Problem
Having uneven study results among students is nothing strange but having alarge range of academic ranking differences is another story that BUH needs to beconcerned about Regardless of ongoing additions in admittance to school, studentsactuallyfacevariousexceptionaldifficultiesintheirquestforafour-yearcertification.A significant part of the examination centers around these difficultiesandcanbeconceptualizedintothreegeneralclassifications:contemplatesthatmeasu retheimpactofscholarlyfactors,nonacademicfactors,andfoundationattributes Aside from having astounding great tutees, the rest are doing reasonableor barely enough to finish the assessment or even worse Perhaps, they accept theircoursesasacommitmenttosatisfy capabilitiesduetoregularprerequisitesoforganizations these days Because of the present circumstance, numerous collegesare encountering a high number of understudy disappointments and low scholarlyexecution during the courses There are a lot of variables impacting study capacitiesthat colleges would need to sort out to advance the investigation after the effect oftutees.Whentheresultisimproved,theassociationwillbeknownforbetterstanding, which pulls in more possible freshmen later on Whatever the reasons are,theexaminationshouldbeledtoassisttuteeswithimprovingtheirlearningcircumstance just as prevent them dropping out of school To wrap things up, theresult of this exploration will give critical data to affirmations instructors, personnelandevenstrategy producerswhosettleonchoicesthatimpactanu n d e r s t u d y ' s schoolinsight.
ObjectiveandResearchQuestions
MainObjective
The central inspiration behind this investigation is to discover those reasonsthat sway on students’ academic performance Along these lines, BUH and lecturerscan plan strategies and procedures to assist tutees with improving their scholarlyexecution.Lastbut notleast,itwouldamelioratetheorganizational imageofBUH.
DetailObjective
Firstly, the study has identified 6 aspects affecting to the topic that wasdetermined by the author In specific, there are Family and Friends (FF), StudyMotivation (SM),
Teaching Methodologies (TM), Society Influence (SI),
LearningMethodologies(LM),Self-studyTime(ST).
Secondly,thepaperneedtofindoutwhataspectisthemoste f f e c t i v e element and which one is the least element affecting to learning outcomes Based ondata results, the author would bring out a logical view for BUH to recognize itspotentialonhowtohelpstudentsenhancetheiracademicperformance.
Finally, it would help propose governance implications to upgrade learnerstudy results as well as enhance BUH's notoriety In order to do so, the researchmustfigureoutthenumberofrelevantaspectsimpactingonstudentlearningoutcomes and how each factor affects to their study results After that, the study willreportspecificallywhatfactorsBUHcaninnovateto improvetuteestudyresults.
Questionnaire
Method,Subject, ScopeandSignificanceoftheResearch
ResearchMethod
Based on the intention of this topic, qualitative and quantitative research arebothcontributedtothisthesis.Firsthand,gatheringinformationfrompreviouspaperst o g e t t h e f o u n d a t i o n o f t h e f i e l d w o u l d i d e n t i f y th eo ret ica l f r a m e w o r k o f student learning outcomes, which is qualitative method According to the model,itwouldbeasolidsubstructuretocollectdatabysurveyingsamples,analyzingindicators, thereby assessing the reliability of the scale of factors affecting academicperformance of students in Banking University of HCMC, which is quantitativemethod.
ResearchSubject
Subject of this study is the elements affected to study results of students inBankingUniversityofHCMC.
ResearchScope
ResearchSignificance
The desire for the exploration is to discover the components and measurablythe effect of these variables on BUH understudies' learning results The hugeness ofthis investigation will assist educators with finding the potential learning limit ofstudents.Thisinvestigationwillgointoaprofundityexaminationoft h r e e significant angles that sway on understudies' learning limit: understudies' highlights,institute, relationship and society Every viewpoint will be fathomed to exploit thedefinite effect of each factor on every individual's learning choice Subsequently, itwouldanimatetakinginenergythroughexplicitdirectionsfromthelearningcounselor.
The results of the thesis also serve as the basis for further research in thisfield so future researchers can explore more vital facets as well as their importanceincontributingtoimprovingthequalityoftrainingandactivities.
Structure
Chapter one focuses on presenting an overview of the research topic byasking questions, stating the reasons for implementing the topic, the scope of theresearch object, the research objective and the research method The above contentsprovidea n o v e r v i e w o f t h e t o p i c c o n t e n t a n d c r e a t e a b a s i s f o r u n d e r s t a n d i n g theoreticalbasisinthenextchapter.
Chaptertwopresentstheconceptsofdecisions,conceptsofconsumerbehavior, and theoretical models, and domestic and foreign research In addition, italso mentioned the factors affecting student learning results and analyzing eachfactortoevaluatetheimpactoneducationaloutcomesofBUHstudents.
Chapter three focuses onpresentingresearchmethods including researchdesign,researchprocess,researchsamples,dataprocessingmethodsandscaleconstruct ion.
Chapterfourpresentstheresearchfindingsafterdataanalysis.Thetoolutilized for the analysis is the SPSS 20 software This chapter includes descriptiveresearch samples, scale reliability analysis, discovery factor analysis (EFA) andresearchhypothesistesting.
Chapterfivesummarizesresearchresultsandproposesgovernanceimplications to contribute to improving efficiency in improving student learning atBUH Besides, the limitations of the research paper are also mentioned in thischapter.
Summaryofchapter1
This section gave an outline of the current examination It presented theexamination foundation, setting and design of the proposal Afterward, it woulddepictthemainpointsofcontentionthathavepromptedthecircumstanceandalong these lines, it could distinguish the basic role, which is to explore what cause theeffectonunderstudies'studybringaboutBUH.Thefollowingpartwilldigdeeperi nsubtleties.
BasicConcept
DefineEvaluatingstudyresult
of humanity and transform them into the physical and mentalenergy ofeachindividual. Theobjectofthe learningactivity isthe system ofknowledge, skills, and techniques respectively implemented in the content of thesubject,thelessonbythesystemofscientificconceptsandsubjectconcept.Therefore, the learning results show the quality of the teaching process Authenticlearning results only appear when there are positive changes in learners' perceptionandbehavior.
AccordingtoauthorDuongThieuTong:“Assessmentoflearningoutcomesisasys tematicprocessofgathering,analyzingandinterpretinginformationtodeterminet h e l e v e l o f a c h i e v e m e n t o f i n s t r u c t i o n a l g o a l s o n t h e p a r t o f s t u d e n t s The assessment can be done by quantitative (measurement) or qualitative methods(interviewing,observing)”.(Tong,2005)
The appraisal of learning results is to make decisions on the exhibition levelof the set showing goals of educators to understudies From that point, the schoolcan propose answers for change educators' instructing strategies and understudylearningtechniques.Thereare3sortsofappraisalareDiagnosticevaluation,Formati veappraisalandSummativeappraisal.(Ha,2010)
As indicated by research, the evaluation of learning results is to decide thedegree of getting a handle on information, abilities and methods of students incorrelation with the destinations and prerequisites of the proposed program Theaftereffects of the assessment are addressed fundamentally by scores as indicated bythe endorsed scale The learning results appraisal has the impact of affirming andperceiving the accomplishments accomplished and situating the objectives to makeprogresstowardlateron.
Theoretical Background of the Factors Affecting Student Results- MaslowMotivationTheorybyAbrahamMaslow
Each individual has its own needs butit isranked inpyramidorder byMaslow. Learning is impacted when individuals need to prioritize addressing theirindividualn e e d s i n o r d e r f r o m b e g i n n e r t o a d v a n c e d
( T h i s t h e o r y w i l l r e f e r t o beinginfluencedbyfamily,part- timework,studentfitness,livingarea).
AbrahamMaslowseesmankindinthehumanitariandirection,sohistheoryis classified in the existential humanist school He said that people need to meet thebasic needs to survive and develop, that is, physical needs, safety needs, socialemotional needs (love), needs to be respected, needs to be important and perfected.This is a dynamic theory in behaviorism which enclosed a five-tier model of humanneeds including: biology, safety, society, respect and self- expression This five- stagedemandpyramidmodelcanbedividedintoshortdemanda n d g r o w t h demand.Thefirs tfourlevels:biological,safe,socialandrespectfulareoftenreferred to as lack of need (Deficiency need) and the highest level of need for self-expression is calledthe need for growth(Beingneed).
