BPMN 3143 RESEARCH METHODOLOGY

GROUP B
2019/2020 (A192)
RESEARCH PROJECT
TOPIC:
Factors That Influencing Students To Involve In Business In College of
Business, UUM
PREPARED FOR:
Prof. Madya Dr. Shuhymee bin Ahmad
PREPARED BY

NO NAME MATRIC NUMBER

1 ASHWINI A/P MURUGESON 253078
2 VARATARAJ A/L RAVI 254607
3 NURUL NABILA BINTI NOOR HADI 255699
4 NURUL NADZRAH BINTI ISMAIL 255834
5 SHARVINA A/P KUMARAN 255857

SUBMISSION DATE: 30TH JUNE 2020

UNIVERSITI UTARA MALAYSIA (UUM)

SINTOK, KEDAH, MALAYSIA

ABSTRACT

The main purpose of this study was to analyze the Factors That Influencing Students
Involve in Business in COB, UUM. This study was conducted in University Utara
Malaysia with undergraduates only from the School of Business Management in UUM,
Kedah, Malaysia. Thought some research had been conducted regarding the student
participants in business while studying, reward, self-interest and the support system has
been the influence for student to involve in business in COB, UUM. This shows that
students actively engage them self in business especially in COB, UUM. All the students
will encounter the business world at some point in their lives. Therefore, they must be
prepared to engage with confidence and competence in business activity, by
understanding how businesses function and the role they play in the community. Students
joining the business besides the workload from assignments because of reward, self-
interest, and support system in the COB, UUM. The own-interest was one of the main
factors which encourage the students to involve in business besides other factors also has
been influencer as well. The sample of this study consists of 101 respondents from the
SBM, UUM undergraduates. Data were collected through google form questionnaires
survey. The data were analyzed using various statistical techniques such as reliability
analysis, descriptive analysis, correlation analysis (Pearson Correlation Analysis), and
regression analysis. The analyses were carried out via the Statistical Package for Social
Science (SPSS) version 25 version for windows. Based on the regression results, there
was a clear indication that the independent variable has a strong connection or had
positively correlated with the dependent variable.

Keyword: Influence, Reward, Self-interest, The support system, SBM, Students

University Utara Malaysia (UUM).

ii
ABSTRAK
Tujuan utama kajian ini adalah untuk menganalisis Faktor-Faktor Yang Mempengaruhi
Pelajar Yang Terlibat dalam Perniagaan di COB, UUM. Kajian ini dilakukan di
Universiti Utara Malaysia dengan hanya pelajar sarjana dari School of Business
Management di UUM, Kedah, Malaysia. Memikirkan beberapa kajian telah dilakukan
mengenai peserta pelajar dalam perniagaan sambil belajar, penghargaan, kepentingan diri
dan sistem sokongan telah mempengaruhi pelajar untuk berniaga di COB, UUM. Ini
menunjukkan bahawa pelajar melibatkan diri mereka secara aktif dalam perniagaan
terutamanya di COB, UUM. Semua pelajar akan menghadapi dunia perniagaan pada satu
ketika dalam kehidupan mereka. Oleh itu, mereka harus bersedia untuk terlibat dengan
keyakinan dan kecekapan dalam aktiviti perniagaan, dengan memahami bagaimana
perniagaan berfungsi dan peranan yang mereka mainkan dalam masyarakat. Pelajar yang
menyertai perniagaan selain beban kerja dari tugas kerana ganjaran, minat diri, dan
sistem sokongan oleh COB, UUM. Minat sendiri adalah salah satu faktor utama yang
mendorong pelajar untuk terlibat dalam perniagaan selain faktor lain juga turut memberi
pengaruh dalam isu ini. Sampel kajian ini terdiri daripada 101 orang responden dari
pelajar sarjana SBM, UUM. Data dikumpulkan melalui tinjauan soal selidik borang
google. Data dianalisis menggunakan berbagai teknik statistik seperti analisis
kebolehpercayaan, analisis deskriptif, analisis korelasi (Analisis Korelasi Pearson), dan
analisis regresi. Analisis dilakukan melalui Statistical Package for Social Science (SPSS)
versi 25 untuk windows. Berdasarkan hasil regresi, ada indikasi yang jelas bahawa
pemboleh ubah bebas mempunyai hubungan yang kuat atau berkorelasi positif dengan
pemboleh ubah bersandar.

Kata Kunci: Pengaruh, Ganjaran, Minat sendiri, Sistem sokongan, SBM, Pelajar
Universiti Utara Malaysia (UUM).

iii
ACKNOWLEDGEMENT

The long journey to complete this study would not have been possible without the

help, support, and guidance of various persons.

