'Biology Interest Among Asasipintar Students\r'

' biological science enkindle among ASASIPINTAR STUDENTS | A MINI PROJECT REPORT| Submitted by 1. AHMAD SYAZWAN BIN SUHAIMI AP00161 2. IZZATY SHAIMA BINTI SHAMSUDIN AP00164 3. MUHAMMAD FAIZUAN BIN AMINUDDIN AP00159 4. SITI NABILA AMIRA BINTI SAMSUDIN AP00158| Submitted toMiss Noraniza Binti IbrahimSTATISTICS (PNAP0154)ASASIpintarPUSAT PERMATApintarTM NEGARAUNIVERSITI KEBANGSAAN MALAYSIA (UKM)APRIL 2013| Table of circumscribe Content| Page| Abstract| | universe to go steady topic| |Methods of Data abstract| | summary and Results| | Conclusion| | References| | Appendix| | | gyp Most learners have to take biological science as unrivalled of the put forwards graded in their CGPA. But non all learners regard to be a doctor or have much cheer in biology. Quizzes and tally are frequently employ to measure the level of taking into custody of students towards item topic of a subject biological science quizzes are common, and their attach or piles in these quizzes can be use to measure either their effort in the quizzes or their saki in biology or maybe both.This research authorship discussed the human descent amid the reside in biology and their sum up marking, sexual urge and their athletic field bolt and lastly the kinship surrounded by storys 1. INTRODUCTION 2. 1. Overview biology is one of the compulsory courses that have to be interpreted by ASASIpintar students. This course aims to enhance the students’ understanding and knowledge in biological sciences. breeding methods include small group lecture, tutorial, science lab experiments, independent learning and problem found learning. Students will be assessed by periodic quizzes, lab reports, and mid-semester and final semester examination.However, the cheer level of students in Biology differs from one an opposite. otherwise than that, their means of perusal Biology or doing their revision on this peculiar(prenominal) subject is also different surrounded by students. This project aims to larn the alliance between these both factors, which are the level of divert in Biology and their mood of learning and field of viewing the subject with the scores that these students gained in their local quizzes. 2. 2. Objectives 2. 3. 1. To investigate the consanguinity between care and numerate score 2. 3. 2.To investigate the distribution of interest in biology among student 2. 3. 3. To investigate the family between grammatical sex and study air 2. 3. research perplexity 2. 4. 4. Does interest has any relationship with the sum up scores gain by student in their quizzes? 2. 4. 5. What are the distribution of interest in biology among student? 2. 4. 6. Is on that point any relationship between sexual practice and their style of study biology? 2. 4. Research Hypothesis A statistical guessing is a conjecture approximately the tribe tilt. This conjecture may or may not be true.Null dead reckoning (Ho) is a statistical hypothesi s states that in that location is no difference between a contestation and a specific value, or that on that point is no difference between the dickens parameters while alternative hypothesis (H1) is a statistical hypothesis that states the existence of a difference between a parameter and a specific value, or states that in that respect is a difference between dickens parameters. 2. 5. 7. Hypothesis 1 Ho: in that location is no relationship between interest and gist score H1: in that respect is relationship between interest and congeries score 2. 5. 8. Hypothesis 3 Ho: The students’ interest in biology are distributed as follows; 17. % are not raise, 20% are decline and 62. 5% are interested in biology. H1: The distribution are not the same as stated in Ho. 2. 5. 9. Hypothesis 2 Ho: on that point is no relationship between gender and study style H1: at that place is relationship between gender and study style 2. 5. 