TABLE OF CONTENTS

Contents Pages

1. Introduction 03

2. Data collection 04

3. Data analysis 05

3.1 Confidence Interval 06

3.2 Hypothesis for 2 sample 41

3.3 Chi Square Test 57

3.4 Correlation Analysis 63

3.5 Linear Regression model 68

4. Conclusion 76

5. Questionnaire on Student Active Level 78

Page 1
 INTRODUCTION

Recently, there are many company claims that university students are lacking of soft and
generic skills and cooperation among the committee. There has been a concern about the
increasing number of unemployed graduates and many attribute this to the lack or absence of f
generic skill courses which constitute the general education courses in higher learning
institutions. Generic skills are important skills needed by employers and it is important to equip
the students with the skills in order to fulfill the demand of the job market.

Our purpose for conducting this survey is to observe students active level based on their
participation on sport and society activity and how it affected their social life. In order to observe
the result, we provided the responded with questions involving a few aspects including self
development, environment, education, health and social skills. We think that these aspects are
important to clearly observe and identify the relations between factors that effecting active level.
Besides that, we also can conclude from the question given that type of activity that students get
involved in also affecting on the results of the ability to generate their social skills.

From this survey, we measure the student’s active level based on their participation in
sport and society activity. As we know, most male enjoy doing outdoor activity such as sport as

Page 2
their routine. Therefore, we are expecting that male students will shows higher active level
compared to female. We also would like to see how their involvement in the activity may affect
their skills either in a bad or good ways.

DATA COLLECTION

Data collection is a fundamental aspects and as a consequence, there are different methods of
collecting data which when used on one particular set will result in different kinds of data.

In this project, we used sample data collection which is commonly just referred to as sampling
and collections of data from only a chosen portion of population. The populations are based on
the first year students of Faculty Computing University Technology Malaysia, Skudai, Johor.
We choose 60 students as a sample from the population.

We distribute the questionnaire that we used as the medium to get information from the
respondent. Questionnaire are forms filled in by the chosen respondent or sample .Although
questionnaires can be handed out by mail, any media social or forms, we only use the form
medium to facilitate respondent and to ensure correct understanding.

The parameter that we are using to facilitate this project is Likert Scale. A Likert scale is a
psychological measurement device that is used to gauge attitudes, values, and opinions. It
functions by having a person complete a questionnaire that requires them to indicate the extent to
which they agree or disagree with a series of statements that are provided.

Page 3
In order to gather information on the student’s active level, we used the type of questions as a
variable. The questions that we asked are related to student’s preference of activity which may
lead to the factor and effect of being active in their life. Furthermore, the questions are grouped
in a suitable classification so that we can analyze in more appropriate way.

DATA ANALYSIS

· This project 2 is the continuous from the project 1 and we have put several test to
analysis the question.

· On the data analysis, we have analysis 5 different test on the selected question to ensure
that there are suitable with the question.

· The 5 different test are build the class interval, hypothesis for 2 sample, correlation
analysis, linear regression model, and lastly chi square test.

· Some of the question maybe not suitable to be tested with the test which is chi square
test, some of the question will follow it properties to be tested.

· For the data analysis, we analyze the data that we collected from our respondent with
total number for male is 23 and female is 37. The respondents are the first year students
of Faculty of Computing, UTM Johor. We provided 19 questions in the questionnaire in
order to get information on the student’s activity, the factor and effect of being active.
The analysis result of different test are shown as below:

Page 4
 CONFIDENCE INTERVAL

Question 1: Students activity during free time

We use the proportion formula to get the lower and upper limit for the confidence interval of 95%

^p ±(z critical value) √ ^p ¿ ¿ ¿

Male:

Activities Percentage (%) Number of Lower limit Upper limit

sample, n
Sport 40 9 0.5908 -0.1995
Studying 13 3 0.2680 -0.1376
Club’s Activity 6 2 0.2022 -0.1152
Surfing Internet 28 6 0.4404 -0.1795
Other 13 3 0.2680 -0.1376

Female:

Activities Percentage (%) Number of Lower limit Upper limit

sample, n
Sport 12 4 0.2082 -0.1001
Studying 12 4 0.2082 -0.1001
Club’s Activity 16 6 0.2810 -0.1188
Surfing Internet 53 20 0.7011 -0.1606

Page 5
Other 7 3 0.1691 -0.0880

Question 2: The total hour student spend time in a week

Time Frequency For Relative Cumulative

(hours) Midpoint Male Frequency Male Frequency Male

0-2 1 3 0.13 3

3-5 4 5 0.22 8

6-8 7 6 0.26 14

9 - 11 10 9 0.39 23

Table 2.1 Male

Mean:

=6.74

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

Page 6
 s
x ± (t critical value)( )
√n

Male:

x=6.74
s= √ ¿ ¿ ¿
CI =6.74 ± 2.074
1.0151
√23 )=(6.3010 ,7 .1790)

We 95% confidence that the mean of total hour male students spend time for activity in a week
are between 6.3010 and 7.1790

Female:

Table 2.2 Female

Cumulative
Midpoint Frequency For Relative Frequency Frequency
Time (hours) Female Female Female

0-2 1 3 0.08 3

3-5 4 18 0.49 21

6-8 7 7 0.19 28

9 - 11 10 9 0.24 37

Mean:

=5.78

Page 7
 x=5.78
s= √ ¿ ¿ ¿
CI =5.78 ±1.96
2.1661
√37 )=(5.0820 , 6 .4780)

We 95% confidence that the mean of total hour female students spend time for activity in a
week are between 5.0820 and 6.4780

Question 3: student’s preference for staying indoor

We use the proportion formula to get the lower and upper limit for the confidence interval of 95%

^p ±(z critical value) √ ^p ¿ ¿ ¿

Male:

Choices Percentage (%) Number of Lower limit Upper limit

sample, n
Bad Weather 26 6 0.4404 -0.1795
Studying 4 1 0.1269 -0.0834
Health Problems 17 4 0.3288 -0.1549
Smartphone/laptop 44 10 0.6374 -0.2026
Other 9 2 0.2022 -0.1152

