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
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

I. Population
- All student in UiTM Campus Tapah
II. Sample
- 20 student 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 exam.
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 and
fraction division

Quantitative continuous Ratio scale

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

First, bar chart is graphical methods for categorical frequency distribution. There are
several types of bar chart which are simple bar chart, multiple bar charts and component bar
chart. A sample bar chart is consists of a grid and some vertical or horizontal columns/bars.
Each column represents quantitative data

Bar Chart Minutes of Study vs Test Score

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

Figure 1: simple bar chart

Bar Chart Minutes of Study vs Test Score

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

Figure 2: simple bar chart

Then, for multiple bar chart is by multiple bars diagram or two or more sets of inter-
related data was represented multiple bar diagram the relationship between time taken for
students to study on weekend and the test scores for optic and waves (Phy260) on Monday.
The technique of simple bar chart was used to draw this diagram but difference is that used
shades, colour or dots to distinguish between different phenomena. In this bar chart we were
used to draw the multiple bar charts when the total of different phenomena is meaningless.

Minutes of Study vs Test Score

Test of
2.0
Scores
95
90
88
85
1.5
84
78
70
Count

68
1.0 65
60
58
55
53
0.5 50
49
46
45
43
0.0
Minutes of study 5 0 5 0 0 5 0 5 0 0 0 0 0 0 0 0 5 0 5
10 12 12 14 15 16 18 18 19 20 21 24 27 30 33 3 5 37 39 42

Figure 3: Multiple bar chart

Next, pie chart is also a graphical method for categorical frequency distribution. For
pie chart also can be used for compare the relationship between the whole and its
components. For pie chart is a circular diagram and the area of the sector circle was used in
pie chart. To construct a pie chart (sector diagram), the circle was drawing with radius
(square root of the total). The total angle of the circle is 360°. The angles of each component
can be calculated by the formula. These angles are made in the circle by mean of the
protractor to show different components. All the arrangement of these sectors is anti-clock
wise.
 Minutes of study vs test scores
Category
70 43 43
2, 10.0% 1, 5.0% 45 45
1, 5.0%
46 46
55 1, 5.0% 49
2, 10.0% 50
49
53
1, 5.0%
58
60
95 50 65
1, 5.0% 1, 5.0% 68
78
90 53 84
1, 5.0% 1, 5.0% 85
88
90
88 58
95
1, 5.0% 1, 5.0%
55
85 60 70
1, 5.0% 1, 5.0%
84 65
1, 5.0% 78 68 1, 5.0%
1, 5.0% 1, 5.0%

Figure 4: Pie Chart

Besides, histogram also was included in graphical methods for grouped frequency
distribution. For the histogram the graph that displays the data by using vertical bars of data
to represent the frequency of the class. For histogram it was used class boundaries for ( x-
axis ) and frequency of the classes at (y – axis ).

Histogram of minutes of study

5

4
Frequency

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

Figure 5: Histogram
 Histogram of test scores
5

4
Frequency

0
40 50 60 70 80 90 100
test scores

Figure 6: Histogram

Scatter diagram it was described about the nature of a relationship between

independent and dependent variables. Scatter diagrams also can help to show different
possible correlation categories, namely, positive correlation, negative correlation, no
correlation, perfect positive correlation and perfect positive correlation. First, for positive
correlation, it was shown the existence of a positive relationship between two variable which
is x and y. The direction of change for both variables is same which is if x- axis increase,
then y would increase too. Then, for negative correlation it was shown the existence of a
negative relationship between two variable x and y. For this both x and y was changed in the
opposite direction of each other which mean if x increase, y would decrease. Next, for no
correlation is simply means there exist no relationship between two variables such as x and
y. in this case we cannot relate the changes that occur between x and y, in any way. Lastly,
for the perfect negative and perfect positive correlation, its show a perfect result and the data
shows in a one straight line.
 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

Figure 7: Scatter diagram

For figure 7 the scatter diagram is show the positive correlation. So for positive
correlation, it was shown the existence of a positive relationship between two variable x and
y. The direction of change for both variables is same which is if x- axis increase, then y
would increase too.

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 Cummulative

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 mintes 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 examintation.

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

Formulas:

fx
Mean, x = n

n
[  f
m 1
Median, ~
x = Lm  2 C
[f ]
m

1
Mode, x̂ = L [ ]C
m
1   2

n
 f
4 m 1
Q1 = L
1
[ ]  C1
f1

 f (x  x)
2


2
Variance, s n 1

 f (x  x)
2

Standard deviation, s 
n 1

s
Coefficient of Variance , CV  x100%
x

x  xˆ
Pearson’s Coefficient of skewness,
s