Physical and physiological needs: demand for food, water, air, sex… Thisneedisconsideredthemostbasicneedamong5groupsofneeds.Iftheserequirements are not met, the physical vessel and state of mind cannot functionproperly.
Safety Needs: Once our biological needs have been met, the next need thatMaslow's hierarchy of needs addresses is safety People need a safe and healthyliving environment to ensure their survival They need a house to avoid rain andsunlight They need medical examination and treatment, health care They require tobe habitant in a safe environment so their lives will not be in danger They need tohavealivingandactiveenvironmentsoasnottocauseinjuries.
Social emotional needs: A Maslow considers that the need belongs to thesocial group of people, the desire to be cared for by members of the social group(family,relatives, friends ) Their strength will be multiplied, their confidence isalso enhanced when they are members of the groups because it confirms their roleand position in society The loneliness, having no family, and no social group towhichtheindividualbelongswillgreatlyaffectthepsychologicaldevelopmentand socialrelationsoftheindividual.
The need to be respected: People need to be treated equally, to be heard andnot to be looked down upon Whether it is a child or an adult, a healthy person or aperson with a disability, the rich or the poor all of them have a need for appreciationand recognition for their personal presence and opinion Whether people becomeconfident or not is partly due to whether they were treated equally when they werechildren.
The need to be perfected and developed: It is the need to go to school, toresearch, to create creative labor for comprehensive development.This need isconsidered by A.Maslow to be an important need, but they are ranked on the lastrung because it is only addressed when the basic needs of the foundational rungshavebeenmet (Nhi,2019)
LiteratureReview
ThepurposebehindHerminoRodriguezPrincipe(2005)thesiswast o explore in case it is a reality that there are various frustrations in the essentialaccountingcourseandassesstheunderstudydiscernmentabouts p e c i f i c compone ntsthatwouldaffecttheirscholarlyexecutioninthefundamentalaccounting course Here are the elements influenced to understudies' show: internalclassroom, text written in English, technology, understandable curriculum, classsize, classroom environment, teaching method, external classroom factors, time forfamilyactivities,studyingtime.Thepapercomprisedof1721subjects,whichincludes13 grounds out of absolute 65 grounds in Puerto Rico The examinationutilizesHistoricalModelandNewSplinteredModeltoinvestigate.T h e examination made a survey as an estimating for quantitative exploration utilizingStatistical Package for the Social Sciences (SPSS) programming The evaluationcirculationr e p o r t s f r o m p r i v a t e c o l l e g e s s h o w e d t h a t 4 0 t o 5 0 p e r c e n t o f t u t e e s didn't finish or fizzled in the main bookkeeping course They will in general beinfluenced by inward schoolroom components and outside study hall factors Asindicated by the investigation, the interior homeroom factors comprised of classplan, class size, course reading, business reality situation, study hall climate, coursematerial effortlessness, schoolwork, teacher job in the class, tests and innovation.Whileouterhomeroomfactorsconsolidatedgenuineissuesintheireveryday
Student study result understudy life The limitations forced by the FERPA about the classification of theunderstudies'records.Becauseofthislimitation,mostcollegesworkingwithgovernmentfina ncingdidn'tgiveanyindividualdataabouttheirunderstudies.Moreover, the analyst didn't have command over the understudies or the educatorshowingtheprincipalbookkeepingcourse,whoregulatedthesurveytotheunderstudies Theanalystdidn'tmanageeitheroverunderstudy nonconformistsbefore the finish of the semester nor the understudies' nonattendance when the pollwasmanaged.
Internalclassroom TextwritteninEnglish Technology Understandable curriculum
Classsize Classroomenvironment Teachingmethod Externalclassroomfactors Timeforfamilyactivities Studyingtime
ThethesisofKawtar,Elizabeth,Nathan,SheelaandAnne( 2 0 1 9 ) investigates 216 students including 109 guys and 107 girls at a sate-of-art educationsystem in New Zealand Members were understudies at various course levels Hereare the factors being referenced in the examination: GPA, Program, Work shift,Funding, Ethnicity. Information was gathered in 2017, utilizing a poll governed byinstructorsofthe8projectsshroudedinthisexaminationduringtalkandinstructional exercise meetings during the last fortnight of semester 2, 2017 Allpolls were joined by a data and assent introductory letter, in which the point of theexamination was clarified, just as that interest in the investigation was intentionalandt h a t m e m b e r s ' n a m e l e s s n e s s w a s e n s u r e d U n d e r s t u d i e s w e r e a p p r o a c h e d t o
Ethnicity Funding Work shift Program GPA show whether they concur or differ to take an interest in the investigation by tickingthe suitable alternative on the data and assent introductory letter 216 surveys werefinallyaccomplished.Thediscoveriesunderlinetheunpredictabilityoftheunderstudies' instructive climate, where essentially making participation obligatory,normalizing the structure of projects, or confining financing for concentrates withthegoalthatunderstudiesknowtheestimationofcashmay notpromptbetterscholarlyexecutionbysuggestion.Allthingsbeingequal,anassortmentofscholast ic, non-scholarly and individual factors, for example, the difficulties lookedby understudies should be considered while breaking down the variables that mayinfluence participation and understudy execution in advanced course A possibleimpediment related with this investigation is it was directed at a solitary, littleadvancededucationestablishmentwithasetnumberofunderstudiesselectedvariousp r o j e c t s a t v a r i o u s l e v e l s T h e i n v e s t i g a t i o n d i d n ' t s e p a r a t e b e t w e e n
Figure2.2:AmodelofKawtar,Elizabeth,Nathan,SheelaandAnne(2019) understudiesacceptinganexaminationcredittocovertheirchargesjust,andthosegetting aninvestigationadvanceandarecompensetocovertheireverydaycosts.
TheprojectofIrfan,Shabana(2012)focusesonexplorationthecentersaround the nonpublic institutes in Pakistan Understudies of nonpublic universitiesof Rawalpindi and Islamabad are taken as samples and spotlights on the aftereffectoftheunderstudyexecutionandtheiraccomplishmentsinthescholarlyyea r.Here
Communication are the powerful factors being affirmed in the paper: Communication, LearningFacilities, Proper Guidance, Family Stress The degree of presence for all factors inthe examination territory was estimated on a 5-point Likert scale, which are from,emphatically protest to dramatically assent The wellspring of information for thisinvestigation is essential information gained through poll, in explicit, 175 surveyswere conveyed The study shows that significant factors relating to the academicperformance are the learning infrastructure, appropriate teaching method and meansofinteraction.Familyaffairlikewiseinfluencestheunderstudyexecutionandlessens the presentation of the understudy and influences contrarily the understudyexecution There are sure impediments of this investigation First of all, the amountofexample takeninthis examinationwasmodestwhichobtains155 qualifiedpeople.Thenextconstraintoftheexaminationwasthatreviewledonjusttheinthe2 urban areas of Pakistan However, the solutions for this case are very reasonable.Thefirstontherundownisthedeanoftheinstitute oughttoapproveappropr iate inclining offices to the tutees and furthermore progress the university's surrounding.The following counsel is the organization should find a way to orchestrate the classin English At long last, guardians and educators should both orientate tutees onwhattheyarefitforratherthanletthemsortoutthingsthemselves.
The investigation of Tai, Hien and Lam (2016) centers around distinguishingthe facets of understudy's learning inspiration The results brought out seven keyfacets which are found in this observational situation at Lac Hong Uni Here are thelistsofapprovalhypothesis:Socialfactors,Familya n d friends,Learning
Living location Student's viewpoint Student's willpower
Student study result Student's realization
Learning environment Family and friends Social factors environment,Student’srealization,Student’swillpower,Student’sviewpoint,Living location. The examination means to clarify intention and inspiration insidepeople that would prompt their scope of need with regards to pick up instructiveaccomplishment Hence, the model explains factors influencing inner and outerelements, the connection between these two kinds of elements will likewise bethought of To accomplish research objectives, the gathering of specialists utilizesquantitativetechniquetoexaminethespeculation.Theoverviewunderstudiesselected at Lac Hong University, which got absolute of 389 votes, yet just 227 voteswere gathered, arriving at 58.35% Finally, just 190 votes are legitimate inside 227brought surveys back The restriction ofthe exploration ismissing oft e s t s i n l i g h t of the fact that numerous understudies were not energetic about taking an interest intheoverview.