10. Hypothesis 4 Ho: There is no relationship between interest and study style H1: There is relationship between interest and study style 2. METHODOLOGY Herein, the chosen respondents were hit-or-missly selected from ASASIpintar students. The mint methods are the research instruments utilise for the info draw inion. 0 students of ASASIpintar were chosen in this study accomplished a questionnaire to assess their biology quizzes’ marks. The computed values are compared to the Likert scale for selective information interpretation. The collected selective information were analyzed employ SPSS software. These will be presented below: 3. 5. descriptive statistics The descriptive method is utilise to collect the necessary selective information. In the descriptive statistic, the measures of disposition (mean, mode, median and variance) will be calculated. Measures of aspiration are numerical values that locate, in some sense, the center of a data set.The data will be presented in bar graph or pie chart for qualitative data and histogram for quantitative data. 3. 6. illative statistics The inferential statistics apply sample data to draw coclusions about the ASASIpintar students. The sample random is selected and the information gained from it is used to make generalizations about the ASASIpintar students. 3. 7. 11. correlativity 3. 7. 12. 1. Pearson’s correlation coefficient test was used to determine the relationship of non-parametric data. unmatched of the tests is to check the relationship between gender and the study style.The bilinear correlation coefficient (r) is used to measure the specialisation and direction of a linear relationship between two variables 3. 7. 12. 2. Spearman’s correlation coefficient test was used to determine the relationship between parametric and non-parametric data. One of the tests is to check the relationship between interest of the students towards biology and their total score. The linear correlation coefficient (r) is used to measure the strength and direction of a linear relationship between two variables 3. 7. 12. Comparison shield 3. 7. 13. 3. Chi-foursquareThe Chi-square goodness-of-fit test is used to how well a particular statistical distribution, such as a binomial or a normal. The trivial hypothesis Ho is that the particular distribution does provide a archetype for the data; the alternative hypothesis H1 is that it does not. 3. epitome AND RESULTS 4. 7. Descriptive statistics 4. 8. Inferential statistics 4. 9. 13. Relationship between interest and total score VARIABLES| R| R SQUARE| engagement and jibe score| . 399| . 159| Since r = 0. 399, there is timid positive correlation between total score and interest. Since r= 0. 159, this indicates that 15. % of the variation in total score can be attributed to the linear relationship with the interest. 15. 9% of total variation in total score is explained by regression line using the interest. Another 84. 1% is explained by other variable. Since the P-value is 0. 011 and it is less(prenominal) than ? -value, the null hypothesis is rejected. There is ample severalise to show that there is relationship between the interest and the total score. It is proven that the interest does affect the total score. 4. 9. 14. Distribution of interest in biology VARIABLES| P-VALUE| Interest in biology| 0. xcl|Since the P-value is 0. 19 and it is more than ? -value, the null hypothesis is failed to be rejected. There is sufficient evidence to show that the students’ interest in Biology are distributed as follows; 17. 5% are not interested, 20% are moderate and 62. 5% are interested in biology. 4. 9. 15. Relationship between style and gender VARIABLES| P-VALUE| ardor and sexual practice| 0. 558| Since the P-value is 0. 558 and it is more than ? -value, the null hypothesis is failed to be rejected. There is sufficient evidence to show that there is no relationship between the study style and gender.It is proven that the gender is independent t o the study style. The study style may unnatural by environment and the students’ self. 4. CONCLUSION 5. REFERENCES 6. vermiform appendix 7. 