STA104-GROUP ASSIGNMENT ON PROCRASTINATION OF STUDENTS IN UITM ALOR GAJAH PDF

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UNIVERSITI TEKNOLOGI MARAWRITTEN REPORTRESEARCH GROUP :FACTORS OF PROCRASTINATION AMONG STUDENTS IN UITM ALORGAJAH, MELAKA.COURSE : INTRODUCTION TO STATISTICSCOURSE CODE : STADATE SUBMISSION : 23 JUNE 2021PREPARED FOR : PUAN IZNI SYAMSINA BINTI SAARIGROUP NAME : MAC 110 2AGROUP MEMBERS :FAIZZAH BINT...

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UNIVERSITI TEKNOLOGI MARA WRITTEN REPORT

RESEARCH GROUP : FACTORS OF PROCRASTINATION AMONG STUDENTS IN UITM ALOR GAJAH, MELAKA.

COURSE

: INTRODUCTION TO STATISTICS

COURSE CODE

: STA104

DATE SUBMISSION

PREPARED FOR GROUP NAME

: 23 JUNE 2021

: PUAN IZNI SYAMSINA BINTI SAARI

: MAC 110 2A

GROUP MEMBERS : FAIZZAH BINTI JAMALI

2020818678

NURUL NATASHA HEZRINA

2020896116

NURUL HANANI BINTI SAZALI

2020811776 0

ACKNOWLEDGEMENT

First and foremost,praises and thanks to the God,the Almighty,for His showers of blessings throughout our group assessment work to complete the research successfully. We have taken a lot of effort into this group assessment. However, completing this project would not have been possible without the support and guidance of a lot of individuals. We would like to extend our sincere thanks to all of them. We would like to express our deep and sincere gratitude to our lecturer Puan Izni Syamsina binti Saari for providing invaluable guidance throughout this assessment. Her dynamism, vision, sincerity and motivation have deeply inspired us. She has taught us on how to make a great questionaires, calculation in methodology to carry out the assessment as clearly as possible. It was a great privilege and honor to work and study under her guidance. We also like to thank her for her friendship, empathy and great sense of humor. We would like to express our gratitude towards our parents and our friends for their kind co-operation and encouragement which help us a lot in completing our survey in topic Factors of Procrastination Among Students in UiTM , Alor Gajah Melaka. Our gratitude and appreciation also extend to our colleague and everyone who has volunteered their time to assist us.

1

TABLE OF CONTENT No

Content

Page

INTRODUCTION 1.0 1.1 Background of study. 1.2 Objectives of study.

6-7 7

METHODOLOGY 2.1 Description of data.

8 - 11

2.0 2.2 Description of variables. 2.3 Method of analysis.

12 12 - 13

FINDINGS 3.0 3.1 Objective 1 - To know the causes an individual procrastinating.

14 – 32

3.2 Objective 2 - To identify the ways to overcome procrastination.

33 - 41

4.0 CONCLUSION

42

5.0 RECOMMENDATION

43

6.0 REFERENCES

44

2

LIST OF TABLE No

Table

Page 8 - 11

1.

2.1

Sampling and data collection method.

2.

2.2

Description of variables.

3.

2.3

Method of analysis.

4.

3.1.1

Frequency distribution of students by gender.

14

5.

3.1.2

Frequency distribution of students by faculty.

15

3.1.3

Frequency distribution of responses of students that have procrastinate an assignment given by a lecturer.

16

8.

3.1.4

Frequency distribution of students do their activities during free time.

17

9.

3.1.5

Frequency distribution of students feel negative impact on procrastination.

18

10.

3.1.6

Frequency distribution of the best way to overcome procrastination.

19

11.

3.1.7

Frequency distribution of factors of procrastination.

20

12.

3.1.8

Frequency distribution of gender and number of students that have procrastinate an assignment given by a lecturer.

21

13.

3.1.9

Frequency distribution of gender and faculty.

22

14.

3.1.10 Frequency distribution of gender and activity during free time.

23

15.