Our immediate gratitude goes to our impressive lecturer, Dr. Shuhymee Ahmad as

our lecturers of course Research of Methodology (BPMN3143). Your assistance,

persistence, and tireless guidance throughout this research is highly appreciated.

We would like to thank my classmates of this courses group B and our beloved

groupmates for the encouragement and concern, for assisting each other and for

everything that we have shared which has contributed to the success of this study.

Special thanks go to our family for the encouragement to push on and complete this

study.

Thank you for your kindness.

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Contents
CHAPTER 1 INTRODUCTION....................................................................................................1
1.0 Introduction..........................................................................................................................1
1.1 Background Of Study.....................................................................................................1
1.2 Problem Statement..........................................................................................................3
1.3 RESEARCH QUESTION (RQs) And RESEARCH OBJECTIVES (ROs)....................4
1.4 Scope Of Study...............................................................................................................4
1.5 Relevance Of Study........................................................................................................5
1.6 Defination Of Key Terms...............................................................................................6
CHAPTER 2 LITERATURE REVIEW.........................................................................................7
2.1 Introduction..........................................................................................................................7
2.2 Definition And Concept Of Investigated Variables..............................................................8
2.2.1 Student to involve in business........................................................................................8
2.2.2 Reward (IV1).................................................................................................................9
2.2.3 Own Interest (IV2).......................................................................................................12
2.2.4 Support System............................................................................................................13
2.3 Development Of Research Hypothesis...............................................................................15
2.3.1 Relationship Between IV1 Dan DV.............................................................................15
2.3.2 Relationship Between IV2 And DV.............................................................................16
2.3.3 Relationship Between IV3 And DV.............................................................................17
2.4 Theoretical Framework.......................................................................................................19
2.5 SUMMARY........................................................................................................................19
CHAPTER 3 METHODOLOGY.................................................................................................20
3.1 INTODUCTION.................................................................................................................20
3.2 RESEARCH DESIGN........................................................................................................20
3.3 POPULATION, SAMPLE AND UNIT OF ANALYSIS...................................................21
3.3.1 POPULATION............................................................................................................21

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 3.3.2 SAMPLE.....................................................................................................................22
3.3.3 UNIT OF ANALYSIS.................................................................................................22
3.4 SAMPLING DESIGN........................................................................................................22
3.5 DATA SOURCES..............................................................................................................23
3.6 MEASUREMENT OF VARIABLES.................................................................................23
3.7 DATA COLLECTION METHOD................................................................................24
3.8 TECNIQUES OF DATA ANALYSIS..........................................................................25
3.8.1 DECRIPTIVE ANALYSIS..........................................................................................25
3.8.2 CORRELATION ANALYSIS.....................................................................................26
3.8.3 REGRESSION ANALYSIS........................................................................................27
3.9 SUMMARY........................................................................................................................28
CHAPTER 4 DATA ANALYSIS AND FINDINGS....................................................................29
4.1 INTRODUCTION..............................................................................................................29
4.2 DEMOGRAPHIC BACKGROUND..................................................................................29
4.3 NORMALITY TEST..........................................................................................................32
4.3.1 STUDENTS INVOLVE IN BUSINESS......................................................................33
4.3.2 REWARD....................................................................................................................34
4.3.3 OWN INTEREST........................................................................................................35
4.3.4 SUPPORT SYSTEM...................................................................................................36
4.4 GOODNESS OF MEASURE (RELIABLITY ANALYSIS)..............................................37
4.5 HYPOTHESIS TESTING RESULT...................................................................................39
4.6 SUMMARY........................................................................................................................41
CHAPTER 5 DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS.......................42
5.1 INTRODUCTION..............................................................................................................42
5.2 DISCUSSIONS..................................................................................................................43
5.3 RESEARCH IMPLICATIONS...........................................................................................44
5.4 RECOMMENDATIONS....................................................................................................45
5.5 CONCLUSION..................................................................................................................46
REFERENCE...........................................................................................................................47
APPENDICES..............................................................................................................................51

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LIST OF TABLES

Table 2.2.2 Functions of Reward 10-12

Table 3.3.1 Distribution of Courses of School of Business 21
Management
Table 4.2 (a) Demography of Gender 29
Table 4.2 (b) Demography of Age 30
Table 4.2 ( c) Demography of Semester 30
Table 4.2 (d) Demography of Program 31
Table 4.3.1 Descriptive Statistics of DV 33
Table 4.3.2 Descriptive Statistics of Reward (IVA) 34
Table 4.3.3 Descriptive Statistics of Own Interest (IVB) 35
Table 4.3.4 Descriptive Statistics of Support System (IVC) 36
Table 4.4.1 Reliability Analysis for DV 37
Table 4.4.2 Reliability Analysis for Reward 38
Table 4.4.3 Reliability Analysis for Own Interest 38
Table 4.4.4 Reliability Analysis for Support System 39
Table 4.5.1 Model Summary 40
Table 4.5.2 Coefficients Analysis 40

vii
LIST OF FIGURES

Figure 2.4 Theoretical Framework 19

LIST OF ABBREVIATION

SBM School of Business Management

COB College Of Business
UUM University Utara Malaysia

viii
ix
CHAPTER 1 INTRODUCTION
1.0 Introduction

This chapter will focus on the factors that influencing students involve in business

in COB, UUM. Throughout this chapter, it will discuss the background of the study,

problem statement, research objectives and questions, hypothesis, scope of the study

and relevance of study.