9. Questionnaire Personal information| | Age | | sexual practice | | Interest in biology| 1| 2| 3| 4| 5| | | | | | | Which of the following is the way you study? | | consume alone| | Group study| | constant study| | Stay up| | What is your marks in following quizzes? | | The cell| | cellular respiration| | Biochemistry | | Photosynthesis | | Plant physiology | | 7. 10. Analysis of interest & total score Correlations| | extremeScore| Interest|Spearmans rho| heart and soulScore| Correlation Coefficient| 1. 000| . 399*| | | Sig. (2-tailed)| . | . 011| | | N| 40| 40| | Interest| Correlation Coefficient| . 399*| 1. 000| | | Sig. (2-tailed)| . 011| . | | | N| 40| 40| *. Correlation is significant at the 0. 05 level (2-tailed). | 7. 11. Analysis of gender ; style Correlations| | drift| Gender| Style| Pearson Correlation| 1| -. 095| | Sig. (2-tailed)| | . 558| | N| 40| 40| Gender| Pearson Correlation| -. 095| 1| | Sig. (2-tailed)| . 558| | | N| 40| 40| Case bear upon Summary| | Cases| | Valid| Missing| match| | N| share| N| percentage| N| Percent|Gender * Style| 40| 100. 0%| 0| 0. 0%| 40| 100. 0%| Gender * Style Crosstabulation| | Style| intact| | Discussion| reading Alone| Stay up| endless study| | Gender| Male| debate| 4| 6| 5| 5| 20| | | pass judgment conceive| 4. 0| 7. 5| 4. 0| 4. 5| 20. 0| | female| librate| 4| 9| 3| 4| 20| | | Expected cast| 4. 0| 7. 5| 4. 0| 4. 5| 20. 0| perfect| numerate| 8| 15| 8| 9| 40| | Expected Count| 8. 0| 15. 0| 8. 0| 9. 0| 40. 0| Chi-Square Tests| | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 1. 211a| 3| . 750| likelihood dimension| 1. 221| 3| . 748| Linear-by-Linear Association| . 355| 1| . 551| N of Valid Cases| 40| | | . 6 cells (75. 0%) have expect count less than 5. The minimum anticipate count is 4. 00. | 7. 12. Analysis of gender ; interest Case bear upon Summary| | Cases| | Valid| Missing| sum up| | N| Percent| N| Percent| N| Percent| Gender * int| 40| 100. 0%| 0| 0. 0%| 40| 100. 0%| Gender * int Crosstabulation| | int| Total| | not interested| moderate| interested| | Gender| Male| Count| 2| 6| 12| 20| | | Expected Count| 3. 5| 4. 0| 12. 5| 20. 0| | | % within Gender| 10. 0%| 30. 0%| 60. 0%| 100. 0%| | | % within int| 28. 6%| 75. 0%| 48. 0%| 50. 0%| | | % of Total| 5. 0%| 15. 0%| 30. 0%| 50. 0%| female| Count| 5| 2| 13| 20| | | Expected Count| 3. 5| 4. 0| 12. 5| 20. 0| | | % within Gender| 25. 0%| 10. 0%| 65. 0%| 100. 0%| | | % within int| 71. 4%| 25. 0%| 52. 0%| 50. 0%| | | % of Total| 12. 5%| 5. 0%| 32. 5%| 50. 0%| Total| Count| 7| 8| 25| 40| | Expected Count| 7. 0| 8. 0| 25. 0| 40. 0| | % within Gender| 17. 5%| 20. 0%| 62. 5%| 100. 0%| | % within int| 100. 0%| 100. 0%| 100. 0%| 100. 0%| | % of Total| 17. 5%| 20. 0%| 62. 5%| 100. 0%| Chi-Square Tests| | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 3. 326a| 2| . 190| Likelihood Ratio| 3. 461| 2| . 177| Linear-by-Linear Association| . 63| 1| . 686| N of Valid Cases| 40| | | a. 4 cells (66. 7%) have expected count less than 5. The minimum expected count is 3. 50. | ANOVA| | Sum of Squares| df| beggarly Square| F| Sig. | Score1| amongst Groups| 87. 811| 4| 21. 953| 2. 331| . 075| | in spite of appearance Groups| 329. 689| 35| 9. 420| | | | Total| 417. vitamin D| 39| | | | Score2| Between Groups| 31. 709| 4| 7. 927| 1. 950| . 124| | Within Groups| 142. 266| 35| 4. 065| | | | Total| 173. 975| 39| | | | Score3| Between Groups| 9. 376| 4| 2. 344| . 710| . 591| | Within Groups| 115. 599| 35| 3. 303| | | | Total| 124. 975| 39| | | | Score4| Between Groups| 21. 78| 4| 5. 494| 1. 217| . 321| | Within Groups| 158. 022| 35| 4. 515| | | | Total| 180. 000| 39| | | | Score5| Between Groups| 24. 961| 4| 6. 240| 1. 195| . 330| | Within Groups| 182. 814| 35| 5. 223| | | | Total| 207. 775| 39| | | | We used the some other than that, Check relationship b etween interest and total score †weak relationship Style and total score †no correlation Between score †correlation pearson Correlation coefficient †spearman Style and interest †no correlation †pearson Gender and score †-weak relationship †spearman Style and gender †chi square test = no relationship\r\n'