NguyenThuan'sresearchpaper(2015)alsoidentifiesfactorsthataffectlearning outcomes and measures the impact of those factors on the academic resultsof students of the physics system of the Open University HCMC The following arefactors that are officially confirmed by the study to have an impact on studentlearning outcomes: Study Methodology, Self-study time,
Region,Collegeyear,Teacherpedagogy,Student'sfamily,Society,Gender.Thepaper
Study Methology Self-study time Student's health Region
Teacher pedagogy Student's family Society
Gender appliesbothqualitativeresearchmethods,basedonpreviousstudiestobuildtheoreticalframewo rksanddatabase-basedquantitativeresearchmethodsforstatistical analysis and multivariate regression The sample survey included 372students Research using Biggs' 3P model
(1999) is the most popular model inteachingandlearning,showingtherelationshipbetweenfactorsofteachingenvironment,stud entcharacteristics,learningactivities,andstudentlearningoutcomes, these factors interact with each other The limitation of the study is thatthe sample is too small compared to the
5 training areas oft h e s c h o o l T h e s t u d y also did not mention previous factors, which is the time when students were still inhighschool.Factorsrelatedtostudentpart-timeworkarealsonotincludedinthis
Figure2.5:Amodel ofNguyenThuan'sresearchpaper(2015) study.
Based on the above 5 models and the author of the study selected to suit thecontext of Banking University of HCMC, students' learning results can be affectedbyfactors(1)LearningMethodologies,(2)StudyMotivations,(3)Self-studyTime,
(4) Teaching Methodologies, (5) Family and Friends, (6) Society Influence. Thisstudye x p e c t s t h a t f a c t o r s o f s c h o o l r e s o u r c e s , s t u d e n t s ' a b i l i t y t o s e l f - l e a r n , characteristicso f s t u d e n t s ' c o m p e t e n c y a n d a w a r e n e s s o f s o c i a l a r r a n g e m e n t w i l l affectacademicperformanceofcollegestudentsinBankingUniversityofHCM.
SummaryTableandResearchModel
Factors affectingacademicperf ormanceof students in BankingUniversityof HCMC:
(7) Livinglocation Kawtar,Eli zabeth,Nat han,Sheel aandAnne 2019
Sources: (Hermino,2005) (Irfan,Shabana,2012) (NguyenThuan,2015)
(Tai,Hien,Lam,2016)(Kawtar,Elizabeth,2019)
Hypothesesinfluencingonacademicoutcomes
Academicranking
Rankingofacademicperformanceforaschoolyearwillbebasedonbehavioral assessment and grade point average of subjects during the year based onthe Issuance of Regulations for evaluating and ranking middle and high schoolstudents. (CircularNo.58/2011/TT-BGDDT).
There are four categories ofmorality ranking: Good, Fair, Medium, andWeak.Evaluatestudent'sconductbasedonthestudent'sattitudeandbehaviormanifestationsforth esubject.Thegoodtypeincludessuchcriteriaasstrictlycomplying with the school's rules, always respecting teachers, fulfilling all learningtasks, participating fully in learning activities and association Theg o o d t y p e h a s thesamecriteriaastheexcellent,butthestudentsmay lacksomethingst h a t teachersthinktheyneedtoimprove.Studentswithmanydeficienciesinim plementing the rules of excellence will be graded moderate conduct If a studentcommitsa s e r i o u s o f f e n s e , a c t s d i s r e s p e c t f u l l y , o f f e n d s t h e h o n o r , v i o l a t e s t h e teacher'sbody,cheatsonexams,andfightsdisruptiveintheschool,heorshewillbeclassifi edasweakconduct.(CircularNo.58/2011/TT-BGDDT)
The grading force includes 5 categories: Excellent, Fair, Average, Weak,Poor The assessment is based on student learning results, there are two ways ofmarking: qualitative scores and quantitative scores Qualitative Scores are meant forskill subjects that evaluate pass or fail. Quantitative Scores are meant for subjectsthat need to be in cumulative score sheets, using a 10-point system Test formatsinclude oral exam, paper test, midterm test, group exercise Students who are rankedwithgoodacademicperformanceshouldmeetthefollowingcriteria,includingaveragescores ofsubjects from8.0 pointsorhigher andnosubjectbelow6 5 points; All skill subjects are rated passable Students rated good performance whenthe average of the subjects from 6.5 points or more, no subjects with average pointsbelow 5.0 points; All skill subjects are rated passable Students rank Average whensubjects score from 5.0 points or more, no subject less than 3.5 points; All skillsubjects are rated passable The weak andt h e p o o r w i l l f a l l i n t o t h e r e m a i n i n g cases.
According to BUH's Student Handbook for 2019-2020, the evaluation ofunderstudies academic results is as follows There are 2 columns of assessmentscore, the process score and the final exam score, the weight of each side is 50%.Thescoresforevaluatingthelearningresultsofeachmoduleofstudentsarecalculated on a 10-point scale converted to the corresponding letter scale includingA +, A, B +, B, C +,
C, D +, D, F to a 4-point scale is calculated by dividing thescore on a 10-scale scale by 2.5 The conversion between the scales is defined asfollows:
Qualified From9.0to10.0 A+ From3.7to4.0
Qualified From8.5to9.2 A From3.4to3.6
Qualified From7.8to8.4 B+ From3.1to3.3
Qualified From7.0to7.7 B From2.8to3.0
Qualified From6.3to6.9 C+ From2.5to 2.7
Qualified From5.5to6.2 C From2.2to2.4
Qualified From4.8to5.4 D+ From1.9to2.1
Qualified From4.0to4.7 D From1.6to1.8
Regulationsongrading p e r f o r m a n c e foreach se mest er andschool y e a r a re p rescribedasfollows:
Table2.3:BUH rankedacademiclist The10-pointscale
From9.0to10.0 A+ From3.7to4.0 Excellent
From8.5to9.2 A From3.4to3.6 VeryGood
From7.8to8.4 B+ From3.1to3.3 Good
From7.0to7.7 B From2.8to3.0 Fair
From6.3to6.9 C+ From2.5to2.7 Belowfair
From5.5to6.2 C From2.2to2.4 Average
From4.8to5.4 D+ From1.9to2.1 Belowaverage
From4.0to4.7 D From1.6to1.8 Poor/Weak
RelationamongLearningMethodologiesandAcademicranking
Thestrategyforlearningistoempowerstudentsinordertoadaptsuccessfully through the turn of events and the executives of their examinationmeasures It is an approach to assemble the vital segments to make a learning cyclethatmeetsalearningobjective. (2004byWeidongandIgor).Thepreparationapproach,asindicatedby
Serintel(2018),managesapproachespointedtowardcreating and actualizing preparing The
"learning strategy" should be recognizedfrom the "first technique" since it very well may be characterized as a collection ofcycles, systems and rules utilized by the individuals who work for them Accordingtotheexplanation, theauthorrepresented thefirsthypothesis:
RelationamongSelf-studyTimeandAcademicranking
Learnerself-studytimeisanassetofafter-educationaltimeutilizedbyunderstudies for exercises outside the homeroom, for example, doing aggregateactivities, gathering information, perusing reports when class, perusing materialsfrom the library, web. Likewise, self-study time is a period for understudies to self-audit and survey exercises after a lesson (Nguyen Huu Dang 2014) Accessible timefor singular analysis of a particular educational program is seen as an essentialdeterminantofboththedurationoftheinquiryandtherateofgraduationofunderstudies. Understudies also have to deal with a very large amount of knowledgeinordertopasstests.Usually,theydothisbyautonomousandc o m p l e x schoolwor k,usingtechniquesofelaborationandrecollection,helpingthemremember the exam Some serious energy is needed for these activities The extratime available for such self- coordinated learning activities, the more tests are passedby understudies and graduates in the end They will likewise do this with fewerpostponements caused by rehashes of tests in a more limited period.
(2009 by HenkSchmidt) Accordingto theexplanation,hereisthethird hypothesis:
H2:Students who spent more time for self-study will outperform students who didnot.