1.1 Background Of Study

In this modern age, students in this era are preparing themselves with studies for their

future profession and interests. Different study in university courses, in various academic

areas was not the obstacles, but it was grab as chances for future generation to find new

alternative to involve in entrepreneurship even for a small business. Moreover, one of the

key component economic initiatives is to improve the people’s living standards by

promoting the development of entrepreneurs, especially for younger generation. As a

result, the development of entrepreneurship programs has evolved into a fundamental

plan, apparent by the introduction of mechanisms that pander to entrepreneurs (Ariff &

Abu Bakar, 2003; Ismail et al., 2009). The possibility of students in UUM, especially

those from College of Business (COB) to understand the nature, the meaning and the

importance of entrepreneurship is largely unlimited. Entrepreneurship is considered

determinant for the innovation and for the general progress and purpose, a source of new

job opportunities and economic growth. Entrepreneurship is also a process that can be

measured by individual’s intention, activities, and interactions.

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 Several courses of the areas of business management such as Business

Administration, Entrepreneurship, Human Resource Management and Marketing

begun to involve directly in business and entrepreneurship as the faculty of COB is

giving them opportunity to start up the business. They stand up with guidance from

COB and SBM to start up the business with necessary skills for initiating and

maintaining new business. They were also provided with seminar, budgets, and

strategic places if they have interest to involve in any business. However, other

courses also need to take subject Introduction to Entrepreneurship (SADE1013) as it

being a core university subject for each student. It can be clearly seen that

entrepreneur is important thus at least younger generation know the basic of

entrepreneurship. The model of training with emphasis on entrepreneurship seemed

and interesting option for these courses, since it could enable students to combine

theoretical knowledge acquired in courses with the exploitation of market

opportunities, forming professionals oriented to beyond the culture of employment

(Chiavenato, 2006). The entrepreneurship programme that oriented by institutions,

COB, have a potential to guide the students to get involved in business experiences by

providing theoretical and practical experiences for becoming future entrepreneurs.

The opportunity given by COB mainly has give big impact for students to involve

in business apart from the core subject that they should learned. Student’s interest to

start up and involve in business at COB might be influenced by some factors. The

factors may be general and related to their own situation why they involve in

business. The terms such as based on their own interest and their own intentions may

be the main factors related specifically to students at this age involving in business.

Universities and at the level of employment not to be denied, have concentrate more

2
on the importance in cultivating a positive attitude towards entrepreneurship and more

programme was launched to support endeavours of entrepreneur. Therefore, the study

is conducted mainly to investigate the factors that influence students to involve in

business at COB.

1.2 Problem Statement

The problem statement is to study student involvement in business in College of

Business (COB). At some point, every students will encounter business world.

Students should familiarize themselves with a lot of skills that are required in the

nosiness environment and the impact these skills can have on their own lives and on

society (Angela Williams –Hammand, 2017).

The driver for this issue is reward which can be also said as income. Reward are

the economic reasons that entrepreneurs work and related to self- fulfillment and

growth (Benzing, C. ,Chu, H.M. , & Kara, D , 2009). Most studies had conclude that

entrepreneurs want to feel that their work is recognized and appreciated. Students will

feel very encouraging when they get reward in form of income. Students can use these

income to cover up their extra expenses.

In addition, self- interest is one of the factors of a student to involve in a business.

Self-interest basically defines as a focus on the needs or desires of one person.

Students are doing business based on their self- interest as well. This is because

students can improve their skill, interest and passion into business field. When

students involve in business, they will get into shape and flesh out of their dreams.

Finally, support system is one of driver to our issue. The support system is

broader which are like lecturers are encouraging students to do business, assignment

3
purpose and program like Cooperative and Entrepreneurship Development Institute

(CEDI). Moreover, support system is a vital backbone to every students whom

involving in business. Students are also using these opportunity to improve their

growth in business world.

