UNIVERSITI TEKNOLOGI MARA (UiTM) KAMPUS MACHANG, NEGERI KELANTAN

FACULTY OF BUSINESS AND MANAGEMENT

BACHELOR IN OFFICE SYSTEMS MANAGEMENT (HONS)

UCS 551

INTRODUCTION TO DATA ANALYTICS AND APPLICATION

GROUP PROJECT: DATA ANALYSIS REPORT

PREPARED BY:

BIL. GROUP MEMBERS STUDENT ID

1. MUHD FATHI BIN SELAMAT 2019591555
2. NUR FATIN HULWANI BT AB AZIZ 2019719957
3. NUR HANANI BT JASNI 2019728071

GROUP:

BA232 3A

PREPARED FOR:

SIR ROSLIM MOHAMAD

DATE OF SUBMISSION:

5TH MAY 2020

 TABLE OF CONTENT

NO. CONTENT PAGE

1. INTRODUCTION 1

2. BACKGROUND OF THE PROBLEM 2

3. DATA REPRESENTATION 3-5

4. DATA ANALYSIS 6 - 14

 grade percentage of students

 percentage marks of students
 analysis final exam question
 list of chapter that come out in test, quiz and
assessment

5. CONCLUSION 15
1.0 INTRODUCTION

Data is a set of values of subjects with respect to qualitative or quantitative variables. Data and
information or knowledge are often used interchangeably; however, data becomes information
when it is viewed in context or in post-analysis.

Data analytics is a process of inspecting, cleansing, transforming, and modeling data with the
goal of discovering useful information, suggesting conclusions, and supporting decision-making.
Leverage data in a particular functional process (or application to enable context-specific insight
that is actionable.

This report analysis basically shows about the analysis data of student programme CS110. The
purpose of this report is to identify the reason or the factor of academic failure in the final exam
among the student of programme CS110.
2.0 BACKGROUND OF PROBLEM

Data analysis is sometimes viewed as simple and straightforward, requiring little time, effort, or
expense. However, careful analysis usually requires a major investment in all three. It must be
done with as much care and concern as any of the design or data-gathering aspects.
Furthermore, inappropriate statistical analyses can introduce bias, result in misleading
conclusions and impair the credibility of the trial.

The data analysis shows that students receive a poor grade on a test because they might
conclude that difficulty of the test and the low quality of the teaching were key causes. The
tendency of student failed because of certain same questions also high.

Data obtained from this study were used to derive a perception instrument that could enable
teachers and researchers to explore the factors that are perceived by students to affect their
learning or their non-learning.
3.0 DATA REPRESENTATION