RelationamongStudyMotivationandAcademic ranking
Motivation is the explanation one person has in mind for going on with aparticular target It's likewise a longing and readiness to do anything At that point,building research inspiration implies discovering motivations and being able to do itatwhateverpointittakes.
Withinyourself,innatemotivationcomesfrominside.Thatisinherentinspiration at work at the point where people achieve something because it intriguesthem In addition, if a person does it to satisfy their own goals of self-satisfaction orobtain some value close to home, it will generate natural inspiration to remain ontarget (Stephanie Kirby 2019) According to the explanation, here is the secondhypothesis:
RelationamongTeachingMethodologiesandAcademicranking
Instructing strategy is the manner by which the instructor grants informationtohelpunderstudiesbecomethorough.Indeed,itistheworkingmethodofinstructors andunderstudiesunderthedirectionoftheeducatortoallowunderstudies to get self-persuaded, dynamic, and confident to achieve the exercise.Allinall,theinstructingtechniqueisamixofmethodsofinstructorsandunderstudies' exercises in the showing cycle, done under the main part of educators,to perform instructing assignments When all is said in done, encouraging strategiesincorporate educator and understudy exercises These two exercises have commonconnection.
In which, instructors have the capacity of coordinating, directing and gettingsortedoutunderstudies'learningexercises.Onthatpremise,u n d e r s t u d i e s effecti vely fathom fundamental information The consequence of connection amonginstructorsandunderstudies'exercisesinthetrainingcycleistoaccomplishtheset educatingdestinations.
RelationamongFamilyandFriendsandAcademic ranking
Associations with loved ones' impact prosperity across individual whole lifeor vice versa, it could degenerate degrees of help have been reliably disconnectedwith prosperity. Poor degrees of social assistance from close ones would diminish aperson's capacity to put up with vision misfortune and might be related with moreunfortunate mental prosperity like study result (Jessica and Joann 2001). Accordingtotheexplanation,hereisthefifthhypothesis:
RelationamongSocietyandAcademicranking
Socialimpactincludespurposefulandunexpectedendeavorstomodifysomeone else's convictions, mentalities, or conduct (Robert 2015) Social impactsfrom friends and family profoundly affect positive youth change In spite of the factthat defenselessness to social impact is regularly seen as a weakness in juvenile turnof events, especially in the friend space (Eva
2018) According to the explanation,hereisthesixthhypothesis:
H6:Students who had positive effect from society will outperform students who didnot.
Learning Methodologies (LM) H1 Self-study Time (ST) H2
Study result of students (SRS) Teaching Methodologies (TM) H4
Family and Friends (FF) H5Society Influence (SI) H6
Theconceptualmodel andhypotheses
Most of the factors affecting learning outcomes include: the effects from thestudents themselves, also known as the student's learning characteristics, the nextimpactfromtheUniversity,thentheaspectoftherelationshipsaroundw i t h different levels of intimacy, the last one is the recognition and prioritization of thoseperceptions in society. The proposed model is based on the theoretical basis ofprevious studies, namely the theory and precedent model Thereby, the study hasidentified 6 factors that can affect the learning outcomes of Banking UniversityHCMC students, including: (1) Learning Methodologies, (2) Self- study Time, (3)Study Motivation, (4) Teaching Methodologies, (5) Family and Friends,
Xj:independentvariable(determinedbasedonresearchmodel). ei: residual: this variable is always defaulted in the return equation regulations.βj:regressioncoefficient (coefficient).
Meanwhile, the specific names of the variables are as follows:X1:LearningMethodologies X2: Self-study
SRS=β0+β1*LM +LM +β2*LM +ST+β3*LM +SM+β4*LM +TM+ β5*LM +FF + β6*LM +SI
Students with clear, specific learning methods willget better results Thea s s u m p t i o n o f t h i s s t u d y i s thatthemethodologicalfactorispositively correlatedwithstudentlearningoutcomes.
Students who spend time studying properly will getbetterr e s u l t s T h e a s s u m p t i o n o f t h i s s t u d y i s t h a t thet i m e f o r s e l f - s t u d y i s p o s i t i v e l y c o r r e l a t e d w i t h studentlearningoutcomes.
Studentswithaspecific,motivatedlearningexperience better academic results The assumptionoft h i s s t u d y i s t h a t t h e m o t + i v a t i o n a l f a c t o r i s positivelycorrelatedwithstudentlearningoutcomes.
H4 Studentsw h o h a v e t h e o p p o r t u n i t y t o i n t e r a c t w i t h + lecturerswitheasy-to- understandandenthusiasticteaching methods will have better academic results.Theassumptionofthisstudyisthatlecturers'teac hingm e t h o ds positively correlatedwithstude nt learningoutcomes.
Students with support from family and friends willget better results Thea s s u m p t i o n o f t h i s s t u d y i s thatfamilyandfriendsarepositivelycorrelatedwit h studentachievement.
Students with a clear, specific prioritization of socialimpact will have better results The assumption ofthiss t u d y i s thatsociale f f e c t s a r e p o s i t i v e l y correlatedwithstudentlearningoutcomes.
Summaryofchapter2
In this chapter 2, the author presents the research models in teaching andlearning, the previous studies on the factors that affect students' learning outcomes.Thereby, the proposed research model is formed with 06 factors that will impact inthe same direction on learning outcomes of BUH students In chapter 3, the authorwill present the research methodology and give the direction of analyzing researchresultstoserve as a foundationforsolvingresearchobjectives.
In this chapter 03, the author builds a research process, identifies researchdata, offers a research model analysis method to serve as a basis for analyzing andevaluatingthe presentedresearchobjectives.inchapter 1.
Scientific research involves a systematic process that focuses on the goal andgathers data and information to analyze research and draw conclusions for research.This research process is used in all projects,research, evaluation, regardless of theresearch methodology such as: scientific research methodology, evaluation study oraction study The scientific research process consists of many steps in which theprocessesarelinkedtogetherintheprocess.
Researchprocess
StepsofResearchprocess
Step 12: Evaluation of research results, Proposal of solutions and research limitations Step 11: Identify variables that are statistically significant / insignificant
Step 10: Perform multiple regression, verify the suitability of the overall model Step 09: Correlation Test, Seal Test
Step 08: Clean data, filter out unsatisfactory questionnaires Step 07: Conduct sample survey
Step 06: Complete Questionnaire Survey Step 05: Conduct Questionnaire Survey
Step 04: Construct independent variables and research hypotheses Step 03: Identify the proposed research model
Step 02: Review theory and model of previous studies
Step 01: Determine the research objective
Thecoreoftheresearchistoaddresstheresearchobjectivessetout,specifically to identify the factors that affect student learning outcomes shown inchapter1.Tohaveabasisforsolving.Issuesthatneedresearch,theoreticalframeworkisconside redasthebackboneofthetopic,withtheories,r e s e a r c h models of student learning outcomes, as well as related previous studies On thebasisofthattheoreticalframework,thisstudy identifiestheproposedr e s e a r c h modela n d g i v e s r e s e a r c h h y p o t h e s e s f o r e a c h i n d e p e n d e n t v a r i a b l e , w h i c h a r e presentedindetailinChapter2.
Accordingly, preliminary interview questionnaires were formed to conductsurveysbystudentgroups,directlydiscussingwithstudents,askingfordirectopinions of full-time lecturers and instructors The results of this in-depth interviewarethebasisforcompletingtheofficialinterviewquestionnaireandthisquestionnaireissentt oeachstudenttocollectresearchdata.
Collected data will be updated and cleaned, inadequate questionnaires will beremoved.Onlysuccessfulobservationswillbeanalyzed,evaluated,testedandregression clarified.
Objectives of the study Next, the correlation test, the sign testwasperformed,followedbyaregressiontoidentifythefactorsaffectingthestudent'sl e a r n i n g p e r f o r m a n c e T h e s e s t a g e s a r e i m p l e m e n t e d a n d p r e s e n t e d i n detailinChapter4.
Finally,basedontheresearchresults,thistopicofferssuggestionsforsolutions to improve the learning results of BUH students, as well as clearly statingthel i m i t a t i o n s o f t h e r e s e a r c h , a s t h e b a s i s f o r t h e r e s e a r c h n e x t r e s c u e T h i s researchstepis discussed in Chapter 5.