1.3 RESEARCH QUESTION (RQs) And RESEARCH OBJECTIVES (ROs)

Based on the discussion on involvement of students in business issues, the central

questions for this study would be ‘what are the factors influencing involvement of

students in business at College of Business (COB).’ Specifically,

1. Does reward related to involvement of students in business?

2. Does self-interest related to involvement of students in business?

3. Does support system related to involvement of students in business?

Generally, this study aims to examine what factors are influencing involvement of

students in business at College of Business (COB). Therefore, to answer the research

questions posted above, the following research objectives were formulated:

1. To identify the relationship between reward and involvement of students in

business.

2. To identify the relationship between self-interest and involvement of students

in business.

3. To examine the relationship between support system and involvement of

students in business.

1.4 Scope Of Study

This institutional analysis of this study is mainly highlight about factors that

involving in business in College of Business (COB), Northern University of

4
 Sintok, Kedah. This research involve 100 respondents from Northern University.

The scope of research was controlled to a certain demographic group such as

gender, age and program. It is also to determine the factors to involve in business

in College of Business (COB) which are reward, self-interest and support system.

1.5 Relevance Of Study

The entrepreneurship has been perceived as a driving forces for economies. There

was positive links between entrepreneurial activity and economic outcomes (Van

Praag and Versloot, 2007). Entrepreneurship have opened job opportunities to

everyone, enable creating innovation and reduce unemployment in Malaysia. The

findings of this study are significant to students and institutions of academic

especially enrich the knowledge and curious regarding the involvement of students in

business. The current study may include the terms of rewards, self-interests, and

support system in influencing students to involve in business. These might give new

insight for everyone on factors that might or might not influence students to involve in

business at COB, UUM.

From big countries to small countries, entrepreneurs are seen as a medium that

encourage innovation and creativity, creates job opportunities and brings new

motivational to the society. Thus, involving in business is not only a small matter for

lower level concern, but also for high level and may be to global level. In addition,

this study may be helpful for the institutions of academic to know the student’s

interest aside from being a full-time student. This does not mean that students prefer

more on business rather than studies, but this study shows that the students have the

courage to involve in entrepreneurship which may have many challenges to faced in

5
achieving target and success. They may have their own target and own reasons why

they involve in business.

Practically, it is hope that the study findings depict some significant factors that

influencing students to involve in business at COB. Entrepreneurship has been

recognized as a denominator factor in addressing the issue of unemployed graduates

(Othman, Anas & Wan Jusoh, 2004). Self-efficacy increases the motivation for

students to strive hard in their life by join any business. As well as COB, they stay

with their aim to keep with latest business management tools and knowledge in

business in the new millennium. The program designed under SBM and COB is to

incorporate various skills and competencies that meet the current and future demands

of the market. The current study will create useful ideas for authorities and

administrators of both public and private university to study the factors that influence

the students to involve in business at COB.

1.6 Defination Of Key Terms

The operational definition of variables in this study will help to give a clear vision

the purpose of this study. The dependent variable of this study is the factors that

influence involve in business which the main variable is involve in business. A

business is defined as an organization or enterprising entity engaged in commercial,

industrial, or professional activities. It can be for profit entities or non-profit

organizations that operate to fulfill a charitable mission or further a social cause.

Independent variables of this study consist of interest, reward, and support system.

Interest here bring meaning as passion. It can be defined as any powerful or

compelling emotion or feeling. People will be more tough when they encounter with

6
obstacles if the enthusiasm and passion are present. While reward defined as

something that was given or done in return for good. Another independent variable

named as support system is defined as a network of people who provide an individual

with practical or emotional support.

CHAPTER 2 LITERATURE REVIEW

2.1 Introduction

Essentially, a literature review describes, reviews, and synthesizes the

applicable literature within a particular research area. It illuminates how knowledge

has evolved within the field, highlights what has already been done, what is generally

accepted, what is emerging and what the current state of mind on the subject is.

Literature refers to a collection of written material on a specific subject field,

such as academic-value books and journal articles. It will include primary sources

relating to the study area's major controversies, developments and gaps. Reviewing

the literature means identifying what has been established, discredited and accepted in

your field, areas of controversy or conflict between different schools of thought,

problems or issues that remain unresolved, emerging trends and new approaches, and

how research expands, builds on and departs from past research.

The literature review presents far more than a summary of the relevant

sources. A summary of the literature is simply a selection of texts you think are

important, or any text you have read. This is a gamut of sources synthesis. Literature

review shall not be viewed as a list where each text is addressed in turn. It is not a

place to establish explicit links between previous research and your own.

7
2.2 Definition And Concept Of Investigated Variables

2.2.1 Student to involve in business

A business is defined as an enterprise or organization engaged in commercial,

industrial, or professional activities. Businesses may be for-profit entities or non-

profit organizations operating to accomplish a charitable mission or a social cause

(Hayes, 2019). A student is a person who goes to school or university and is learning

something. Usually, students will learn from teachers or lecturer if at university.