Female:

Choices Percentage (%) Number of Lower limit Upper limit

sample, n
Bad Weather 13.5 5 0.2452 -0.1101
Studying 13.5 5 0.2452 -0.1101
Health Problems 5.4 2 0.127 -0.0729
Smartphone/laptop 62.2 23 0.7779 -0.1563
Other 5.4 2 0.127 -0.0729

Page 8
Question 4: student’s preference for doing outdoor activity

We use the proportion formula to get the lower and upper limit for the confidence interval of 95%

^p ±(z critical value) √ ^p ¿ ¿ ¿

Male:

Choices Percentage (%) Number of Lower limit Upper limit

sample, n
Bored for staying 30 7 0.4923 -0.1880
indoor
Get a healthy life 14 4 0.3288 -0.1549
Release stress 44 11 0.6825 -0.2042
Other 3 1 0.1269 -0.0834

Female:

Choices Percentage (%) Number of Lower limit Upper limit

sample, n
Bored for staying 27 10 0.4518 -0.1815
indoor
Get a healthy life 19 7 0.3154 -0.1262

Page 9
Release stress 54 20 0.7011 -0.1606
Other 0 0 0 0

Factors on Students Active Level between Male and Female

Question 5: Students do not have any interest in joining society activity or sports

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 10
 Scale Male Female Rf Rf Cf Cf
frequency frequency male female male female
1 3 15 0.13 0.41 3 15
2 9 13 0.40 0.35 12 28
3 3 7 0.13 0.19 15 35
4 4 2 0.17 0.05 19 37
5 4 0 0.17 0.00 23 37
Total 23 37 1.00 1.00

Table 5: Frequency between male and female based on factor of interest

Male : Female :

Mean = 3(1) + 9(2) + 3(3) + 4(4) + 4(5) Mean = 15(1) + 13(2) + 7(3) + 2(4) + 0(5)
23 37

= 2.87 = 1.89

Male:

x=2.87
s= √ ¿ ¿ ¿
CI =2.87 ± 2.074
1.3512
√ 23 )=(2.2857 ,3 .4543)

We 95% confidence that the mean for male students do not have any interest in joining society
activity or sports are between 2.2857 and 3.4543.

Page 11
 Female:

x=1.89
s= √ ¿ ¿ ¿
CI =1.89 ±1.96
3.0046
√37 )=(0.9219 , 2 .8581)

We 95% confidence that the mean for female students do not have any interest in joining
society activity or sports are between 0.9219 and 2.8581.

Question 6: Students joining club activity just to get position/certificate

Scale Male Female Rf Rf Cf Cf

frequency frequency male female male female
1 1 12 0.04 0.32 1 12
2 8 11 0.35 0.30 9 23
3 4 8 0.17 0.22 13 31

Page 12
 4 5 6 0.22 0.16 18 37
5 5 0 0.22 0.00 23 37
Tota 23 37 1.00 1.00
l
Table 6: Frequency between male and female based on factor of needed position

Male : Female :

Mean = 1(1) + 8(2) + 4(3) + 5(4) + 5(5) Mean = 12(1) + 11(2) + 8(3) + 6(4) + 0(5)
23 37

= 3.22 = 2.19

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Male:

x=3.22
s= √ ¿ ¿ ¿
CI =3.22 ±2.074
1.2563
√ 23 )
=(2.6767 , 3 .7633)

Page 13
 We 95% confidence that the mean of male joining club activity just to get position/certificate are
between 2.6767 and 3.7633.

Female:

x=2.19
s= √ ¿ ¿ ¿
CI =2.19 ±1.96
2.5106
√ 37 )=(1.3810 , 2 .9990)

We 95% confidence that the mean of female joining club activity just to get position/certificate
are between 1.3810 and 2.9990.

Question 7: It is a waste of time to spend time doing outdoor activity

Scale Male Female Rf Rf Cf Cf

frequency frequency male female male female
1 5 18 0.22 0.49 5 18

Page 14
 2 9 16 0.39 0.43 14 34
3 1 3 0.04 0.08 15 37
4 8 0 0.35 0.00 23 37
5 0 0 0.00 0.00 23 37
Tota 23 37 1.00 1.00
l
Table 7: Frequency between male and female based on factor of time

Male : Female :

Mean = 5(1) + 9(2) + 1(3) + 8(4) + 0(5) Mean = 18(1) + 16(2) + 3(3) + 0(4) + 0(5)
23 37

= 2.52 = 1.59

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Male:

x=2.52
s= √ ¿ ¿ ¿

Page 15
 CI =2.52 ±2.074
1.9867
√ 23 )
=(1.6608 , 3 .3792)

We 95% confidence that the mean for the waste of time to spend time doing outdoor activity by
male is between 1.6608 and 3.3792.

Female:

x=1.59
s= √ ¿ ¿ ¿
CI =1.59 ±1.96
3.6666
√37 )
=(0.4085 , 2 .7715)

We 95% confidence that the mean for the waste of time to spend time doing outdoor activity by
female is between 0.4085 and 2.7715.

Question 8: The importance of social skills

Page 16
 scale male female RF RF CF CF
frequency frequency male female male female
1 8 21 0.35 0.57 8 21
2 8 12 0.35 0.32 16 33
3 1 2 0.04 0.05 17 35
4 3 2 0.13 0.05 20 37
5 3 0 0.13 0.00 23 37
Total 23 37 1.00 1.00
Table 8: Frequency table between male and female based on importance of social skills

Male: Female:

Mean = 8(1) + 8(2) + 1(3) + 3(4) + 3(5) Mean = 21(1) + 12(2) + 2(4) + 2(7) + 0(7)
23 37
=2.35 = 1.81

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Male:

x=2.35

Page 17
 s= √ ¿ ¿ ¿
CI =2.35 ±2.074
1.7388
√ 23 )
=(1.5980 , 3 .1020)

We 95% confidence that the mean importance of social skills for male are between 1.5980 and
3.1020.