Researchmethodologyanddata
This research topic is run by the basis of subjective examination strategiesandquantitative exploration techniques.
Based on the research objectives, this research project builds a theoreticalframeworko f l e a r n i n g o u t c o m e s o f B U H s t u d e n t s O n t h a t b a s i s , t h e f a c t o r s t h a t canaffectthestudent'slearningoutcomesareidentified,scaledesignandpreliminary interview questionnaire built The next step, this study conducted directinterviews with the students, consulted with experts on the appropriateness of theelements in the model, removed unnecessary elements, or added undesirable factors.areincludedintheresearchmodel.Fromthere,anofficialquestionnairew a s formedtoco nductadirectsurveyofstudentsstudyingatBUH.
On the investigated database, this study entered and cleanedt h e d a t a , o n l y the questionnaires with sufficient information and appropriate were included in theanalysis.Someanalyticaltechniquesperformedinthisstudyared e s c r i p t i v e statistics of students' characteristics, factors in research models, mark tests, andassessment of correlation between independent variables in research model, then,perform regression to test the significance of the overall model, the suitability of theoverallmodelandthesignificancelevelofeachfactorintheresearchmodel.
Quantitative analysismethods include: descriptive statistical analysis andmultivariateregressionanalysis.
Descriptive statistical analysis: Descriptive statistics of basic characteristicsof collected data such as: gender, average score, study method, motivation, self-study time, interactive learning, going to work or participating in social activities,feelingimportantornotlearning.
Multivariate regression analysis: Estimating the regression function with thedependent variable is the student's learning results and the independent variables arethefactorsthataffectstudentlearningoutcomes.
Inorderfortheresearchresultstoreflecthonestly thefactorsaffectingstudent academic performance, this study uses primary data sources intervieweddirectlyfromstudentsintheDistrict01andThuDuc District ofBUH’sproperty.
According to Nguyen Thuan (2015), for multivariate regression analysis, theminimumsamplesizeiscalculatedbytheformula: n>P+8*LM +m,
Meanwhile: n: is the selected number of elements (sample size); m: is the number ofindependent variables
So with the number of independent variables in the model is 6, the minimumsamplesizeofthestudyis:nP+8*LM +6(element),consideredappropriate.
Thisstudyusesaconvenientsamplingsurveymethod,with300questionnaires sent directly to students at BUH affiliated training centers throughcollaborators The author also interviewed for experts' opinions about the relevantsubjects.The surveywasoperated inMarch2021atBUH.
Position/Name Thenumberof survey/interview Note
Asking for expert’sopinions about
Letting students answerquestionsinthesurveStudentsof BUH inDistrict01 150 y
Formalresearch
The essential point of this study is to gather information to test the theories inthe proposed model by the creator The study was conducted in BankingUniversityHCMCfromDecemberof2020toMarchof2021.
Surveyquestionnaire
The review poll is intended to gather data with respect to every one of theexaminationtargetsbeingcontemplated.Overviewsurveysweredispersedtounderstudiesin dividuallybymeansofpaper.Theauthorwenttoclassesandgathered information by passingo u t a r e v i e w p o l l T h e s t u d y p a p e r c o m p r i s e s o f two sections which are close to home data and subtleties data including with thesubject The data around 6 components influencing the investigation aftereffects ofunderstudiesisassembledwiththingsthatpre-owned1five-pointL i k e r t s c a l e going from 1 (unequivocally deviate) to 5 (firmly concur) The factors introducedarepickeddependent onawriting surveyand conversationswithmanagespeaker.
The study poll depicts the profile of the members and it investigates the hugedistinction and relationship in the variables that influence understudies learningresults in their school course Profile poll: this is the initial segment of the review.
Itrequirestheessentialinformationfrommembers'veryowndatalikesexualorientation,averagep oints,theirjudgmentofeveryyes/noinquiriesinvolvingwith6variables.
Overview poll: this is the main part in the survey, which goes in specificinformation It is intended to decide the inclination of the members with regards tothose elements what may influence their examination results It is made out of 6elementswhichwouldexplain6importantissuestounderthecircumstance:LearningMethodol ogies,Self- studyTime,StudyMotivations,TeachingMethodologies,FamilyandFriends,SocietyInfluenc e.Thereare35inquiriesaltogetherand each factor comprises of 5 inquiries.
The study survey expresses in Vietnamese so people would fully understandthose terms without any problem It does not require the complete name,email,telephonenumber,understudiesnumbertosecureindividualdata.
Collectingdata
A quantitative strategy is picked as the fundamental information assortmenttechnique.AccordingtoBabbie(ThePracticeofSocialResearch,2010),"Quantitative strategies underscore target estimation and the factual or numericalexamination of information gathered through surveys, polls and overviews or bycontrollingpriormeasurableinformationutilizingcomputationalmethods".Quantitativeexa minationhasfocalpointsthatitcangatherinformationfromcountlessrespondents,whichisreaso nableinthis proposition.
The example size of this investigation is 300 respondents from understudiesin BUH Measurable Package for Social Sciences (SPSS) programmingi s u t i l i z e d intheinvestigationofessentialinformation.Justillustrativemeasurementsareutilized tobreakdowntheinformationgatheredincludingcrossorganization,frequencies, rates andmeans The useofexpressivem e a s u r e m e n t s i s t o p o r t r a y , sumupandpresentabunchofinformation,toimprovethehugemeasureofinformationin amovesensibleway.
Modifiedthescaleoffactorsinfluencingonstudents'studyresults
ThescaleofLearning Methodologiesgroup
Learning methods are systematic ways that are designed to solve learningproblemsthatwhenweinvestinlearninginreasonabletimeandwithhighefficiency In general, it would help learners understand and grasp the content oflessons, which is called a learningmethod.H a v i n g a s p e c i f i c w a y o f s t u d y i n g wouldimprovestudyprocess;therefore,itisimportanttohavelearningmethodolo giesintheresearch.
LM4 Iusuallygoto schooltomake sure Idon’t missanyclasses.
Source:Do HuuTai,LamThanh HienandNguyenThanhLam(2016)
ThescaleofSelf-studyTimegroup
Self-studytimeisanamountoftimethatstudentsspendinabsorbingknowledge by themselves Self-study is a process in which people are self- aware,activelyabsorbtheknowledgesystemandexperiencefromthesurroundingenvironment byintellectualmanipulation.Self-studyisaformofindividualcognitive activity tomaster the system ofknowledge and skillscarried out bystudents themselves in the classroom, outside the classroom, or not according to theprescribed curriculum and textbook Therefore, it is concerned to be essential factorintheresearch.
WhenI s p e n d a l o t o f t i m e s t u d y i n g m y su bj ects ( g o i n g t o c l a s s , d o i n g assignedh o m e w o r k , r e v i e w i n g t h e l e s s o n s b e f o r e t a k i n g t h e e x a m ) , m y academicresultsareusuallybetter.
ST2 WhenIspendalittletimeonasubject(missclass,quithomework,don't reviewlessonsbeforetakingtheexam)myresultsareoftenworse.
Ia m i n t e r e s t e d i n m y a c a d e m i c r e s u l t s s o I u s u a l l y s p e n d a l o t o f t i m e reviewingless ons, re wo rk in gass ig nm en ts b e f o r e t ak in gt hee xa m toget thebestpossibleresults.
ThescaleofStudyMotivationTimegroup
Study motivation is the desire, excitement, feeling responsible and full ofenthusiasm in the learning process, which is making the effort to try to successfullycomplete a certain job Furthermore, learning motivation has a great influence onlearning attitudes, which leads to learning outcomes of students Therefore, theanalysis and understanding of factors affecting students 'learning motivation is thebasis for finding directions to promote and increase students' learning motivation,whichwillimprovelearningoutcomes.
SM3 Iwanttohavea stable high-classjobsoItrytostudy.
SM4 Iwanttobecomeabetterversionofmyself(graduatestudy,studyabroad, goodpromotioninthecompany)soItrytostudy.
SM5 Iwanttogetawards(scholarship,praise,goodstudent,entranceexamfor bigcompanies)soItrytostudy.