BIL MARK GRAD POINT VALIDATIO VALIDATIO PROGRAMM STUD Lulus/Gagal STATUS
. S E S N MARKS N GRADE E Y (XX,YY,ZZ,FD,T
MODE L)
1 40 D 1 40 D CS110 FULL GA
TIME
2 42 D 1 42 D CS110 FULL GA
TIME
3 61 B- 2.67 61 B- CS110 FULL LU
TIME
4 50 C 2 50 C CS110 FULL LU
TIME
5 20 F 0 20 F CS110 FULL GA
TIME
6 77 A- 3.67 77 A- CS110 FULL LU
TIME
7 60 B- 2.67 60 B- CS110 FULL LU
TIME
8 41 D 1 41 D CS110 FULL GA
TIME
9 52 C 2 52 C CS110 FULL LU
TIME
10 41 D 1 41 D CS110 FULL GA
TIME
11 60 B- 2.67 60 B- CS110 FULL LU
TIME
12 33 E 0.67 33 E CS110 FULL GA
TIME
13 42 D 1 42 D CS110 FULL GA
TIME
14 0 Y 0 40 D CS110 FULL YY YY
TIME
15 40 D 1 17 F CS110 FULL GA
TIME
16 17 F 0 68 B CS110 FULL GA
TIME
17 68 B- 3 30 E CS110 FULL LU
TIME
18 30 E 0.67 53 C CS110 FULL GA
TIME
19 53 C 2 62 B- CS110 FULL LU
TIME
20 62 B- 2.67 65 B CS110 FULL LU
TIME
21 65 B 3 58 C+ CS110 FULL LU
TIME
22 58 C+ 2.33 66 B CS110 FULL LU
TIME
23 66 B 3 50 C CS110 FULL LU
TIME
24 50 C 2 40 D CS110 FULL LU
TIME
25 40 D 1 58 C+ CS110 FULL GA
TIME
26 58 C+ 2.33 51 C CS110 FULL LU
TIME
27 51 C 2 CS110 FULL LU
TIME
 weightage of each item
10 10 10 5 5 10
Fullmark
30 30 20 15 15 30
Test 1 test 2 Assessment quiz quiz 2 written total on going
1 assignment (assessment)
12 19.5 10 2 6.5 29 28
9.3 17 5 7 6.5 29 25.43
18 15 3 5.5 8.5 29 26.43
7.3 5.5 18 2 11.5 30 27.76
8 2.5 1 0 9 20 13.6
28.7 20 13 10 13 30 40.4
10.7 10 18 10.5 12 30 33.4
16 9.5 1 10 10 20 22.33
19.3 16 10 7.5 4 28 29.93
8 24.5 17 2 8.5 28 32.16
19.3 22 10 11 6.5 29 34.26
8 11.5 8 8 9 20 22.83
14.7 8 10 8 6 29 26.9
2.7 1 3 1 4 28 13.73
9.3 7 10 9.5 10.5 28 26.43
4 2 3 0.5 5 28 14.66
23.3 21.5 10 10.5 12.5 28 36.93
10.7 8 10 8 8 29 26.23
10.7 7 13 8.5 12 30 29.23
12.7 10.5 18 2.5 12.5 30 31.73
16 10.5 13 9 8.5 30 31.16
17.3 6.5 7 9.5 12.5 29 28.43
22.7 20 17 5.5 12 28 37.9
18 17 17 10 10 28 36.16
10 21.5 10 5 6.5 29 29
18 23 10 5 4 28 31
12.7 17 7 11.5 4.5 29 28.4
 Final marks
Full Marks
5.00 4.00 4.00 5.00 5.00 5.00 5.00 2.00 3.00 4.00 5.00 6.00 5.00 5.00 5.00 4.00 5.00 2.00 3.00 3.00 4.00 3.00 3.00 2.00 3.00
Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1 Paper 1
No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part No. Part
1a 1b(i) 1b{ii) 1c 2a 2b 2c 3a(i) 3a(ii) 3a(iii) 3b 3c 3d 4a(i) 4a(ii) 4b 4c 5a(i) 5a(ii) 5a(iii) 5b 5c(i) 5c(ii) 5d(i) 5d(ii) FINAL EXAM MARKS

PLO1 PLO1 PLO1 PLO1 PLO1 PLO1 PLO2 PLO1 PLO1 PLO1 PLO1 PLO1 PLO2 PLO1 PLO1 PLO2 PLO1 PLO1 PLO1 PLO1 PLO2 PLO1 PLO1 PLO1 PLO1
2 1 1 1 2 0 0 0 0 0 0 0 0 5 2 2 0 0 0 1 1 1 2 2 0 23
2 0 3 1 0 1 1 1 1 0 0 0 2 2 1 1 0 2 3 3 2 1 1 2 3 33
5 1 4 2 5 2 5 1 3 4 2 6 2 5 2 4 2 2 3 3 1 0 0 2 3 69
4 1 0 3 3 0 1 1 0 0 0 6 2 3 3 2 2 2 3 3 2 0 0 2 1 44
2 2 3 0 2 0 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 13
4 4 2 2 5 2 4 2 3 0 1 6 3 5 5 3 5 2 3 3 2 3 1 2 1 73
4 1 4 2 5 0 0 1 3 0 1 1 0 4 5 1 2 2 3 3 3 1 2 2 3 53
2 1 0 0 4 3 1 1 2 0 0 3 0 2 1 3 0 2 3 3 1 1 1 2 1 37
4 1 3 2 2 0 0 2 1 0 0 1 5 2 5 4 0 2 3 3 1 0 0 2 1 44
2 2 1 0 2 0 0 1 1 0 0 0 0 5 1 2 0 0 0 0 1 0 0 0 0 18
4 4 4 2 2 0 0 0 3 1 2 6 0 5 2 0 4 2 3 3 2 1 0 0 1 51
2 1 1 0 2 2 0 0 0 0 0 0 1 5 0 2 1 0 0 0 1 1 0 0 1 20
2 2 1 0 3 0 1 0 0 0 0 3 4 3 1 0 1 2 0 0 2 1 2 2 1 31
0
2 2 4 5 2 0 0 0 0 0 2 6 1 0 0 1 0 2 0 1 0 0 0 0 0 28
0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 0 0 0 0 0 0 4
3 3 3 2 5 0 1 2 3 4 0 6 1 4 5 3 5 2 3 3 0 0 0 2 3 63
0 2 0 0 1 0 0 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 7
3 1 4 0 3 1 3 2 3 0 0 6 4 5 4 2 2 1 0 0 0 0 0 2 1 47
0 3 2 2 3 3 2 0 3 0 0 5 4 5 5 3 2 2 3 3 2 3 3 2 1 61
4 4 4 4 4 3 3 1 3 0 0 6 4 1 5 3 4 2 3 3 3 0 0 2 1 67
3 3 1 3 5 0 4 2 3 0 2 1 2 5 5 3 3 2 3 3 2 1 1 2 0 59
0 2 1 1 5 0 2 2 3 4 2 1 4 5 2 4 3 2 3 3 0 3 3 2 0 57
3 1 2 2 5 0 2 1 1 0 0 1 1 2 1 3 2 0 0 0 0 0 0 0 0 27
3 2 1 0 2 0 1 1 0 0 0 0 2 1 1 2 0 2 2 0 1 0 0 1 0 22
4 1 1 1 2 0 3 1 3 4 0 1 2 5 5 4 4 2 3 3 2 0 0 1 2 54
3 1 1 2 3 2 2 1 3 0 0 3 2 2 5 1 0 2 3 3 1 0 0 2 3 45
67 46 51 37 77 19 36 24 42 17 12 68 47 86 69 55 42 37 47 47 30 17 16 34 27
4.0 ANALYSIS DATA

