The proportion of k17 FMT students have taken a part time job

It can be considered that there are numerous reasons for college students to choose to do part-time jobs instead of other activities to devote their free time to.. Moreover, the informat

HANOI UNIVERSITY FACULTY OF MANAGEMENT AND TOURISM

TABLE OF CONTENTS

Abstract iv

1.Introduction 1

2.Research methodology 1

a Population and Sample: 1

b Questionnaire design 2

c Sample size 3

d Sampling method 3

e Data collection 3

f Data processing 3

g Level of significance 4

3.Descriptive results and Findings 4

4.Results and findings of the hypothesis testing 11

a Assumption 12

b Hypothesis Testing Procedure 13

5.Project evaluations 14

a Limitation 14

b Implication 15

6.Conclusion and Recommendations 15

REFERENCES 17

APPENDIX A 18

APPENDIX B 19

APPENDIX C 22

APPENDIX D 24

APPENDIX E 28

LIST OF FIGURES

Figure 1 The proportion of K17 FMT students have taken a part-time job 4

Figure 2 The proportion of K17 FMT students is taking a part-time job 5

Figure 3 The reasons why K17 FMT students work part-time 6

Figure 4 The relation between majors and part-time job of K17 FMT students 7

Figure 5: The effect of the part-time job on K17 FMT students’ performance at university 8

Figure 6: The effect level of some main factors impact on K17 FMT students’ decision of doing a part-time job 9

Figure 7: K17 FMT students’ GPA last semester 10

Figure 8: The proportion of K17 FMT students can balance between studying and working 11

Abstract

Up to now, Vietnam has been known as a country with an abundant human resource and the number of people who are in working-age is increasing rapidly College students, in particular, have been very active to join in the labor force market since they were freshmen

at university Thus, doing a part-time job can no longer be seen as a small phenomenon and

it is gradually becoming an indispensable part of students’ life Recognizing the popularity of

having a part-time job among students, we have conducted a small scale study within Hanoi University to analyze as well as assess various issues related to FMT’s students We carry

out this project with the purpose of showing different views of students about part-time jobs and whether they are good or bad for them Hopefully, our research will be a useful reference and ideally provides practical recommendations to put this project into reality.

1 Introduction

For current students, doing part-time job is really familiar Because most universities are training in the form of credits, the students can completely take the initiative in arranging their schedule in a suitable way and still spend time working It can be considered that there are numerous reasons for college students to choose to do part-time jobs instead of other activities to devote their free time to According to an article in 2015

on kenh14.vn, by having a part-time job, students can earn more money for daily expenses and studying, gain more hands-on experience and widen their social network Moreover, the information given in the latest report by HSBC about education stated that the proportion of students in the world going to work is very high, 4 out of 5 students (83%) work and study at the same time, mostly because they need to make more money (53%) They also emphasized that students around the world spend an average of 3.4 hours a day doing extra work, compared to 2.7 hours on campus or group study These studies have shown the current status of students working part-time at university along with many different effects on their studying and life Therefore, we try to dig deep into this problem in our research, which focuses on the frequency of doing part-time jobs among students and how they balance their study and work

In order to figure out the issue, we have analyzed the data collected from the survey about the effects of doing part-time jobs among students with the sample size of 100 students chosen randomly from FMT’s K17 students, who are from different majors Each student answered 9 questions in the questionnaire designed for the purpose of using hypothesis testing and descriptive statistics to identify their choices From the collected result, we suggest some recommendations on the improvement of our project

2 Research methodology

a Population and Sample:

In this paper, our main purpose is to illustrate how part-time jobs affect students’ GPA, so we focus on students who have involved in part-time jobs and see how they will

b Questionnaire design

Our questionnaire consists of 12 questions which are designed to figure out what aspects of partaking in part-time jobs affect their studying results Therefore, the respondents gave the answers based on their real and available experiences

In particular, the first three questions in our survey aimed at obtaining the personal details of students regarding name, ID and major Then we designed a list of 9 following questions to get information serving for the Hypothesis testing and descriptive statistics of our project:

1) Have you ever taken a part-time job?

2) Currently, are you working part-time?

3) Why do you choose to do a part-time job?

4) Is your part-time job related to your major at school?

5) Is your performance at university affected by a part-time job?

