is no significant relationship between gender and life satisfaction

among students in Faculty of Education.

Correlations

LifSatTot Gender

Pearson Correlation 1 -.008

LifSatTot Sig. (2-tailed) .938

N 100 100
Pearson Correlation -.008 1

Gender Sig. (2-tailed) .938

N 100 100

**Correlation is insignificant at the 0.01 level (two-tailed).

A Pearson product-moment correlation was conducted to examine the relationship

between gender and life satisfaction among students in Faculty of Education. There was a

moderate negative linear correlation (r is negative and moderately close to zero) between

gender and life satisfaction among the individuals. The results indicate statistically no

significant difference (r (98) =-0.008, p =0.938). Thus, the null hypothesis, H 0 is failed to

reject since the p-value is higher than 0.05. Therefore, gender and life satisfaction among

students have no significant relationship.

Research Question #3

Is there any relationship between academic performance and life satisfaction among

students in Faculty of Education? A Pearson correlation test was utilized to address the third

research question and the hypothesis associated with the third research question.
Null hypothesis: There is no significant relationship between academic performance and life

satisfaction among students in Faculty of Education.

Correlations

LifSatTot Latest CGPA

Pearson Correlation 1 .007

LifSatTot Sig. (2-tailed) .948

N 100 100
Pearson Correlation .007 1

Latest CGPA Sig. (2-tailed) .948

N 100 100

**Correlation is insignificant at the 0.01 level (two-tailed).

A Pearson product-moment correlation was conducted to examine the relationship

between academic performance (CGPA) and life satisfaction among students in Faculty of

Education. There was a very weak but positive correlation (r is positive and close to zero)

between academic performance and life satisfaction among the individuals. The results

indicate statistically no significant difference (r (98) =0.007, p =0.948). Thus, the null

hypothesis, H0 is failed to reject since p- value is higher than 0.05. Therefore, academic

performance and life satisfaction among students have no significant relationship.

 Figure 3.1 Correlation of the gender and life satisfaction scores of the students who
participated in the survey.

Figure 3.1 Correlation of the academic performance (CGPA) and life satisfaction scores of
the students who participated in the survey.
 CHAPTER 4

DISCUSSION AND CONCLUSION

This chapter includes the study looked at the findings and recommendations for further

study, suggestion for future and last but least, conclusion for this study.

4.1 Discussion

Life satisfaction, an important and essential element that contributes to one’s overall

sense of well-being, is expressed as the individual’s emotional reaction and attitude towards

life (Diener, Suh, Lucas, & Smith, 1999; Hong & Giannakopoulos, 1994; O¨ zdevecio, 2003;

Shin & Johnson, 1978). Life satisfaction reflects the well-being of the individual with respect

to happiness and morale (Vara, 1999). The result of the study reveals that majority of the

students in Faculty of Education were having a moderate life satisfaction.

4.1.1 Research Question 1

The first research question for the study was: What is the differences between

male and female on academic performance? The null hypothesis associated with research

question 1 is: There is no significant difference between male and female on academic

performance. However, the result reveals that there is a significant difference between

male and female on their academic performance. Prior research has indicated that male

students were not performing as well academically when compared to female students

(Garibaldi, 2007).
 4.1.2 Research Question 2

This study intends to identify the relationship between gender and life

satisfaction among students. The result reveals that there is no relationship between the

two variables. The results suggest that life satisfaction between male and female has no

difference among students in Faculty of Education. However, according to Kapteyn,

Smith, and Soest (2011), life satisfaction studies have revealed inconsistent findings and

as a result, a large body of research has been inconclusive. Such inconsistencies suggest

that gender differences may occur as a result of sampling errors. Accordingly, it is

important to resolve these conflicting results using different samples from various

educational levels. The findings do not support the established hypothesis that females

may demonstrate higher levels of satisfaction because they see themselves as being

appropriately situated and as complying with socially appropriate roles. Specifically, in a

sex-segregated society, gender may play differentiated roles and may reinforce gender-

based social or task-specific activities.