Just because they are students doesn’t mean students cannot be successful

business owner. There are lots of reason to start a business while you are still a

student. According to recent studies more and more students are catching the

entrepreneurial bug.

The very first reason is to gain experience. Classes and course material are a

great way to learn the facts, but you will need hands-on experience in many fields to

fully understand a subject. It can be a great way to start a business to gain experience

in your chosen field. That’s why COB students chose to do business in order to gain

experience. Owning and running a business also looks impressive on a curriculum

vitae and gives future employers a real sense of potential for students. Top marks on

term papers demonstrate the potential of students to learn, but consumer feedback,

earnings and development all indicate that students know how to apply knowledge in

the classroom to real-life circumstances.

8
 Second, starting a business may seem overwhelming, particularly when

students have tests, a massive student loan and a very busy social life, but if students

have a brilliant idea, their twenties might be the best time to take the opportunity.

There will always be reasons not to start business but it is almost guaranteed that the

reasons will become more challenging. Plus, student-life in start-up game can actually

give them an advantage. While it may not feel like it during the examination time,

students are likely to have a good amount of spare time. If the students are left with

money from their student loan, they can leverage that money into their business.

One of the toughest aspects of effective business development is creating

connections and developing a network. But those COB students, as a student, have a

ready-made network at their fingertips. Professors, counselors, classmates and even

parents are able to provide their expertise and guidance. If COB students base their

business around their studies, a well-established network of contacts in their field will

leave university. Even if a firm doesn't involve students' studies directly, good

networking skills will certainly impress future employers. In the first place it could

also help to land a job for the students.

Last, the possibilities are endless if you don't fail. If the student studies do, a

good student business does not end. Many students who have started business while

studying reports that after graduation, they intend to continue those businesses.

Students at COB can keep your business going as a means of demonstrating skill

development or as a source of extra revenue.

2.2.2 Reward (IV1)

According to Cambridge dictionary reward means something given in

exchange for good behavior or good work (Cambridge Dictionary, n.d.). It can be

9
very hard to inspire the students to learn and participate. Students need rewards to

stimulate learning, and to motivate good behavior. Because of the incentive program,

students will show interest and increase their involvement in the daily activities,

duties and learning (Renard, 2017).

Incentives are of two kinds, the extrinsic reward and the intrinsic reward,

according to Byars and Rue (2005). Extrinsic rewards are the measurable rewards in

the form of wages and benefits whereas intrinsic rewards are intangible rewards

internalized by individual workers as a consequence of their involvement in particular

activities. Another term to extrinsic and intrinsic is that some texts often refer to them

as monetary and non-monetary, both financial and non-financial. The list of intrinsic

and extrinsic rewards as described by Byars and Rue (2005) also indicates the reward

structure as follows:-

 Intrinsic reward includes- accomplishment, feeling of achievement,

appreciation, job satisfaction, personal growth and status, job enrichment,

teamwork, empowerment.

 Extrinsic incentives may include structured recognition; base salary or bonus,

retention bonuses, fringe benefits, development, social interaction and work

climate. This study will clarify and describe various kinds of use of pay and

non-financial schemes in organizations today. (Essays, 2016)

Organizational or business reward systems are used for a variety of reasons. It is

generally agreed that reward systems influence job and performance efforts,

attendance and retention, employee engagement with the organization, and work

satisfaction (Reward systems in Organization).

Job and Students will get direct positive effect of work related effort on
performance

10
efforts job satisfaction by sales performance (Steven P.Brown, 1994).

Due to the business students will learn experience so it will help

them to conduct business in future. This knowledge is one kind

of reward by doing business. According to the theory of

expectancy, the effort and performance of students would be

expected to increase if they felt that rewards depended on good

performance. The incentive systems thus serve a very basic role

of motivation (Reward systems in Organization).

The business that COB students conduct is for academic purpose.

The experience they gain from the business will help them in

future.

Attendance and It has also been shown that reward systems influence the
retention
students’ decision to come to work or stay with the organization

(Reward systems in Organization). Incentives to participate are

more successful. Easy prizes are recognition from peers and

universities by certificates or scholarships, additional points are

inspiring students along the way (works, 2018).

COB students will get highest mark for their participation in their

business project.

Employee Reward programs have been found to be no small way affecting

engagement
students' dedication to the business project, mainly through the
with the
exchange process (Reward systems in Organization).
organization
Commitment is seen as the relative strength of an individual's

11
 identification with a business and involvement in it.

Commitment can be characterized by at least three factors

according to the approach, including

a) a strong belief in and acceptance of business goals and

values,

b) a willingness to exert considerable energy on behalf of

the business, and

c) a strong desire to maintain membership in the business.

Commitment as an attitude was contrasted with the work

satisfaction which was more widely observed (Richard

T.Mowday, 2013).