Female:

x=1.81
s= √ ¿ ¿ ¿
CI =1.81± 1.96
3.6341
√37 )
=(0.6390 ,2 .9810)

We 95% confidence that the mean importance of social skills for female are between 0.6390 and
2.9810.

Question 9: Students spend time studying in order to maintain their results

Page 18
 Scale Male Female Rf Rf Cf Cf
Frequency Frequency Male Female Male Female
1 0 2 0.00 0.05 0 2
2 5 4 0.22 0.11 5 6
3 2 9 0.09 0.24 7 15
4 12 18 0.52 0.49 19 33
5 4 4 0.17 0.11 23 37
Total 23 37 1.00 1.00
Table 9: Frequency table between male and female based on studying to maintain results

Male : Female :

Mean = 0(1) + 5(2) + 2(3) + 12(4) + 4(5) Mean = 2(1) + 4(2) + 9(3) + 18(4) + 4(5)
23 37

= 3.65 = 3.49

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 19
Male:

x=3.65
s= √ ¿ ¿ ¿
CI =3.65 ±2.074
1.9967
√ 23 )
=(2.7865 , 4 .5135)

We 95% confidence that the mean for male spend time studying in order to maintain their
results are between 2.7865 and 4.5135.

Female:

x=3.49
s= √ ¿ ¿ ¿
CI =3.49 ±1.96
2.6015
√37 )
=(2.6517 , 4 .3283)

We 95% confidence that the mean for female spend time studying in order to maintain their
results are between 2.6517 and 4.3283.

Page 20
Question 10: assignment make students do not have time to be active

Scale Male Female Rf Rf Cf Cf

Frequency Frequency Male Female Male Female
1 0 3 0.00 0.08 0 3
2 4 10 0.17 0.27 4 13
3 5 13 0.22 0.35 9 26
4 11 8 0.48 0.22 20 34
5 3 3 0.13 0.08 23 37
Total 23 37 1.00 1.00
Table 10: Frequency table between male and female on assignment make students inactive

Male : Female :

Mean = 0(1) + 4(2) + 5(3) + 11(4) + 3(5) Mean = 3(1) + 10(2) + 13(3)+8(4)+3(5)
23 37

= 3.57 = 2.95

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 21
Male:

x=3.57
s= √ ¿ ¿ ¿
CI =3.57 ± 2.074
1.7902
√ 23 )
=(2.7958 , 4 .3442)

We 95% confidence that the mean of assignment make male do not have time to be active are
between 2.7958 and 4.3442

Female:

x=2.95
s= √ ¿ ¿ ¿
CI =2.95 ±1.96
2.2124
√ 37 )
=(2.2371, 3 .6629)

We 95% confidence that the mean of assignment make female do not have time to be active are
between 2.2371 and 3.6629.

Page 22
Question 11: Lack of sleep make students unable to be active

Scale Male Female Rf Rf Cf Cf

Frequency Frequency Male Female Male Female
1 0 4 0.00 0.11 0 4
2 5 9 0.22 0.24 5 13
3 3 9 0.13 0.24 8 22
4 12 11 0.52 0.30 20 33
5 3 4 0.13 0.11 23 37
Total 23 37 1.00 1.00
Table 11: Frequency table between male and female based on lacking of sleep

Male : Female :

Mean = 0(1) + 5(2) + 3(3) + 12(4) + 3(5) Mean = 4(1) + 9(2) + 9(3) +11(4) +4(5)
23 37

= 3.57 = 3.05

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 23
Male:

x=3.57
s= √ ¿ ¿ ¿
CI =3.57 ± 2.074
1.9829
√ 23 )
=(2.7125 , 4 .4275)

We confidence that the mean of lack of sleep make male students unable to be active are
between 2.7125 and 4.4275.

Female:

x=3.05
s= √ ¿ ¿ ¿
CI =3.05 ±1.96
1.9423
√37 )
=(2.4241 , 3.6759)

We confidence that the mean of lack of sleep make female students unable to be active are
between 2.4241 and 3.6759.

Page 24
Question 12: College is too far from the recreational area

Scale Male Female Rf Rf Cf Cf

Frequency Frequency Male Female Male Female
1 3 6 0.13 0.16 3 6
2 4 11 0.17 0.30 7 17
3 4 7 0.17 0.19 11 24
4 10 10 0.43 0.27 21 34
5 2 3 0.09 0.08 23 37
Total 23 37 1.00 1.00
Table 12: Frequency table between male and female based on location distance

Male : Female :

Mean = 3(1) + 4(2) + 4(3) + 10(4) + 2(5) Mean = 6(1) + 11(2) + 7(3) +10(4) +3(5)
23 37

= 3.17 = 2.81

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 25
Male:

x=3.17
s= √ ¿ ¿ ¿
CI =3.17 ± 2.074
1.4989
√ 23 )
=(2.5218 ,3 .8182)

We confidence that the mean for male’s college is too far from the recreational area are
between 2.5218 and 3.8182.

Female:

x=2.81
s= √ ¿ ¿ ¿
CI =2.81 ±1.96
2.0176
√37 )
=(2.1599 , 3 .4601)

We confidence that the mean for female’s college is too far from the recreational area are
between 2.1599 and 3.4601.

Page 26
Effect on Students Active Level

Question 13: Students can improve their social skills by getting involved in outdoor activity

Scale Frequency Cumulative Frequency Relative Frequency

Male Female Male Female Male Female

1 1 0 1 0 0.04 0
2 2 0 3 0 0.08 0
3 2 8 5 8 0.08 0.22
4 9 18 14 26 0.4 0.49
5 9 11 23 37 0.4 0.29
Table 13: Frequency table between male and female based on improving social skills

Male : Female :

Mean = 1(1) + 2(2) + 2(3) + 9(4) + 9(5) Mean = 0(1) + 0(2) + 8(3) + 18(4) + 11(5)
23 37

=4 = 4.08

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 27
Male:

x=4
s= √ ¿ ¿ ¿
CI =4 ±2.074
1.7451
√ 23 )
=(3.2453 , 4 .7547)

We 95% confidence that the mean of male can improve their social skills by getting involved in
outdoor activity are between 3.2453 and 4.7547.