ThescaleofTeachingMethodologies
Teachingmethodologiesarethewaysofworkingbetweenteachersandlearners, thereby helping learners fully grasp knowledge, skills and techniques toformcompetenciesandworldview.Teachingmethodsareactuallyformsofcombining the teacher's and student's activities in order to achieve a certain goaltogether Specific teaching methods include role-playing, group discussion method,games, case study debate Thus, teaching methodologies scale is relevant to theresearch.
Table3.5:EncodetheTeachingMethodologiesgroup Code Teaching Methodologiesg r o u p
ThescaleofFamilyandFriends
Closedrelationshiplikefriendsorrelativeshaveavitalsectionineachindividual Indeed, the odds are that this is the point at which we need our lovedones most Loved one's matter They assist us with exploring life's high points andlow points That's why it is needy to have this scale in the exploration Based on theclose connections around students, lecturers in BUH can orientate understudies totherightpathinlearning.
FF2 Iwanttostudywelltochangemyfamily’slifeandtomakem y parents happy.
ThescaleofSocietyInfluence
Social influence contains the manners by which people change their conductto satisfy the needs ofa social climate Ittakes numerous structures and canb e found in congruity, socialization, peer pressure, compliance, initiative, influence,deals, and showcasing Commonly social impact results from a particular activity,order, orsolicitation,h o w e v e r i n d i v i d u a l s a d d i t i o n a l l y c h a n g e t h e i r p e r s p e c t i v e s and practices because of what they see others may do or think The research stayfocusonhowstudentsprioritizetheorderofsocietyimpactsontheirlogicalthinking.
Thes c a l e o f E v a l u a t i n g t h e f a c t o r s i n f l u e n c i n g s t u d e n t s s t u d y
Assessing how powerful 6 elements can affect on understudies' study resultsdependsontheirveryownjudgment,whichbasesonpsychologicaltheoriesreferencedp r e v i o u s l y P l u s , t h e i r e ve r y dayactivities l i k e w i s e d r a w o u t t h e distinctivee n d t o s c h o l a r l y o u t c o m e s s o u n d e r s t u d i e s i n B U H c a n u n d o u b t e d l y assessthe circumstancedependentonthereality.
Table3.8:EncodeEvaluatingthefactorsinfluencingstude ntsstudy resultsscale Code Evaluatingthefactorsinfluencingstudentsstudyresultsgroup
EF1 Regulara t t e n d a n c e a n d a d e q u a t e homework have helped improvem y results.
Source:DoHuuTai,LamThanh Hien andNguyenThanhLam(2016)
Based on data collection, every survey is coded and entered to theStatisticalPackage for the Social Sciences(SPSS) version 20 The frequencies produced fromthe SPSS are tested for the accuracy of the information section and for missinginformationoroutofreachreactions.
VerifyingscalebyCronbach’sAlpha
To prevent incorrectcauses,Cronbach's Alpha examination is used. TheAlphacoefficientsofCronbacharedeterminedtoevaluateeachfactor'sinneruniformity.Fac torsthathavearelationshipcoefficientunder0.5andscalecomponents that have the Alpha coefficient of Cronbach under 0.6 are viewed asdisposedof.Thealphaestimateof6.0orgreaterisselectedtobeadequate.Notwithstanding,this isn't completely exact since, supposing that Cronbach's Alphais excessively enormous (0.95 or above), it would be no variations within the scale.This marvelisknownasduplicationwithinthescale.(NguyenDinhTho,2009).
IfCronbach’s Alphalies between0.6t o0.7,itmeans thescale canbeutilizedinne wresearchcontext
IfCronbach’s Alphaliesbetween0.7to0.8,it meansthescaleisquite goodandpro mised.
Asi n d i c a t e d b y p e r c e p t i o n f a c t o r s , i f t h e a b s o l u t e v a r i a b l e c o r r e l a t i o n i s more than 0.4 and Cronbach's Alpha is under 0.7, it would be prohibited from themodel Vice versa, the creator will keep the scale if all out factorc o r r e l a t i o n i s under 0.4 yet theCronbach's Alpha is higher than or equivalent 0.7 Overall,thescaleswhicharehigherthan0.6willbeaccepted.
EFA(ExploratoryFactorAnalysis)
EFAisutilizedtoscrutinize,distinguishingvariablegatheringsintheexaminationdispla yanddecideiffactorscouldbeassembledtomakefewerfundamental components If variables happened to have factors loading under 0.4,they must be rejected The creator plans that variables ought to correspond with afactor at 0.5 or higher to give proof of a solid connection between the variables andequivalent factor The technique for separating the coefficient is the strategy forfactorextraction.TheVarimaxpivotandthestopmomentthatseparatingthecomponents have eigenvalue = 1 The scale is acknowledged when the absolutefluctuation deviation is more noteworthy than or equivalent to half Factors whichare bunched into factors clarified more change(eigenvalue > 1) than that of asolitaryvariablewereheld.
Regression analysisandANOVAtest
A logistic regression is led to characterize factors that impact the scholasticresult of understudies at Banking University of HCMC, utilizing the inert variablesfoundinthepastexamination.
The distinction in deciding the impact of each factor on understudy academicoutcomeswereanalyzedutilizinginvestigationofdifference(ANOVA).
If Sig ≥ 0.005, we may reason that there would not be a statistically enormousdifferenceamongthe02means.
If the case of Sig is less than 0.05, the theory of consistency change amongthevariableworthgatheringshasbeenbreached.Itmeansthatthedistinctionbetween the meetings of work units is not equivalent In comparison to using theANOVAtest,weneedtouseWelch'stestforasteadyfluctuationpresumption.
If Sig of Welch’s test < 0.05, we may reason that there would be a statisticallyenormous differenceamongthe02means.
If Sig of Welch’s test ≥ 0.05, we may reason that there would not be a statisticallyenormous differenceamongthe02means.
In this study, depend variable is evaluating factor, while autonomous factorsare bunch of learning methodologies, study motivation, self-study time,teachingmethodologiesandsocialimpact.
Summaryofchapter3
In Chapter 3, this study has presented the research process, sample size,analysis method of the research model This is the basis for this study to analyze theresearchresultsperformedinChapter4,determinethestatisticallysignificantvariablesthataffec tthelearningoutcomesofBUHstudents.
Afterthediscussionbeingmentionedabove,theinvestigationcontinuesrunning in the next chapter in order to find out whether 6 hypotheses can reallyaffect to understudies academic outcome or not and how the different level of whichcan cause the matter In specific, chapter 4 will run data that has been collected bythe author as mentioned above Then, the author will analyze then report the finalresult by using Quantitative method-SPSS It is predicted that the final conclusionfrom theQuantitativestudy methodwill bringouttheanswerofthosefactorsinfluencing to understudies learning outcome Firstly,the statistics will be gatheredand described generally so it would provide an outline of personal information andrelevant questions Next, the main section will be run and tested whether factors’scales can be qualified enough to keep the process going on After that, if things runwell, the statistics will head to EFA and ANOVA test At last, the regression resultwouldbeintroducedandrevealedthesignificanceofthisresearch.
Sampledescription
The data was gathered by making survey in BUH The author handed out thesurvey polls to participants so they can score the level themselves in a scale of 5 Inthe result, there are 300 survey polls has been distributed to BUH’s students and allwere gathered back 100 percent However, there are 45 polls had been eliminateddue to the unqualified answers from the participants Thus, the author had to erase45 survey questionnaires which can not be run in the statistics That left the actualnumber for the data is down to
255 survey polls, which is accounts for 85 percent ofthesurveypollsbeingreceived back.
Descriptivestatistics
The results in Table 4.1 show that the “male” gender group appeared 90times, accounting for 35.3% while the gender group of "female" appeared 165 timesandaccountedfor64.7%.Thestudyonlysampledbiologicalsex,notsexualorientation.
The results in Table 4.2 show that the "Freshman" group appeared 43 times,accounting for 16.9% The "Sophomore" students accounts for 28.2% (72 students).The"Junior"studentsappeared79times,accountingfor31%.The"Senior" groupofstudentsaccountsfor23.9%(61students).
The results in Table 4.1 show that the group of Finance major accounts for7.8% (20 students) The group of Banking major accounts for 14.9% (38 students).The group of International Economy major accounts for 13.7% (35 students) Thegroup of Business Law major accounts for 8.6% (22 students) The group of SystemManagement Information accounts for 17.3% (44 students) The group of BusinessAdministration major accounts for 17.3% (44 students) The group of Accountingand Auditing accounted for 12.5% (32 students) The group of English Linguisticsaccountedfor 9.4% (24students).