GRADE PERCENTAGE OF STUDENTS

This bar chart showed that most of the student pass in their exam, but the total of student who
failed also quieted high. There is also a student who did not absent during the exam.
 JUMLAH PELAJAR LULUS JUMLAH PELAJAR JUMLAH YY JUMLAH PELAJAR
GAGAL

15 11 1 27

test 1 Test 2 Quiz 1 Quiz 2 Assessment Assignment

Pass 11 13 15 17 18 27
Fail 16 14 12 10 9 0
Total 27 27 27 27 27 27

From this chart and table, we can see that student were very performing in doing their
assignment. We can assume that they can do the best in assignment because the can refer to
the sources such as book and internet. It is not same with test and quiz, because it requires
student to study and answer the question by their own self.
PERCENTAGE MARKS OF STUDENTS

PERCENTAGE (%)
TEST 1 45.3
TEST 2 43.67
ASSESSMENT 50.37
QUIZ 1 41.87
QUIZ 2 55.53
WRITTEN ASSIGNMENT 92.97

The percentage of written assignment were very high than the assessment. Both of them just
require student to do some research and can refer to the many sources. But it showed both of
them have a big different percentage with each other. We can assume that most of student
does not have the effort to do their assignment.
ANALYSIS FINAL EXAM QUESTION

QUESTION 1

A 49.63%
b(i) 42.60%

b(ii) 47.22%
C 27.41%
QUESTION 2
a 57%

b 14.07%
c 26.67%
QUESTION 3

a(i) 44.44%
a(ii) 51.85%

a(iii) 15.74%
b 8.89%

c 41.98%
d 34.81%
QUESTION 4

a(i) 63.70%
a(ii) 51.11%

b 50.93%
c 31.11%
 QUESTION 5
a(i) 68.52%

a(ii) 58.02%
a(iii) 58.02%

b 27.78%
c(i) 20.99%

c(ii) 19.75%
d(i) 62.96%

d(ii) 33.33%

This data showed the result of 5 questions that came out in the final exam. Among the 5
questions, there are certain sub questions that were difficult for the students. We can see the
highest percentage that means many students got it wrong. It means that chapter for the
question difficult for the student to understand.
LIST OF CHAPTER THAT COME OUT IN TEST, QUIZ AND
ASSIGNMENT

In this study it is also found that most student could not understand chapter 1 till chapter 4 as
most of them failed in Test 1.
5.0 CONCLUSION

From the result of this analysis, we can conclude that students held themselves accountable for
their own success or failure. Learning from instruction requires the learner to play an active role
in order to require new knowledge successfully. The data shows that many students failed
during test 1 rather than test 2. The data also shows that many students failed during quiz 1
rather than quiz 2. Their failure might because of chapter that come out in test 1 and quiz 1
were harder than other chapter. It also because of student not focus and study during their
lecture. In order to reduce the percentage of failure student, the student must focus and study
smart. The lecturer also need to help and guide the student to pass in their exam. The proposed
analysis and efficiency measures are beneficial for the purpose of estimating the quality of the
exam and identify the weak and strong student. Finally, we propose some methods in order to
decrease the failure rate and to improve education quality.