Female:

x=4.08
s= √ ¿ ¿ ¿
CI =4.08 ± 1.96
2.8398
√ 37 )
=(3.1650 , 4 .9950)

We 95% confidence that the mean of female can improve their social skills by getting involved in
outdoor activity are between 3.1650 and 4.9950.

Page 28
Question 14: Students have learned a lot of new things after joining the society

Scale Frequenc Cumulative Relative

y Frequency Frequency
Male Female Male Female Male Female
1 2 0 2 0 0.09 0
2 7 1 9 1 0.3 0.03
3 0 4 9 5 0 0.11
4 8 21 17 26 0.35 0.57
5 6 11 23 37 0.26 0.29
Table 14: Frequency table between male and female based on learning new things in
society

Male : Female :

Mean = 2(1) + 7(2) + 0(3) + 8(4) + 6(5) Mean = 0(1) + 0(2) + 8(3) + 18(4) + 11(5)
23 37

= 3.39 = 4.08

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

Page 29
 s
x ± (t critical value)( )
√n

Male:

x=3.39
s= √ ¿ ¿ ¿ 1.5742
CI =3.39 ±2.074
1.5742
√ 23 )
=(2.7092 , 4 .0708)

We 95% confidence that the mean for male have learned a lot of new things after joining the
society are between 2.7092 and 4.0708.

Female:

x=4.08
s= √ ¿ ¿ ¿ 3.1636
CI =4.08 ± 1.96
3.1636
√37 )=(3.0606 , 5.0994 )

We 95% confidence that the mean for female have learned a lot of new things after joining
the society are between 3.0606 and 5.0994.

Page 30
Question 15: Learning how to cooperate with others and working in group during the activity

Scale Frequency Cumulative Relative

Frequency Frequency
Male Femal Male Female Male Femal
e e
1 1 0 1 0 0.04 0
2 4 0 5 0 0.17 0
3 1 2 6 2 0.04 0.05
4 13 23 19 25 0.58 0.62
5 4 12 23 37 0.17 0.33
Table 15: Frequency table between male and female based on cooperation increment in
activity

Male : Female :

Mean = 1(1) + 4(2) + 1(3) + 13(4) + 4(5) Mean = 0(1) + 0(2) + 2(3) + 23(4) + 12(5)
23 37

= 3.65 = 4.27

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

Page 31
 s
x ± (t critical value)( )
√n

Male:

x=3.65
s= √ ¿ ¿ ¿
CI =3.65 ±2.074
2.1502
√ 23 )
=(2.7201 , 4 .5799)

We 95% confidence that the mean of learning how to cooperate with others and working in
group during the activity for male are between 2.7201 and 4.5799.

Female:

x=4.27
s= √ ¿ ¿ ¿
CI =4.27 ± 1.96
3.5823
√37 )
=(3.1157 , 5 .4243)

We 95% confidence that the mean of learning how to cooperate with others and working in
group during the activity for female are between 3.1157 and 5.4243.

Page 32
Question 16: Being active in outdoor activity can help in maintaining a good health

Scale Frequency Cumulative Relative

Frequency Frequency
Male Female Male Female Male Female
1 0 0 0 0 0 0
2 2 1 2 1 0.09 0.03
3 2 2 4 3 0.09 0.05
4 16 20 20 23 0.69 0.54
5 3 14 23 37 0.13 0.38
Table 16: Frequency table between male and female

Male : Female:

Female :

Mean = 0(1) + 2(2) + 2(3) + 16(4) + 3(5) Mean = 0(1) + 1(2) + 2(3) + 20(4) + 14(5)
23 37

Page 33
 = 3.87 = 4.27

= 4.27

= 4.27

= 4.27

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Male:

x=3.87
s= √ ¿ ¿ ¿ 2.7787

Page 34
 CI =3.87 ± 2.074
2.7787
√23 )
=(2.6683 ,5 .0717)

We 95% confidence that the mean for male of being active in outdoor activity can help in
maintaining a good health are between 2.6683 and 5.0717.

Female:

x=4.27
s= √ ¿ ¿ ¿
CI =4.27 ± 1.96
3.2326
√37 )
=(3.2284 , 5 .3116)

We 95% confidence that the mean for female of being active in outdoor activity can help in
maintaining a good health are between 3.2284 and 5.3116.

Question 17: Stay indoor can help in maintaining a good health

Page 35
 Scale Frequency Cumulative Relative
Frequency Frequency
Male Femal Male Female Male Female
e
1 6 3 6 3 0.26 0.08
2 5 10 11 13 0.22 0.27
3 1 10 12 23 0.04 0.27
4 11 11 23 34 0.48 0.3
5 0 3 23 37 0 0.08
Table 17: Frequency table between male and female

Male : Female :

Mean = 6(1) + 5(2) + 1(3) + 11(4) + 0(5) Mean = 3(1) + 10(2) + 10(3) + 11(4) + 3(5)
23 37

= 2.74 = 3.03

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Male:

Page 36
x=2.74
s= √ ¿ ¿ ¿
CI =2.74 ± 2.074
2.0725
√23 )
=(1.8437 , 3.6363)

We 95% confidence that the mean for male which is stay indoor can help in maintaining a good
health are between 1.8437 and 3.6363.

Female:

x=3.03
s= √ ¿ ¿ ¿
CI =3.03 ±1.96
2.1127
√37 )
=(2.3492 ,3 .7108)

We 95% confidence that the mean for female which is stay indoor can help in maintaining a
good health are between 2.3492 and 3.7108.