3.1.11 Frequency distribution of faculty and responses student feel negative impact on procrastination.

24

16.

3.1.12 Frequency distribution of gender and the best way to overcome procrastination.

25

17.

3.1.13 Frequency distribution of faculty and students that have procrastinate an assignment given by a lecturer.

26 - 27

18.

3.1.14 Frequency distribution of faculty and students feel negative impact on procrastination. 3.1.15 Frequency distribution of faculty and the best way to overcome procrastination.

28 - 29

7.

19.

12 12 – 13

30 – 31

3

20.

3.1.16 Frequency distribution of gender and factors of procrastination

32

21.

3.2.1

33

Frequency distribution of time taken for students to complete an assignment given by a lecturer.

LIST OF FIGURE No

Table

Page

1. 3.1. Pie chart of students by gender.

14

2. 3.2

Pie chart of students by faculty.

15

3. 3.3

Horizontal bar chart of students have procrastinate.

16

4. 3.4

Bar chart of students activities during leisure time.

17

Horizontal bar chart of students feel negative impact on procrastination.

18

7. 3.6

Pie chart of the best way to overcome procrastination.

19

8. 3.7

Pie chart of factors of procrastination.

20

Component bar chart of gender and number of students that have procrastinate an assignment given by a lecturer.

21

Multiple bar chart of gender and faculty.

22

5.

3.5

9 3.8 10. 3.9

11. 3.10 Component bar chart of gender and activity during free time.

23

14. 3.11 Component bar chart of faculty and responses student feel negative impact on procrastination.

24

15. 3.12 Component bar chart of gender and the best way to overcome procrastination.

25

16. 3.13 Component bar chart of faculty and students that have procrastinate an assignment given by a lecturer.

27

17. 3.14 Component bar chart of of faculty and students feel negative impact on procrastination.

29

18.

3.15

19. 3.16

Multiple bar chart of faculty and the best way to overcome procrastination.

31

Component bar chart of gender and factors of procrastination.

32

4

20. 3.2.1 Histogram of time taken for students to complete an assignment given by a lecturer.

33

21. 3.2.1 Less Than Ogive of time taken for students to complete an assignment given by a lecturer.

34

5

1.0 INTRODUCTION 1.1 Background of study Procrastination can be defined as ‘letting low-priority tasks get in the way of high-priority ones’. It can also be defined as avoiding doing a task which needs to be done. For example, spending time socialising with friends or relatives rather than working on an important project that is due soon is procrastination. Procrastination has a high potential for painful consequences. It interferes with the academic and personal success of students. Most research on procrastination has focused primarily on college students. Findings from such studies show that academic procrastination is quite common among college students. Rates of procrastination among college students have been reported to be between 46 per cent and 95 per cent.

There are several reasons for procrastination. If students procrastinate, they are unable to manage their time wisely. It implies that they are not certain of their priorities, goals and objectives. Moreover, students are overwhelmed when they have to do many tasks. Thus, they postpone doing academic assignments to a later time and waste time doing unproductive activities or worrying about the assignments rather than completing them. Some students also find it hard to concentrate on their work due to distractions. The environment around them could be noisy or there could be too many people in the room demanding their attention. Even a simple thing like a cluttered, disorganised desk might prove to be a serious distraction. All these things promote time wasting and frustration.

Sometimes, students have negative beliefs that often stop them from getting work done. For instance, they believe that they cannot succeed in anything they do or they feel that they lack the necessary skills to perform the task. When students have such beliefs about their capabilities, it just gives them another reason to procrastinate. Students also put off doing their work when they have financial problems or relationship problems. These personal problems may prevent them from completing their tasks.

Students who tend to procrastinate often have ambitious and unrealistic expectations in whatever they do. Perfectionism and the feeling that things should only be in a certain way, can be stumbling blocks and promote procrastination. They believe that they must read everything ever written on a subject before they can begin writing their assignments. They always think they

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have not done the best they possibly could do, thus they feel that the assignments are not good enough to hand in. As a result, they cannot meet deadlines and this affects their grades.