4.1.3 Research Question 3

This study also intends to investigate the relationship between academic

performance and life satisfaction among students. The result reveals that there is no

relationship between the two variables. The results suggest that life satisfaction does not

enhance academic achievement among students in Faculty of Education and vice versa. In

other words, academic achievement may be influenced by other factors such as desires to

earn good grades in order to secure career path and family expectations especially among

Asian families (Bradley and Corwyn, 2004). There may be other factors that enhance life

satisfaction among these students apart from academic achievement. Life satisfaction may
be enhanced by positive relationships, family environment, peer acceptance and good

health (Bradley and Corwyn, 2004). This is also in line with the operational definition of

life satisfaction as proposed in Lewis et al. (2011) and Pavot & Diener (1993). In this

sense, even though academic achievement may be desirable, individual may place

different values on them (Diener, 1985).

4.2 Conclusion

The conclusion of the study included all the data that have been presented. From

Chapter 1, it has been discussed about the background of the study in terms of the

satisfaction with life among the students in Faculty of Education. In addition, proceed with

the problem statement that arise among the students which are having load of assignment

and the time table. The main purpose of the study to focus on the outcome of the study

will provide the basis for any differences between male and female and their academic

performance on life satisfaction. Moreover, research methodology includes the methods of

the research study; data research collection, independent t-test research and Pearson

correlation coefficient. The sample of this study only 100 respondents from different

programme codes at Faculty of Education UiTM Campus Puncak Alam. This study topic

was applied that involving a demographic information and the life satisfaction among the

students. Questionnaire forms was used as instrument.

In a nutshell, the data analysis of data collection done in the IBM Statistical

Package for the Social Science (SPSS) for descriptive statistical. Furthermore, findings

and discussion includes the research question were studied and statistically analyzed in

this research study. The research question derived from the research objective of this study

has been successfully analyzed used the IBM Statistical package for the Social Science
 (SPSS) and all findings were discussed with the guidelines from data collection of this

research and fitted with reviews that has be made. Thus, all the data analyzed has been

compared and discussed in detail with previous research to provide meaningful findings

and to achieve the research objectives in this study.

4.3 Recommendations

The limitations in this study suggests that the sample is small, any further study would

suggest a large and random sample that we could generalize and possibly reinforce the

current findings and insure normality to the data . A multi-method research instrument could

be developed for engagement, giving a more comprehensive assessment of the variable so

that it is not simply reduced to a self-report measure (Lyons & Huebner, 2014). Engagement

can be assessed by looking at student attendance, lecture involvement, extracurricular

participation and assignment completion. In a similar way, national examination results can

be used because these are standardized and implemented throughout the country. This will

provide more consistency to this variable and allow for more reliable conclusions.

Research shows evidence that life satisfaction plays an important role in students’

engagement during the transition grades between first year and fourth year (Lewis et al.,

2011). Every new section of semester can profoundly alter the university experience as it is

characterized by new challenges, expectations and relationships (Hanewald, 2013). A

significant extension to this study would be to evaluate life satisfaction levels and its

relationship with engagement during the different year of study. This, too, will help future

interventions that specifically target the needs of each section. Some students are more

prone to underperformance, apathy, lack of interest and self-confidence concerns than

others (Zarrett & Eccles, 2006).

 In addition, low levels of life satisfaction among students usually exist concurrently

with other mental health issues (Goldbeck, et al, 2007). The life satisfaction and

engagement scales can be used as valuable constructs in education by providing a more

comprehensive assessment of each learner. These can help educators identify the groups of

students that are exposed at risk of depression, academic failure and dropout. These learners

can be referred to attend engagement intervention programmes. A longitudinal study is

recommended in the future to clarify the predictive relationship between life satisfaction,

gender and academic performance more clearly and to eliminate potential cross-sectional

design bias.