Page 37
Question 18: Students become more creative in developing ideas to carry out plans by stay
indoor

Scale Frequency Cumulative Relative

Frequency Frequency
Male Femal Male Femal Male Female
e e
1 4 0 4 0 0.17 0
2 3 11 7 11 0.13 0.3
3 5 10 12 21 0.22 0.27
4 7 12 19 33 0.31 0.32
5 4 4 23 37 0.17 0.11
Table 8: Frequency table between male and female based creativity in developing idea

Male : Female :

Mean = 4(1) + 3(2) + 5(3) + 7(4) + 4(5) Mean = 0(1) + 11(2) + 10(3) + 12(4) + 4(5)
23 37

= 3.17 = 3.24

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 38
Male:

x=3.17
s= √ ¿ ¿ ¿
CI =3.17 ± 2.074
0.9396
√23 )
=(2.7637 , 3 .5763)

We 95% confidence that the mean for male become more creative in developing ideas to
carry out plans by stay indoor are between 2.7637 and 3.5763.

Female:

x=3.24
s= √ ¿ ¿ ¿
CI =3.24 ± 1.96
2.3198
√ 37 )=(2.4925 ,3 .9875)

We 95% confidence that the mean for female become more creative in developing ideas to
carry out plans by stay indoor are between 2.4925 and 3.9875.

Page 39
Question 19: Can make a lot of contribution when joining the society

Scal Frequency Cumulative Relative

e Frequency Frequency
Male Female Male Female Male Femal
e
1 2 0 2 0 0.09 0
2 3 1 5 1 0.13 0.03
3 4 7 9 8 0.17 0.19
4 11 17 20 25 0.48 0.46
5 3 12 23 37 0.13 0.32

Table 19: Frequency table between male and female based on contribution in society

Male : Female :

Mean = 2(1) + 3(2) + 4(3) + 11(4) + 3(5) Mean = 0(1) + 1(2) + 7(3) + 17(4) + 12(5)
23 37

= 3.43 = 4.08

We use the t-test formula to get the lower and upper limit for the confidence interval of 95%

s
x ± (t critical value)( )
√n

Page 40
Male:

x=3.43
s= √ ¿ ¿ ¿
CI =3.43 ±2.074
1.6521
√ 23 )
=(2.7155 , 4 .1445)

We 95% confidence that the mean for male which are can make a lot of contribution when
joining the society are between 2.7155 and 4.1445

Female:

x=4.08
s= √ ¿ ¿ ¿
CI =4.08 ± 1.96
2.7096
√37 )=(3.2069 , 4 .9531)

We 95% confidence that the mean for female which are can make a lot of contribution when
joining the society are between 3.2069 and 4.9531

Page 41
Page 42
 HYPOTHESIS FOR 2 SAMPLE

Question 2

Which gender have more variance in spend time for activity?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.1661
F= 2
= 2
=4.5534
S2 1.0151

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 4.5534 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male students spend time for activity in a week
are difference than female at 95%.

Page 43
Question 5

Which gender have more variance toward interest in society?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 3.0046
F= 2
= 2
=4.9446
S2 1.3512

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 4.9446 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male students do not have any interest in joining
society activity or sports are difference than female at 95%.

Page 44
Question 6

Which gender have more variance in joining club activity?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.5106
F= 2
= 2
=3.9936
S2 1.2563

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 3.9936 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male joining club activity just to get
position/certificate are difference than female at 95%.

Page 45
Question 7

Which gender have more variance toward waste time spend?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 3.6666
F= 2
= 2
=3.4061
S2 1.9867

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 3.4061 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male for the waste of time to spend time doing
outdoor activity are difference than female at 95%.

Page 46
Question 8

Which gender have more variance in social skill?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 3.6341
F= 2
= 2
=4.3681
S2 1.7388

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 4.3681 > 2.18, so we reject H 0 .

There is supported evidence that the variance of importance of social skills for male are
difference than female at 95%.

Page 47
Question 9

Which gender have more variance in study time?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.6015
F= 2
= 2
=1.6975
S2 1.9967

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 1.6975 < 2.18, so we fail to reject H 0 .

There is no supported evidence that the variance of for male spend time studying in order to
maintain their results are difference than female at 95%.

Page 48
Question 10

Which gender have more variance in assignment?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.2124
F= 2
= 2
=1.5273
S2 1.7902

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 1.5273 < 2.18, so we fail to reject H 0 .

There is no supported evidence that the variance of assignment make male do not have time to be
active are difference than female at 95%.

Page 49
Question 11

Which gender have more variance toward lack of sleep?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 1.9423
F= 2
= 2
=0.9594
S2 1.9829

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 0.9594 < 2.18, so we fail to reject H 0 .

There is no supported evidence that the variance of lack of sleep make male students unable to
be active are difference than female at 95%.

Page 50
Question 12

Which gender have more variance based on location?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.0176
F= 2
= 2
=1.8119
S2 1.4989

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 1.8119 < 2.18, so we fail to reject H 0 .

There is no supported evidence that the variance of male’s college is too far from the recreational
area are difference than female at 95%.

Page 51
Question 13

Which gender have more variance in improving social skill?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.8398
F= 2
= 2
=2.6481
S2 1.7451

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 2.6481 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male can improve their social skills by getting
involved in outdoor activity are difference than female at 95%.

Page 52
Question 14

Which gender have more variance in learn new thing?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 3.1636
F= 2
= 2
=4.0387
S2 1.5742

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 4.0387 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male have learned a lot of new things after
joining the society are difference than female at 95%.

Page 53
Question 15

Which gender have more variance in cooperate others?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 3.5823
F= 2
= 2
=2.7757
S2 2.1502

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 2.7757 > 2.18, so we reject H 0 .

There is supported evidence that the variance of learning how to cooperate with others and
working in group during the activity for male are difference than female at 95%.

Page 54
Question 16

Which gender have more variance toward outdoor activity?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 3.2326
F= 2
= 2
=1.3534
S2 2.7787

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 1.3534 < 2.18, so we fail to reject H 0 .