Procrastinators who fear failure want very much to succeed but they lack confidence in their abilities. They are often very self-critical, feel inferior and doubt their ability to do things. They especially tend to procrastinate when asked to do anything that involves the element of competition. ‘Not willing to try’ is a form of failure but to them, it is one that is less painful than actually trying and failing.

One suggestion to overcome the problem of procrastination is to break big jobs down into manageable tasks. Some students also find it helpful to record in detail their thoughts and feelings associated with studying. Keeping a journal also helps them see how their fears, excuses, competing needs and habits divert their attention from completing assignments.

Most of us procrastinate at times because procrastination brings temporary relief, but we eventually wake up the following day and find that things still need to be done. The key is to form the habit of getting started on a task early. Therefore, the next time you catch yourself saying “I can do this later”, you need to push aside the feeling and do the task immediately. The satisfaction you get after successfully completing a task will be so much better than the feeling you get from the excuses you may have made up for putting off your task.

1.2 Objectives of Study 1. To study the demographic profile of respondents. 2. To identify the ways to overcome procrastination. 3. To know the causes an individual procrastinate.

7

2.0 METHODOLOGY 2.1 Description of data Sampling and data collection methods are shown in Table 2.1 Table 2.1: Sampling and data collection method. Population

All 1000 of part 2 diploma students in UiTM Alor Gajah,Melaka.

Sample

Selected 100 of part 2 diploma students in UiTM Alor Gajah,Melaka.

Sampling frame

List of all 1000 part 2 diploma students in UiTM Alor Gajah,Melaka.

Sampling technique

Stratified Sampling Technique: 1. Subdivide all part 2 diploma students into 7 different faculties. 2. List down all faculties in each stratum.

Population, N = 1000 Sample size,n = 100 The number of sample:

Accounting : 730 × 100 = 73 1000

Business and management : 110 × 100 = 11 8

1000

Art and design : 70× 100 = 7 1000

Computer and mathematical science: 40× 100 = 4 1000

Academy of language studies : 30× 100 = 3 1000

Communication and media studies : 20× 100 = 2 1000

3. The number of samples for each faculty is chosen using a systematic method. Total

100 Systematic Sampling Technique :

Sampling technique

1.

List down all part 3 students in each faculties, N.

2.

Decide on the sample size, n for each

3.

faculties. Step in k =N n

4.

Select one respondent randomly from 1 to 9

k units in the population list. 5.

Proceed to select other respondent at every k - interval until the required sample size is selected.

The sample : Accounting

: N = 730, n = 73

k = 730 73 k = 10 Choose one respondent randomly from the 1 to 10 students of the list, let say the third student is chosen. So the sample 3, 30, 40, ......

Business and management : N = 110, n = 11 k =110 11 k = 10 Choose one respondent randomly from the 1 to 10 students of the list, let say the second student is chosen. So the sample 2, 20, 30 , ...... Art and design : N = 70, n = 7 k =70 7 k = 10 Choose one respondent randomly from the 1 to 10 students of the list, let say the fourth student is chosen. So the sample 4, 40, 50, ......

10

Computer and mathematical science: N = 40, n = 4 k = 40 4 k = 10 Choose one respondent randomly from the 1 to 10 students of the list, let say the fifth student is chosen. So the sample 5, 50 , 60, ...... Academy of language studies: N = 30, n = 3 k = 30 3 k = 10 Choose one respondent randomly from the 1 to 10 students of the list, let say the fifth student is chosen. So the sample 6, 70 , 80, ...... Communication and media studies : N = 20, n = 2 k = 20 2 k = 10 Choose one respondent randomly from the 1 to 10 students of the list, let say the fifth student is chosen. So the sample 7, 80 , 90, ......

Data Collection Method

Online questionnaires.

11

2.2 Description of Variables Table 2.2 Description of Variables

Number

Variable

1

Gender

2

Faculty

3

Have you ever procrastinate an assignment given by a lecturer? How many hours you use to complete the assignment give by a lecturer?