The results in Table 4.1 show that the group of scores from 9.3 to 10 pointsaccounts for 1.6% (4 students) The score group from 8.5 to 9.2 points accounts for22% (56 students) The score group from 7.8 to 8.4 points accounts for 43.5% (111students) The score group from 7.0 to 7.7 points accounts for 26.3% (67 students).And finally the score group from 6.3 to 6.9 points accounted for 6.7% (17 students).Thereisnostudent below6.3pointsthoughit wasmentionedin thesurvey.
Type Answer Total GPA Note
D Yes 152 8.3 D:Domostlylecturershaveenthusiasticmann ers on teaching that you
E: Is it quiet or noisy in where you live? F: Do you ask for help from your friendsorstudyin group whenitcomestostudy?
Table4.3:AveragePointofdifferentlevel ofstudents'academic years
Quantity Valueof point Freshman Sophomore Junior Senior
The results in Table 4.3 show that Freshman and Junior both occupy 8.0points of GPA The lowest GPA belongs to Sophomore which only reaches to 7.79points The highest points group belongs to Senior students, which is 8.1 points ofGPA.
Source: Result of data processingTheresultsinTable4.2andTable4.4showthatstudentswhohavespecificlearn ingmethods accountfor60.4%(154st ud en ts) , withtheaverage scoreof8, 3points.St udentswhodonothavelearningmethodsaccountfor39.6%(101students),w i t h a n a v e r a g e s c o r e o f 7 , 5 p o i n t s T h u s , s t u d e n t s w i t h s p e c i f i c s t u d y methodsandplans instudyoccupyagreaterscorecomparedtothosewhodonot.
Ther e s u l t s i n T a b l e 4 2 a n d T a b l e 4 5 s h o w t h a t s t u d e n t s w i t h m o t i v a t i o n and learning objectives account for 83.9% (214 students), with average score of 8,0points Students with no motivation and learning methods accounted for 16.1% (41students), with an average score of 7,1 points Thus, students with motivation andlearninggoals occupyagreaterscorecomparedtothosewhodo not.
The results in Table4.2 and Table 4.6 showt h a t s t u d e n t s w h o s p e n d l e s s than 1 hour studying on self-study sessions account for 32.5% (83 students), with anaverage score of 7,4 points Students who spend more than 1 hour studying for self-study sessions accountfor 67.5% (172students), with an average score of8 , 3 points Thus, students who spend more than 1-hour self-study have greater scorescomparedtostudentswhostudylessthan1hour.
Question D: Do mostly lecturers have enthusiastic manners on teaching thatyoucanunderstandthelessonseasily?
The results in Table 4.2 and Table 4.7 show that students who have a chanceto experience active and easy-to-understand teaching methods account for 59.6%(152 students), with an average score of 8,3 points While, student who assume thattheir teachers were nothing special accounted for 40.4% (103 students), with anaveragescoreof7,5points.Thus,studentsexperiencedpositiveandeasy-to- understandteachingmethods occupyagreaterscorecomparedtothosewhodo not.
Question E: Is it quiet or noisy in where you live?
Source: Result of data processingTheresultsinTable4.2andTable4.8showthatstudentsliveinapeacefulenvironmenta ccountfor42%(107students),with anaveragescoreof8,4points Studentsl i v e i n a n o i s y e n v i r o n m e n t a c c o u n t f o r 5 8 % ( 1 4 8 s t u d e n t s ) , w i t h a n averagesc oreof7.7points.Thus,studentsliveinapeacefulenvironmentoccupya greaterscorecompared tothose wholive innoisyenvironment.
Question F: Do you ask for help from your friends or study in group when itcomestostudy?
The results inTable4.2 andTable 4.9 showthat studentsaskingf o r h e l p from their friends and study in group while studying accounted for 69.4% (177students),w i t h a n a v e r a g e s c o r e o f 8 , 2 p o i n t s S t u d e n t s r a r e l y a s k f o r h e l p f r o m theirfriendsandstudyingroupwhilestudying30.6%(78students),witha n average score of 7,5 points Thus, students who ask for help from their friends andstudyingroupwhilestudyingoccupyagreaterscorecomparedtothosewhodonot.
Table4.10:Descriptivestatisticsquestion G Doyouhaveajobor participateinany outsidedoor activities?
ResultsinTable4.2andTable4.10showthatstudentswhoworkpart- timeorparticipateinsocialactivitiesaccountfor44.3%(113students),withanaverage score of 7,7 points Students who do not work part-time or do not participate insocial activities account for 55.7% (142 students), with an average score of 8,2points Thus, students who do not work part-time or do not participate in socialactivitiesoccupyagreaterscorecomparedtothosewhodonot.
Source: Result of data processingTheresultsinTable4.2andTable4.11showthatstudentswhobelievethatatte ndingt o u n i v e r s i t y i s i m p o r t a n t a c c o u n t s f o r 7 6 9 % ( 1 9 6 s t u d e n t s ) , w i t h t h e averages c o r e o f 8 2 p o i n t s S t u d e n t s w h o b e l i e v e t h a t g o i n g t o u n i v e r s i t y i s n o t importanta c c o u n t s f o r 2 3 1 % ( 5 9 s t u d e n t s ) , w i t h a n a v e r a g e s c o r e o f 7 , 3 p o i n t s Thus, students find it important to study in college occupy a greater score comparedtothosewho donot.
Descriptivestatisticsforquantitativevariables
N Minimum Maximum Mean Std.Deviation
Source: Result of data processingThe results in Table 4.12 show that in 255 survey participants, there is a hugevariationinopinionontheimportanceoftheoriginfactorwiththeminimumscoreof1 ( s t r o n g l y d isa gr ee) a n d t h e m a x i m u m s c o r e o f 5 ( s t r o n g l y ag re e) W h i l e t h e expect ationo f t h e r e s e a r c h a u t h o r i s " P o s i t i v e ” s o t h i s f l u c t u a t i o n h a s c r e a t e d a st andarddeviation.However,theaveragevalueofthefactorsEvaluationFactors1toEvaluat ionFactors5showsthatallvariablesrotatearoundtheaveragevalueof 3.3 Thus, the initial hypothesis of the positive sign in them o d e l i s s t i l l s u p p o r t e d In other words, "standard deviation" is within the allowed limits.Therefore, the databeingobservedis"relevant".
Evaluating thereliabilityof thescale
Table 4 13: Result of the reliability assessment of Learning
Cronbach'sA lpha if ItemDeleted
Table 4.13 shows that the Cronbach's alpha coefficients total 0.808 whichis in the range 0.8 to 0.9 In addition, the correlation coefficients of all componentscalesaregreaterthantheminimumstandardof0.3.Therefore,thescaleo f Learning Method variable is made up of 5 component scales including LearningMethod 1, Learning Method 2, Learning Method 3, Learning Method 4, LearningMethod 5 with high reliability and can be used for In-depth analysis in the nextsection.
Cronbach'sA lpha ifItemDeleted lation
Table 4.14 shows that the Cronbach's alpha coefficients total 0.751 whichis in the range 0.7 to 0.8 In addition, the correlation coefficients of all componentscales are greater than the minimum standard of 0.3 Therefore, the scale ofSelf-study Time variable is made up of 5 component scales including Self-study Time 1,Self-study Time 2, Self- study Time 3, Self-study Time 4, Self-study Time 5 withhighreliabilityandcanbeusedforIn-depthanalysisinthenextsection.
Table4.15:Resultof thereliabilityassessmentofStudy Motivation Timescale
Cronbach'sAl pha if ItemDeleted
Table 4.15 shows that the Cronbach's alpha coefficients total 0.773 which isin the range 0.7 to 0.8 In addition, the correlation coefficients of all componentscales are greater than the minimum standard of 0.3 Therefore, the scale of StudyMotivationvariableismadeupof5componentscalesincludingStudyMotivation
1, Study Motivation 2, Study Motivation 3, Study Motivation 4, Study Motivation 5withhighreliabilityandcanbeusedforIn- depthanalysisinthenext section.