There is no supported evidence that the variance of male of being active in outdoor activity can
help in maintaining a good health are difference than female at 95%.

Page 55
Question 17

Which gender have more variance toward indoor?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.1127
F= 2
= 2
=1.0392
S2 2.0725

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 1.0392 < 2.18, so we fail to reject H 0 .

There is no supported evidence that the variance of male which is stay indoor can help in
maintaining a good health are difference than female at 95%.

Page 56
Question 18

Which gender have more variance in creativity?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.3198
F= 2
= 2
=6.0956
S2 0.9396

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 6.0956 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male become more creative in developing ideas
to carry out plans by stay indoor are difference than female at 95%.

Page 57
Question 19

Which gender have more variance toward contribution the society?

H 0 :σ 1=σ 2

H 1: σ1≠ σ2
2 2
S1 2.7096
F= 2
= 2
=2.6899
S2 1.6521

Degree of freedom

· Numerator=37
· Denominator=23
· F 0.025, 37 ,23=2.18

Since 2.6899 > 2.18, so we reject H 0 .

There is supported evidence that the variance of male which are can make a lot of contribution
when joining the society are difference than female at 95%.

Page 58
 CHI SQUARE TEST

For this analysis project, chi square test on two way contingency table are used. This analysis
type was used to check the relationship between a different categorical table. As for our project,
we are comparing between the gender and the activity done during free time, also between the
gender and their preference on the activity indoor or outdoor.

Question 1:

During your free time, what kind of activity do you take part in?

Claim statement : Does activity done during free time have relationship and dependent to the
gender?

H 0 : Activity during free timeis independent gender

H 1 : Activity during free time is not independent gender

Gender
Activity Male Female Total
Observed , oi Observered , oi
Sport 9 4 13
Studying 3 4 7
Club’s Activity 2 6 8
Surfing Internet 6 20 26
Other 3 3 6
Total 23 37 60

Page 59
 Cellij Observed count Expected count [oi - ei)]2/ ei
, oi ,e i
1,1 9 4.983 3.238
1,2 4 8.017 2.013
2,1 3 2.683 0.037
2,2 4 4.317 0.023
3,1 2 3.067 0.371
3,2 6 4.933 0.231
4,1 6 9.967 1.579
4,2 20 16.033 0.982
5,1 3 2.300 0.213
5,2 3 3.700 0.132
2
X 8.819

α :.05

Df : (5-1)(2-1) = 4
2
X :8.819

X
2
.05 :9.488 c

c2 < 9.488

Fail to reject the null hypothesis at significance level of .05.

We can conclude that, there no evidence to state that what activity for the students do during free
time is depends to the [Link], activity done during free time is independent to the gender.

Page 60
Question 3 :

In your opinion, why students prefer indoor activity?

Claim statement : Is there any relationship between gender and the reason student prefer indoor
activity?

H 0 : Indoor activity preferance is independent gender

H 1 : Indoor activity preferance is dependent gender

Gender
Indoor activity Male Female Total
Observed , oi Observered , oi
Bad Weather 6 5 11
Studying 1 5 6
Spend more time on 10 23 33
smart phone/laptop
Health problem 4 2 6
Other 2 2 4
Total 23 37 60

Cellij Observed count Expected count [oi - ei)]2/ ei

, oi ,e i
1,1 6 4.217 0.754
1,2 5 6.783 0.469
2,1 1 2.300 0.735
2,2 5 3.700 0.457
3,1 10 12.650 0.555
3,2 23 20.350 0.345
4,1 4 2.300 1.257
4,2 2 3.700 0.781
5,1 2 1.533 0.142
5,2 2 2.467 0.0.088
2
X 5.583

Page 61
α :.05

Df : (5-1)(2-1) = 4
2
X :5.583

X
2
.05 :9.488 c

c2 <9.488

Fail to reject the null hypothesis at significance level of .05.

We can conclude that, there is insufficient evidence that indoor activity preference has
relationship with [Link], indoor activity preference is independent to the gender.

Page 62
Question 4:

In your opinion, why students prefer indoor activity?

Claim statement : Does relationship on why students prefer outdoor activity is depends on
gender?

H 0 :Outdoor activity preferance isindependent gender

H 1 : Outdoor activity preferance isdependent gender

Gender
Outdoor activity Male Female Total
Observed , oi Observered , oi
Bored for staying 8 10 18
indoor
To get a healthy life 3 7 10
Release stress after 11 20 31
class
Other 1 0 1
Total 23 37 60

Cellij Observed count Expected count [oi - ei)]2/ ei

, oi ,e i
1,1 8 6.900 0.175
1,2 10 11.100 0.109
2,1 3 3.833 0.181
2,2 7 6.107 0.131
3,1 11 11.883 0.066
3,2 20 19.117 0.041
4,1 1 0.383 0.994
4,2 0 0.617 0.167
2
X 1.864

Page 63
α :.05

Df : (4-1)(2-1) = 3
2
X :1.864

X
2
.05 :7.815 c

c2 <7.815

Fail to reject the null hypothesis at significance level of .05.

We can conclude that, gender is independent to the activity done during free [Link] is because
there is insufficient evidence to state that outdoor activity preference have any relationship with
the gender.

As a conclusion, we can see that any activity done during free time, or any activity preference
are independent on the gender. What is the activity they join or they do during free time are not
based on gender. Every students have their own preference on what activity to join.

Page 64
 CORRELATION ANALYSIS

Correlation analysis is a measure of the statistical relationship between two comparable variables
or quantities (bivariate data) consist of Spearman's rho rank and Pearson's technique. The two
sets of data are strongly linked together when they have a high Correlation. The correlation is
said to be positive when the values increase together and negative when one value decreases as
the other increases. However, there is no correlation when the value does not tend to either
increase or decrease as the other increases.