4

Item Q1

Nominal Scale

Qualitative

Nominal Scale

Q3

Qualitative

Nominal Scale

Q4

Quantitative continuous

Interval scale

Qualitative

Q2

What do you often do in during your free time?

Q5

6

Does procrastination have a negative impact on you?

Q6

7

What is the best way to overcome procrastination?

Q7

What makes you procrastinate?

Measurement Scale

Qualitative

5

8

Types Of Variable

Q8

Qualitative

Nominal Scale

Nominal Scale

Qualitative

Nominal Scale

Qualitative

Nominal Scale

2.3 Method Of Analysis.

1. To study the demographic profile of respondents. 2. To identify the effect of procrastination. 3. To know the causes an individual procrastinate.

12

Table 2.3: Methods that used in methodology

Objectives

Measured by

Objective 1 :

Chart /Table type Pie Chart, Horizontal Bar Chart, Component Bar

To explain the demographic

Frequency Table, Cross

profile of students.

Tabulation.

Chart, Percentage Component Bar Chart, Multiple Bar Chart.

Objective 2 :

Simple Bar Chart (Horizontal), Simple Bar

To identify the effects of procrastination.

Frequency Table, Cross Tabulation.

Chart (Vertical), Pie Chart, Component bar Chart, Multiple Bar Chart.

Objective 3 : Mean, Median, Mode, To know the causes an

Variance, Standard

individual procrastinate

Deviation, Coefficient of

among the UiTM students in Alor Gajah.

Histogram, Ogive.

Skewness, Quartiles, Interquartile.

13

3.0 FINDINGS 3.1 Qualitative Variable 3.1.1 Gender

Table 3.1.1: Frequency Table of Gender Gender

No. Of Students

Female

83

Male

17

Total

100

Pie C har t Showing Perc ent age of Student s Based on Gender

17%

83%

Female

Male

Figure 3.1: The percentage of 100 student’s gender

Based on the pie chart of the percentage of students based on gender, most of the students are female, 83% (83 students) and male is 17% (17 students).

14

3.1.2 Faculty Table 3.1.2: Frequency Table of Faculties Faculties

No. Of Students

Faculty of Accountancy

73

Faculty of Business & Management

11

Faculty of Art & Design

7

Faculty of Computer & Mathematical Science

4

Academy of Language Studies

3

Faculty of Communication & Media Studies

2

Total

100

Pie Chart showing the percentage of 100 students from different faculties 3% 2% 4%

7%

11%

73%

Faculty of Accountancy Faculty of Business & Management Faculty of Art & Design Faculty of Computer & Mathematical Science Academy of Language Studies Faculty of Communication & Media Studies

Figure 3.2: The percentage of 100 students from different faculties Based on the pie chart, the highest number of students among faculties are from Faculty Accountancy, 73% (73 students). The second highest is from the Faculty of Business & Management ,11% (11 students). Faculty of Art & Design is the third-highest with 7 students (7%) .Next,Faculty of Computer & Mathematical Science, 4% (4 students) ,Academy of Language Studies,3% (3 students) and followed by Faculty of Communication & Media Studies 2% (2 students). 15

3.1.3 Students have Procrastinate an Assignment given by a Lecturer

Table 3.1.3 : Frequency Table of Number of Students that have Procrastinate an Assignment given by a Lecturer Response Of Students

No. Of Students

Yes,I have procrastinate

83

No,I never procrastinate

17

Total

100

No. of Students have Procrastinate an Assignment given by a Lecturer

No

17

Yes

83 0

20

40 Yes

60

80

100

No

Figure 3.3 This horizontal bar chart shows responses of students that have procrastinate an assignment given by a lecturer. Based on the horizontal bar chart, most of the students have procrastinate an assignment given by a lecturer (83 students) than students who never procrastinate an assignment given by lecturer(17 students).

16

3.1.4 Activity During Free Time. Table : 3.1.4 Frequency Table of Students...