6) Effect level of some factors affecting your decision of doing a part-time job

7) How do they affect your studying results?

8) What is your GPA last semester?

9) Can you balance between studying and working? (If yes, how? If no, why?)

Obviously, in the first two questions, we want to know whether he/she has been involving in a part-time job so far If a student is not working anything, he/she could skip from question 3 to question 7 and continue with question 8, because we just focus on people involving in part-time jobs In the third question, it is to get information about their purposes of working besides learning Question number 4 is put whether their part-time job related to their major at school or not Next, from question 5 to 8, we ask about which factors affecting their performance at university and how they affect them so we can evaluate whether they are positive or negative impacts The last question is to know whether they can balance between working and studying as well as to illustrate what problems they face with and how they find out solutions

This form of questions designed on the quick survey is tied to the purpose and assumption of the report to get the most realistic and meaningful results for our evaluation

c Sample size

In terms of the population, we know that if the sample size is large, it may be more effective However, the population of current students in FMT is quite too large, which causes several difficulties for us because we have limited time and many respondents are unwilling to fill in the survey Therefore, our team has jumped to the decision of working

on a sample of 100 students in FMT The sample is small in comparison with the total population, but it is considered to be large enough for us and applicable to carry out the test and achieve the overall objectives of our report

The list of respondents is represented in the Appendix of this report

d Sampling method

Since the population is quite large, simple random sampling was used as the best method We took advantage of the R studio to acquire randomly 100 students in the Faculty of Management and Tourism department, which includes four majors In detail, there are 21 Business Administration department’s students, 27 Tourism Management department’s students, 27 Finance and Banking department's students, and 25 Accounting department's students

e Data collection

After completing the questionnaire design and choosing the sample, we distributed the survey in a doc form and spread it through groups on Facebook so that all students who were released by simple random sampling method could fill in the form In the beginning,

we believed this way might be effective as respondents just need to spend about 1 minute

to fulfill the form However, this method was not really as fast and convenient as we expected because there were cases that some students were not online or even ignored it, skipped the survey on their screen To deal with these situations, we had to find the contacts and met them directly in order to ask them to answer the questionnaire

Finally, all the information was transferred into an Excel file so that we could save the form and started illustrating the statistics

check all the information to make sure there are no errors In fact, there are still some mistakes that students make when filling in the form such as several respondents submitted twice or some answers were not recorded/noted down in our form The purpose

of this step is to eliminate incorrect data and begin to create high quality data for the best –evaluation

Then, we complete the data processing by moving to the data output stage Particularly, with each question, we have an answer with specific data and based on these data, we transfer these numbers into bar charts, pie charts or graphs through Excel

g Level of significance

As mentioned above, the sample size is small in comparison with the population, based on what we have learned and in order to make it easier and more convenient to evaluate a part-time job’s effects on students' GPA, we choose the level of significance to

be 5%

3 Descriptive results and Findings

Question 1: Have you ever taken a part-time job?

Figure 1 The proportion of K17 FMT students have taken a part-time job

With the aim of getting to know more about the working part-time activity of K17 FMT students, we have designed a question to classify them into two types, which are

“having worked part time” and “not having work ed part time” According to the answers -

-we received, the figure above illustrates the ratio of these two groups As -we can see, students who have never taken part in a part-time job occupied one-fourth of the 100 selected students in our sample, and the rest (75%) claimed that they had worked part-time at least once

Question 2: Currently, are you working part-time?

Figure 2 The proportion of K17 FMT students is taking a part-time job

In the next question in the survey we conducted, we asked the K17 FMT students who had worked part-time whether they were continuing their job or not It is clearly seen in the pie chart that the difference in the number of students between the 2 groups with the answers “yes” and “no” was not too much The proportion of the first group answered

“yes” which mean they were still working part-time was 55%, and the rest with nearly a half of the surveyed students refused to continue working part-time after they had had some time of working experience

Question 3: Why do you choose to do a part-time job?

Figure 3 The reasons why K17 FMT students work part-time

To fathom the motivation for choosing working part-time job after class of K17 FMT

students, there were 3 options given in the survey for the question “Why do you choose to

do a part-time job?” which were financial problems, interests and experiences The bar chart shows the reasons why the students do a part-time job As observations, the

numbers of students who had chosen the three different reasons were not similar Being the most selected choice among the three, gaining experiences seemed to be the most popular motivation with nearly 60 selections Ranking in the 2 position was financial ndproblems with a slight distinction of 2 choices The smallest figure belonged to the

interests with only over 33 among 100 students in the sample

Question 4: Is you part-time job related to your major at school?