For our analysis, we will use the Spearman's rho denoted by rs rank because our data are in
ordinal type. The formula for Spearman's rho is as shown in the figure below. However, we used
SPSS to assist us in analyzing our data

Figure 3.1

We are using the same hypothesis for all our examples which is:

H0: ρ = 0 (no linear correlation)

HA: ρ ≠ 0 (linear correlation exists)

We have four statistical relationships that we want to measure in using this method which is:

a) Relationship between students interest to join the society/ sport and their creativity in
developing idea
b) Relationship between students assignment and their interest in joining outdoor activity
c) Relationship between gender and their improvement in social skills after joining the
society
d) Relationship between gender and health

Page 65
a) For the first example, we want to measure the statistical relationship between student’s interest
to join the society/ sport and their creativity in developing idea from our respondent which is 60
in total

Table 3.1

Scale Student’s creativity

interest
1 18 4
2 22 14
3 10 15
4 6 19
5 4 8

Figure 3.2

From the figure above, we can see that the rs value is 0.852 which we can conclude that there is
relatively strong positive linear association between student’s interest in joining society and their
creativity in developing idea when staying indoors.

The “*” symbol shows that we reject the null hypothesis, H0: ρ = 0. Hence there is exist linear
correlation for the above relationship.

Page 66
b) For our second example, we want to measure the statistical relationship between student’s
assignment and their interest in joining outdoor activity. The data are as follow:

Table 3.2

Scale Student’s Assignment

interest
1 18 3
2 22 14
3 10 18
4 6 19
5 4 6

Figure 3.3

The rs value for this relationship is 0.906 which is nearly to 1. It indicates that there is relatively
strong positive linear association between students busy due to assignment and their interest in
joining outdoor activity

We also reject null hypothesis for this example. Hence, there is linear correlation between
assignment and students interest.

Page 67
c) For our third example, we want to measure the statistical relationship between gender and
their improvement in social skills after joining the society. The data are as follow:

Table 3.3

Improvement in social skills

Scale
Male female

1 2 0

2 7 1
3 0 4

4 8 21
5 6 11
Total 23 37

Figure 3.4

The rs value for this relationship is -0.040. It indicates that there is weak negative linear
association between gender and improvement in social skills after joining the society.

For this relationship, we failed to reject the null hypothesis. Hence, there is no linear correlation
between gender and improvement in social skills after joining the society.

Page 68
d) For our third example, we want to measure the Relationship between gender and outdoor
activity can help in maintaining good health. The data are as follow:

Table 3.4

Improvement in social skills

Scale
Male female

1 0 0

2 2 1
3 2 2

4 16 20
5 3 14
Total 23 37

Table 3.5

The rs value for this relationship is -0.393. It indicates that there is weak negative linear
association between gender and outdoor activity can help in maintaining good health

For this relationship, we also failed to reject the null hypothesis. Hence, there is no linear
correlation between gender and outdoor activity can help in maintaining good health.

Page 69
 LINEAR REGRESSION MODEL

Regression analysis is used to predict the value of a dependent variable based on the value of at
least one independent variable and explain the impact of changes in an independent variable on
the dependent variable.

We are using the regression analysis to determine the effect and between the independent
variable and dependent variable based on relationship that we used to find the correlation
analysis. The regression equation is given as follow:

ŷ: Estimated (or predicted) y value

b0 : Estimate of the regression intercept
b1 : Estimate of the regression slop
x: independent variable

We also want to find out the coefficient of determination,R2 that used to determine the portion of
the total variation in the dependent variable that is explained by variation in the independent
variable. The coefficient of determination is also called R-squared and is denoted as R 2 . Using
R2, we can find out the linear relationship between dependent and independent variable.

a) Relationship between students interest to join the society/ sport and their creativity in
developing idea
· Dependent: creativity in developing idea
· Independent: student’s interest

b) Relationship between students assignment and their interest in joining outdoor activity
· Dependent: student’s interest
· Independent: assignment

c) Relationship between gender and their improvement in social skills after joining the
society
· Dependent: improvement in social skills
· Independent: Gender

Page 70
 d) Relationship between gender and health
· Dependent: maintaining a good health by outdoor activity
· Independent: Gender

a) Relationship between student’s interest to join the society/ sport and their creativity in
developing idea

Table 4.1

Scale Independent Dependent

(Student’s (creativity)
interest)
1 18 4
2 22 14
3 10 15
4 6 19
5 4 8
Total 60 60

Page 71
 Figure 4.1

From the above analysis, we got the estimated regression equation

b0 is the estimated average value of Y when the value of X is zero (if x = 0 is in the range of
observed x values)

With b0= 1.239 indicates that for students that joined society, 74.34 (1.239x60) is the portion of
the students that improved their creativity in developing idea.

Here b1=0.843 explained that 50.58 is the portion of students that have interest in joining the
society/sport.

The coefficient of determination is 0.649 which indicates that 64.9% of the creativity in
developing idea is explained by student’s interests in joining the society.

Page 72
b) Relationship between students busy with assignment and their interest in joining outdoor
activity

Table 4.2

Scale dependent independent

(Student’s (Assignment)
interest)
1 18 3
2 22 14
3 10 18
4 6 19
5 4 6

Page 73
 Figure 4.2

From the above analysis, we got the estimated regression equation

b0 is the estimated average value of Y when the value of X is zero (if x = 0 is in the range of
observed x values)

With b0= -0.778 indicates that for relationship between students busy doing their assignment and
interest in joining the society/ sport cannot be interpreted. The value of the constant is
meaningless since it is impossible for the students to not have their assignment.

Here b1=0.956 explained that 57.36 is the portion of students have their interest to join the
society/sport.