Job satisfaction Job satisfaction has also been demonstrated to be related to

rewards (Reward systems in Organization). Rewards also play an

important role in business growth and improved efficiency. One

research explores the effect on job satisfaction of intrinsic and

extrinsic incentives. Extrinsic rewards are comparatively more

significant than intrinsic rewards when measuring student

satisfaction at work. Job satisfaction is more reliant on extrinsic

rewards than on intrinsic rewards (Javed, 2012).

Table 2.2.2: Functions of reward systems

2.2.3 Own Interest (IV2)

According to Robert Shea, an American novelist as such individuals gain

influence within the organization, whenever there is a conflict between their own

12
interests and the organization's interests, their interests will win out (Shea). College of

Business required to take business plan as a subject. University required to take some

subjects related to do online or face to face business like Entrepreneurship, Business

Plan but the students have the right to choose the subject. If the student is interested in

doing business they will achieve the goal. If students took the business in their hand

without self-interest or by forcefully, the business goals will not achieve.

Instead of following conventional job routes, more students opt for more

business career choices. This is especially true for minority students where many of

them also find the task of finding suitable jobs more difficult. Growing numbers of

students have therefore expressed interest in the company.

Entrepreneurship and entrepreneurship continue to be phenomena of concern

to science and academic institutions worldwide. Specifically, high demand is

generated by the students in higher education, and universities and colleges respond

by designing and introducing new and major courses at the undergraduate and

graduate levels (M.Alsaaty, 2014). In addition, COB, UUM have created platform on

business, at School of Business (SBM).

Entrepreneurial interest among students is a panacea of unemployment, due in

particular to the high turnout of educated individuals in the work force. A study

reveals perceived control of behavior and family background significantly predicts the

interest in entrepreneurship of students. The deficiency in Malaysia's education

system in drafting an activity for UUM students on business studies. The low income

status of most COB students appears to make a profit in business. So, as a form of

income, students are interested in joining the business (A.Osakede, 2017).

2.2.4 Support System

13
 The business support system is a collection of business elements that are used

in networking to help company provide customer feedback, collect real-time

subscriptions and implement new revenue generating services. This support network

is crucial, because it helps support service providers and expanded operations to

expand business services (Technopedia, 2012).

One of the support system the COB students got is Co-operative and

Entrepreneurship Development Institute (CEDI). CEDI was originally known as the

center of Business and Entrepreneur Development or Pusat Perniagaan dan

Pembangunan Usahawan (PPPU). Universities, as the seedbed of entrepreneurship,

play a functional role in promoting entrepreneurship education to develop regional

economies and societies in terms of entrepreneurship. The two main roles of UUM in

promoting business education are

i. the provision of credit courses as elective courses for business and

management students; and

ii. encouraging and nurturing self-employment, the creation and growth of small

businesses and the creation of potential high growth start-ups.

Another support system is a social support system which is a network of people

whom you trust and seek guidance. Immediate networks of support often include

family members and friends, but students can look for additional help from their

classmates, professors and advisors. College or universities are the perfect time to

develop meaningful relationships with new people and to strengthen their already

existing relationships. Throughout your academic and professional career, students

will face both big and small challenges. It's important to have of people leaning on in

times of need (staff). While COB students face problem in business the professors and

advisors will lend a hand.

14
 They are encouraged by the next support system for students in business

programs. Universities must offer more practical courses combining the theory in

traditional economic literature with the tangible needs of everyday business

management in order to encourage entrepreneurship in students, whether social or for-

profit. Students must gain practical experience, work in the business for a particular

period of time, complete the course work which is eventually assessed and counts

towards the final GPA of the course.

2.3 Development Of Research Hypothesis

2.3.1 Relationship Between IV1 Dan DV

H1 – there are significant relationship between reward and factor influence student

does the business.

Reward had been found to be one of the main organization which can increase

the performance and can increase the output from self (Ajila,1997). This study to

provide examination of the relationship of intrinsic and extrinsic rewarding on factor

influence student does the business. Therefore, the rewarding is considered as

independent and the student doing the business as a dependent variable. On the whole,

the student doing business must clearly about the target, methodologies, and applied

to business for found the rewarding in short term or long term. The student must need

to know the relationship between business goal, their supply and the way they are

rewarded (gibbon, 1998). Communication of the reward’s accessibility, the criteria for

getting satisfied and the award recipient recognition should be accessed by rewards

(ivana et al.2009).

In the real world, it is very important to reward to get high performance level

because this is motivates and control the performance. Some of these benefit are

15
financial form such as option for the income while studying. However, the obvious

reward practice should be carry out by the simplification of the connection between

the given reward and additional effort (porter et, 1975)

Furthermore, it can be conclude that a direct and positive link exist between

rewards and factor influencing student does the business. That mean the reward is

directly related to employees motivation . while the rewarding way get improved, the

student motivation will also get better. There are important effect from financial

compensation to the performance business. Indeed, when the business receive a

reward, it valid way of motivating him since the reward satisfaction for the doing the

business.