Figure 4 The relation between majors and part-time job of K17 FMT students

After knowing the motivation of K17 FMT students, another question was conducted that whether the part-time jobs they did were related to their majors or not According to the pie charts presenting the figures between 2 kinds of responses which are “related” and

“not related , we can see that there were only over two-fifths of the students who do part-”time jobs with relation to their majors that they are studying at Hanoi University There was a possibility that the motivation somehow impacted this relation because going along with the low number of students working part-time for interests, the percentage of students who had part-time jobs which were unrelated to their majors were high and shared a major part of nearly 60%

Question 5: Is your performance at university affected by a part-time job?

Figure 5: The effect of the part-time job on K17 FMT students’ performance at

Question 6: Effect level of some factors affecting your decision of doing a part-time

job

Figure 6: The effect level of some main factors impact on K17 FMT students’

decision of doing a part-time job

To better understand the criteria leading to the decision for a job selection of the

students, four main reasons were put in place to see how they rate them The bar chart

above compares the importance-level of some elements which make students choose a

part-time job Overall, the wage is the dominant factor As can be seen from the chart, the number of students who pay attention to the salary when choosing a part-time job are is

64 people It is followed by working time, the second most important element when

students look for a job, with 63 students voting for this criterion However, this is the

factor that is considered to have the biggest effect on students’ decision Similarly,

standing in third place with 60 picks is the distance between their home and work And

finally, working environment ranks last, although it is also rated to have a great effect (29 out of 75 students consider it to have a huge influence on their decision)

Question 8: What is your GPA last semester?

Figure 7: K17 FMT students’ GPA last semester

In order to know much more exactly about the effects of participating in a part-time job on K17 FMT students’ performance at school, we wish to know their GPA last semester The pie chart illustrates the GPA of the respondents in the previous semester It

is easy to recognize that the majority of students processes the score ranging from 6.0 to 7.0, this sector of students accounted for 45% The range of GPA from 7.0 to 8.0 and from 5.0 to 6.0 witnessed quite a similar pattern in the proportion of students who succeeded in achieving them, at 25% and 23% respectively The two least common scores among the students are lower than 5.0 and higher than 8.0, with nearly 5% of the respondents having them

Question 9: Can you balance between studying and working? (If yes, how? If no,

There would be many reasons leading to the above results so in the last question, we let students write down their own opinions explaining how they can and why they can not Regarding the “yes” part, following the set timetable along with working in short amount of time are the key methods helping people do simultaneously two things effectively, these two ideas comprised over a half of the responses By contrast, spending too much time working is the main cause giving rise to the failure in balancing learning and working

4 Results and findings of the hypothesis testing

66%

34%

negatively based on the statement above We decided to design and distribute a questionnaire of 9 questions to take data randomly from our sample (100 K17 students) Among them, we used a question to identify evidence serving for the test:

"Currently, are you working part-time?"

Based on the collected data which is qualitative type and the aim of the research paper, we decide to use the method of testing how many HANU's K17 students have a part-time job by Z-test Especially, the parameter of students working part-time is p , 0

point estimators of this parameter is p

a Assumption

 Since the answer for the question are “YES” and “NO, the variables are qualitative with two categorical outcomes

 Population follows a Binomial Distribution

 The survey consists of a sequence of 100 identical trials - K17 Hanu students, each trial corresponds with each student’s answer

 Two outcomes are possible on each trial: We denote “YES” as a success and “NO” as a failure

 The probability of “YES” and the probability of “NO” do not change from trial to trial, with p = 0.5 and 1 p = 0.5 –

 The trials are independent as the choice of students does not affect others’

 Normal Approximation To The Sampling Distribution Can Be Used by

Sample proportion for K17 students saying YES is: = = 0.55

n = 100 * 0.55 = 55 n(1 ) = 100 * (1 0.55) = 45 – – The sample size is large enough: 100 > 30

 The sampling distribution can be approximated by a normal distribution Thus, all the assumptions are realized in order to do the Z-test for proportions