Page 74
The coefficient of determination is 0.732 which indicates that 73.2% of the student’s interest in
joining society/sport explained by the busyness due to their assignment.

c) Relationship between gender and their improvement in social skills after joining the society

Table 4.3

Dependent (Improvement in social skills)

Scale
Male female

1 2 0

2 7 1
3 0 4

4 8 21
5 6 11
Total 23 37

Page 75
 Figure 4.3

From the above analysis, we got the estimated regression equation

b0 is the estimated average value of Y when the value of X is zero (if x = 0 is in the range of
observed x values)

With b0= 3.919 indicates that for students that joined the society/sport, 235.15 is the portion of
the students that have improved their social skills.

Here b1=0.081 explained that 4.86 is the portion of gender between male and female that joined
the society/sport.

The coefficient of determination is 0.649 which indicates that only 0.2% of students that have
improved social skills after joining the society are explained by the gender.

Page 76
d) Relationship between gender and health

Table 4.4

Dependent (Improvement in social skills)

Scale
Male female

1 0 0

2 2 1
3 2 2

4 16 20
5 3 14
Total 23 37

Page 77
 Figure 4.4

From the above analysis, we got the estimated regression equation

b0 is the estimated average value of Y when the value of X is zero (if x = 0 is in the range of
observed x values)

With b0= 3.536 indicates that for students that joined the society/sport, 212.16 is the portion of
that maintain their good health.

Here b1= -0.971 explained the portion of gender between male and female that joined the
society/sport.

Page 78
The coefficient of determination is 0.209 which indicates that only 20.9% of students can
maintain their health by joining the society are explained by the gender.

CONCLUSION

For the confidence interval, there is exist lower and upper limit for all question. Hence,
we can analyses the data at 95% by using t-test and proportion test. For question 1, 3 and 4, we
using proportion test to calculate the lower and upper limit for the confidence interval but for
other than above question, we using t-test since there are unknown value for standard deviation.

For hypothesis of 2 sample, we using test for variance since we can get the standard
deviation for sample from the confidence interval data. Since we test 2 sample, so we choose
male and female to be tested from the question, and we found that the number of reject H null are
many than fail to reject H null.

For the Chi Square Test, we can see that any activity done during free time, or any
activity preference are independent on the gender. What is the activity they join or they do
during free time are not based on gender. Every students have their own preference on what
activity to join.

In correlation analysis, we have four statistical relationships that we want to measure in

using this method which is. For the first example, the rs value is 0.852 which we can conclude that
there is relatively strong positive linear association between student’s interest in joining society
and their creativity in developing idea when staying indoors. The “*” symbol shows that we
reject the null hypothesis, H0: ρ = 0. Hence there is exist linear correlation for the above
relationship. For our second example, the rs value for this relationship is 0.906 which is nearly to
1. It indicates that there is relatively strong positive linear association between students busy due
to assignment and their interest in joining outdoor activity. We also reject null hypothesis for this
example. Hence, there is linear correlation between assignment and students interest. For our
third example, the rs value for this relationship is -0.040. It indicates that there is weak negative
linear association between gender and improvement in social skills after joining the society. For
this relationship, we failed to reject the null hypothesis. Hence, there is no linear correlation
between gender and improvement in social skills after joining the society. For our fourth
example, the rs value for this relationship is -0.393. It indicates that there is weak negative linear
association between gender and outdoor activity can help in maintaining good health. For this
relationship, we also failed to reject the null hypothesis. Hence, there is no linear correlation
between gender and outdoor activity can help in maintaining good health

Page 79
 The last test which is linear regression model, the coefficient of determination is 0.649
which indicates that 64.9% of the creativity in developing idea is explained by student’s interests
in joining the society. Next, the coefficient of determination is 0.732 which indicates that 73.2%
of the student’s interest in joining society/sport explained by the busyness due to their
assignment. After that, the coefficient of determination is 0.649 which indicates that only 0.2%
of students that have improved social skills after joining the society are explained by the gender.
Lastly, the coefficient of determination is 0.209 which indicates that only 20.9% of students can
maintain their health by joining the society are explained by the gender.

Page 80
 QUESTIONNAIRE ON STUDENTS ACTIVE LEVEL

Please tick [/] in the box based on the given questions.

Gender: Male Female

Courses: SCSB SCSR SCSJ SCSV

1. During your free time, what kind of activity do you take part in?
(Please choose not more than 2 answers)

Sport

Studying

Club’s activity

Surfing internet

Other, please state: _________________

2. How many hours do you spend for the activity in a week? (Based on question 1)

0-2 6-8

3-5 9-11

3. In your opinion, why students prefer indoor activity?

Bad weather Health problems

Studying Other, please state: ________________

Spend more time on the smart phone/laptop

Page 81
4. In your opinion, why students enjoy outdoor activity?

Bored for staying indoor

Get a healthy life

Release stress after class

Other, please state: ________________

Please circle your choice based on the given scale.

1-Strongly disagree 2-Disagree 3-Moderate 4-Agree 5-Strongly agree

FACTORS
5. I do not have any interest in joining society activity or 1 2 3 4 5
sports.
6. I am joining club activity just to get position/certificate 1 2 3 4 5
7. I think it is a waste of time to spend time doing 1 2 3 4 5
outdoor activity
8. I do not think that social skills is important 1 2 3 4 5
9. I spend my time studying in order to maintain my 1` 2 3 4 5
result
10. Doing assignment make me do not have time to be 1 2 3 4 5
active with outdoor activity
11. Lack of sleep makes me unable to be active in outdoor 1 2 3 4 5
activity
12. My college is far from the recreational area 1 2 3 4 5

EFFECTS
13. I can improve my social skills by getting involve in 1 2 3 4 5
outdoor activity
14. I have learn a lot of new things after joining the 1 2 3 4 5
society
15. I am learning how to cooperate with others and 1 2 3 4 5
working in group during the activity
16. I think that being active with outdoor activity can help 1 2 3 4 5
me in maintaining a good health
17. I think that staying in my room/indoor can help me in 1 2 3 4 5
maintaining a good health
18. I have become more creative in developing ideas to 1 2 3 4 5

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 carry out plans by staying indoor
19. I can make a lot of contribution when I am joining the 1 2 3 4 5
society

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