Hypothesis 1 : there are positive relationship between reward and factor influencing

student does the business

2.3.2 Relationship Between IV2 And DV

H2 – There Are Significant Relationship Between Self-Interest (IV 2) And Factor

Influence Student Does The Business (DV).

Self-interest refers to actions that bring personal gain. Adam Smith, the father

of modern economics, explains that the best economic benefit for everyone can

usually be achieved when people act in their interests (KENTON, 2019). In this study,

self-interest considers as an independent variable, and doing business among students

is a dependent variable. Academics and the work are not mutually exclusive. Being

self-interested simply means pursuing your gain. You’re going to work because you

16
want to get paid to buy the things you want. You do business so that you can find

extra pocket money while studying and raise more money to buy the stuff you want.

Self-interest plays an important role in a student’s life to engage them in the

business world while studying. Moreover, not everyone has a desire to do business

while studying, with tons of assignments, meetings, and programs. Most of the

students will find excuses if asked to do business while studying. Only for those who

have a high self-interest will take the challenges to do the business with their busy

schedule. According to the book ‘The Wealth Of Nation”, as fundamental to the

philosophy of capitalism, self-interest plays a significant role in generating prosperity

for both individuals and the economy as a whole (Smith, 1776).

In the modern business world, self-interest is very important because business

is necessary nowadays. It can be concluded that a direct and positive link exists

between self-interest and factor influencing student does the business.it means that

self-interest is directly related to personal motivation which encourages them to

participate in the business. While the self-interest way gets increase, the student's

motivation will also get better to do business while studying.

Hypothesis 2: There are positive relationship between self-interest and factor

influencing student does the business

2.3.3 Relationship Between IV3 And DV

H3 – There Are Significant Relationship Between Support System (IV 2) and Factor

Influence Student Does The Business (DV).

The support system becomes of the encouragement to students to involve them

in the business. A proper support system can help the students to establish their

17
credibility in the business. The word entrepreneurial means an opportunity and

willingness to organize and manage a new project with a lot of risks involved in it for

business purposes. Today, just after graduating, students sprint after multinational

companies. Students wanting to set up their own company must wait until their

education is complete (Shahid, 2017). The collection of entrepreneurial skills is an

important one that allows individuals to serve as catalysts for change within and

outside an enterprise. This is a skill set focused on teamwork, innovation, and

financial stability-building (Silvestrini, 2016).

A better support system can boost the interest of the students in joining the

business activities in campus life. A program like CEDI organize by the UUM is

being a backbone for students to involve in business at COB. Sometimes the lecturer

also encourages students to join the business by giving assignments regarding

business so that students can gain experience while studying. A support system can be

a good platform for them to learn more about the business and also can boost interest

among the students.

It can be concluded that a direct and positive link exists between support

system and factor influencing student does the business. It means that support system

is directly related to personal motivation which encourages them to participate in the

business. While the support system way gets increase, the student's motivation will

also get better to do business while studying.

Hypothesis 3: There are positive relationship between support system and factor

influencing student does the business.

18
2.4 Theoretical Framework

The theoretical framework shown in figure 1 which relationship between

reward, self-interest, support system with involve student in the business. However,

reward, self-interest and support system is the independent variable while factor

influence student doing the business is dependent variable.

Independent variable dependent variable

reward

Self- interest Factor influence student

doing the business

Support system

Figure 2.4: Theoretical Framework

2.5 SUMMARY

Literature review is one of vital element for a research. In this chapter, each and every

variables are investigated in a brief definition and their concept as well. There is also

development of research hypothesis for three independent variable and theoretical

framework.

19
CHAPTER 3 METHODOLOGY

3.1 INTODUCTION

This chapter has the purpose of presenting the methodology used to test the

hypothesis. The chapter include with research design, population, sample, and unit of

analysis. In this chapter also included sampling design, data sources, and

measurement of instrument and data collection methods which is observation,

interview and survey. It also shows techniques of data analysis, response format,

questionnaire design, data collection and statistical procedures.

3.2 RESEARCH DESIGN

Research design specified the aspects of leading the research for gathering the

information necessary to define and explain the research issue. The research design

aims to provide a suitable framework for a study. A very important decision in the

research design process is the choice regarding the research approach as it determines

how relevant information will be obtained for a research, however, many interrelated

decisions are involved in the research design process (Sileyew, 2019). An impactful

research design generates typically a minimal bias in the data and improves

confidence in the quality of the data collected. The focus of this research is to find out

reward, self-interest and support system that influencing students involve in business

in COB, UUM. . The purpose of study are exploratory, descriptive study and

hypothesis testing.