Table 4 16: Result of the reliability assessment of Teaching
Cronbach'sAl pha if ItemDeleted
Table 4.16 shows that the Cronbach's alpha coefficients total 0.734 whichis in the range 0.7 to 0.8 In addition, the correlation coefficients of all componentscalesaregreaterthantheminimumstandardof0.3.Therefore,thescaleofTeaching Method variable is made up of 5 component scales including TeachingMethod 1, Teaching Method 2, Teaching Method 3, Teaching Method 4, TeachingMethod 5 with high reliability and can be used for In-depth analysis in the nextsection.
Cronbach'sA lpha if ItemDeleted
Table 4.17 shows that the Cronbach's alpha coefficients total 0.724 which isin the range 0.7 to 0.8 In addition, the correlation coefficients of all componentscales are greater than the minimum standard of 0.3 Therefore, the scale of FamilyandF r i e n d s v a r i a b l e i s m a d e u p o f 5 c o m p o n e n t s c a l e s i n c l u d i n g F a m i l y a n d
Friends 1, Family and Friends 2, Family and Friends 3, Family and Friends 4,Family and Friends 5 with high reliability and can be used for In-depth analysis inthenextsection.
Cronbach'sA lpha if ItemDeleted
Table 4.18 shows that the Cronbach's alpha coefficients total 0.731 which isin the range 0.7 to 0.8 In addition, the correlation coefficients of all componentscales are greater than the minimum standard of 0.3 Therefore, the scale of SocialInfluence variable is made up of 5 component scales including Social Influence 1,Social Influence
2, Social Influence 3, Social Influence 4, Social Influence 5 withhighreliabilityandcanbeusedforIn-depthanalysisinthenextsection.
Cronbach'sA lpha if ItemDeleted
Table 4.19 shows that the Cronbach's alpha coefficients total 0.808 which isin the range 0.8 to 0.9 In addition, the correlation coefficients of all componentscalesaregreaterthantheminimumstandardof0.3.Therefore,thescaleofEvaluation Factors variable is made up of 5 component scales including EvaluationFactors1,EvaluationFactors2,EvaluationFactors3,EvaluationFactors4,Evaluatio n Factors 5 with high reliability and can be used for In-depth analysis inthenextsection.
Resultofexploratoryfactoranalysis(EFA)
ExploratoryFactorAnalysisforindependentvariables
≤ KMO ≤ 1), thism e a n s t h e d a t a u s e d t o a n a l y z e t h e f a c t o r i s a p p r o p r i a t e T h e result of Bartlett’s Test is 2981.047 with Sig = 0.000 less than 0.05 Therefore,factor analysis for the research model is appropriate (the variables selected in themodelare worth studying).
Source: Result of data processingTable4.21showsthatthefactoranalysismodel(EFA)gives6factorswithEigenvaluesc o e f f i c i e n t > 1 a n d t h e s e 6 f a c t o r s e x p l a i n 5 4 9 5 6 % > 5 0 % o f t h e mod el.T h e r e f o r e , t h i s r e s u l t i s c o m p l e t e l y co rr ec t w i t h t h e i n i t i a l h y p o t h e s i s t h a t theresearchmodelincludes6independentvariables.
Table4.22:Resultof independentfactoranalysiswithPrincipal Varimaxrotation method
Source: Result of data processingTable4.22showsthatafterp e r f o r m i n g f a c t o r r o t a t i o n b y
V a r i m a x m e t h o d , among3 0 o b s e r v e d v a r i a b l e s ( 3 0 s c a l e s ) , t h e r e a r e 2 7 s c a l e s f o r m i n g c o n v e r g i n g groupswithvaluesgreaterthantheminimumstandard.0.5.Es pecially,theseconverginggroupsareformedinthecorrectorderofeachvariableintheres earchmodel However, the 3 scales of Social Influence 5, Teaching Method 5, Family andFriends2 a r e b e l o w 0 5 a n d n e e d t o r e m o v e t h e s e t h r e e v a r i a b l e s a n d r u n E F
Resultofexploratoryfactoranalysis(EFA)thesecondtime
≤ KMO ≤ 1), thism e a n s t h e d a t a u s e d t o a n a l y z e t h e f a c t o r i s a p p r o p r i a t e T h e result of Bartlett’s Test is 2639.327 with Sig = 0.000 less than 0.05 Therefore,factor analysis for the research model is appropriate (the variables selected in themodelareworthstudying).
Source: Result of data processingTable4.24showsthatthefactoranalysismodel(EFA)gives6factorswithEigenvaluesc o e f f i c i e n t > 1 a n d t h e s e 6 f a c t o r s e x p l a i n 5 8 2 9 3 % > 5 0 % o f t h e model.T h e r e f o r e , t h i s r e s u l t i s c o m p l e t e l y co rr ec t w i t h t h e i n i t i a l h y p o t h e s i s t h a t theresearchmodelincludes6independentvariables.
Table4.25:Resultof independentfactoranalysiswithPrincipal Varimaxrotation method RotatedComponent Matrix a
Table4.25showsthatafterperformingfactorrotationbyV a r i m a x method, 27 observed variables (27 scales) formed convergent groups with valuesgreater than the minimum standard of 0.5 Especially, these converging groups areformedinthecorrectorderofeachvariableintheresearchmodel.
DiscriminantValues
Source: Result of data processingTable4.26showsthatthediscriminantvalueso f t h e o b s e r v e d v a r i a b l e s a l l exceedt h e m i n i m u m s t a n d a r d o f 0 3 H o w e v e r , t h e r e i s t h e d i s c r i m i n a n t v a l u e s (DV)o f F a m i l y a n d F r i e n d s 0 4 = 0 5 4 0 -
0 3 3 4 = 0 2 0 6 < 0 3 ; S o c i e t y I n f l u e n c e 0 3 = 0.515- 0.403=0 112< 0 3 ; t he ref or e, it is n e c e s s a r y toexc lu det hese t w o v a r i a b l e s fromt h e s c a l e s T h e r e m a i n i n g 2 5 o b s e r v e d v a r i a b l e s a r e k e p t i n t h e m o d e l a n d collapsedin thenextsection.
ExploratoryFactor Analysisfordependentvariables
Source: Result of data processingTable4.27showsthatt h e c o e f f i c i e n t K M O = 0 8 4 3 > 0 5 , s u r p a s s i n g Bartlett'stesta tsignificancelevel 0 00 0( 0% er ro r) Therefore,factora nalysis forther e s e a r c h m o d e l i s a p p r o p r i a t e ( t h e v a r i a b l e s s e l e c t e d i n t h e m o d e l a r e w o r t h studying).
Table 4.28 shows that the factor analysis model (EFA) gives correct onefactor with Eigenvalues coefficient > 1 and this factor explains 56.559> 50% of themodel Therefore, this result is completely correct with the original theory of theresearchmodelincluding1dependentvariable.
1 EvaluatingFactors03 774 EvaluatingFactors05 769 EvaluatingFactors02 769 EvaluatingFactors01 725 EvaluatingFactors04 720
Source: Result of data processingTable4.29showsthatafterperformingfactorrotationbyVarimaxmethod,5observed variables (5s c a l e s ) formed a singleconverging gr ou p withconvergence valuesg r e a t e r t h a n t h e m i n i m u m s t a n d a r d o f 0 5 E s p e c i a l l y , t h e s e c o n v e r g i n g groupsa r e f o r m e d i n t h e c o r r e c t o r d e r o f e a c h v a r i a b l e i n t h e r e s e a r c h m o d e l Therefore,thisresultisthefinalresultbasedonthecollapseofthevariableinthenextsect ion.
Correlation of theindependentanddependentvariables
LM ST SM TM FF SI
PearsonCorre lation 406 *LM +*LM + 221 *LM +*LM + 238 *LM +*LM + 547 *LM +*LM + 519 *LM +*LM + 476 *LM +*LM +
Source: Result of data processingTable4 3 0 s h o w s t h a t t h e c o r r e l a t i o n c o e f f i c i e n t s o f t h e i n d e p e n d e n t variablesandthedependent variablesaresignificantwith thetwo signs*LM +*LM + Assuch,thevariablesremainthesameforthenextsection.
Resultof linearregressionanalysis
Resulting Test Hypotheses (Regression coefficients are notstandardized)