20
 A quantitative approach to collect the data is used to analyze the variables in

the survey research of this study. Descriptive study is a research that seeks to explain

a phenomenon that is happening in the study (Kerlinger, 1986). As explained that

descriptive research design has four main objectives first is to find answers to

research questions and the second is to control the differences (Aslina, 2008).

Descriptive research is designed to provide a picture of a situation as it naturally

happens. Primary data for this research was gathered through questionnaire

distribution. Thus, it is best to use the individual as a unit of analysis to all of the

factors identified throughout the research framework.

3.3 POPULATION, SAMPLE AND UNIT OF ANALYSIS

3.3.1 POPULATION

A population is any number of characteristics within a group that statisticians

use to draw conclusions about the subjects in a study. This study was conducted at

College of Business (COB), Universiti Utara Malaysia, the students under the School

of Business Management (SBM) were taken as the population. According to

Department of Academic Affairs, the total number of students in this school is 1,188

students. The Table 3.1 summarize the total number of students in School of Business

Management, College of Business, Universiti Utara Malaysia.

Courses Total students

Business Administration 542

Marketing 268

Entrepreneurship 240

Human Resource Management 138

21
 TOTAL 1188

Table 3.1: Distribution of courses at School of Business Management (SBM)

3.3.2 SAMPLE

A sample is a random selection of members of a population. Sample size is a

specific number of the individuals or respondents nominated from large population

for conducting a survey (Sekaran, 2013). It would be difficult and not practical to

collect data from the whole population, thus smaller group was drawn from the

population to conduct this study. However, the conclusions made against the sample

data will represents the whole population. Based on the number of populations of

1,188 second, third and fourth-years students at COB, under courses of SBM, the

researcher has taken a sample of respondents which is 101 undergraduates’ students.

3.3.3 UNIT OF ANALYSIS

The unit of analysis for this study is the individual student and the primary

data for this data were collected through survey questionnaire using online platform

which is Google Form. Perceptions and opinions from students about the factors that

influence students involve in business at COB was gathered in this questionnaire to

know their understanding about it. It is considered suitable to choose an individual as

the unit of analysis to test the variables as shown in the research framework. There

was minimum interference occur while conducted this study. The design of

questionnaire and this study is known to be simple, low cost and easy to make data

collection.

22
3.4 SAMPLING DESIGN

As the study is interested to generalize the findings to the whole population,

the probability sampling is the most suitable design for this study. The systematic

sampling will be used to collect the survey data among SBM students under COB.

The selection of a sample is very convenient as it saves cost and time. This is an

aspect of systematic sampling, which makes it applicable in many situations

especially for this study.

3.5 DATA SOURCES

Data sources can be divided into two which is primary data and secondary

data. Primary data’s information is known to be obtained first-hand by the researcher

on variables of interest for a particular purpose of study while secondary data’s

information can be collected from existing sources. In our research we used both

primary and secondary data. The study involves the use both secondary and primary

data. The primary data collected by the researcher themselves which we distribute the

online questionnaire to 100 students in School of Business Management (SBM).

Meanwhile, the secondary data is the data that already exists which we take a look

previous research and web information.

3.6 MEASUREMENT OF VARIABLES

The operational definition is referring to the specific way in which it is

measured in that study. Another study might measure the same conceptual measure

differently. It also can be referring to a solid statement of how conceptual variable is

turned into the measured variable. In the questionnaire, the quantitative variable, and

nominal variable as the measured variable. The quantitative variable is the variables

23
that have are measured on a numeric or quantitative scale that represent a measurable

quantity, (Statistics Dictionary: Quantitative Variable, n.d.).

In the questionnaire, nominal scale variable is used to certain demographic

section which are gender, semester, program and age. For the measurement of the

variable, the ordinal scale which is likert scale is being used in this research. The

likert scale is five or seven point scale which is used to allow the individual to express

how much they agree or disagree with a particular statement. The likert’s scale

usually used for a clear distinction of experiences and respondent’s perspective. In

this research, the likert scale is consist of five scale which are strongly agree, agree,

neutral, strongly disagree and disagree. Likert scale has an advantage that they do not

expect a simple yes or no answers from the respondent but rather allow for degrees of

opinion and even no opinion at all. For example, the question stated ‘ I am doing

business because of assignment requirement. The respondent can choose between the

five scales.

For the good measurement, there were two criteria that have to take into the

account when conducting research which are validity and reliability. This criterion

was used in order to ensure that the instruments that we use in the research do indeed

measure the variables that they supposed to and that they measure them accurately.

Validity criteria is the ability of an instrument to measure what is intended to be

measured, and reliability criteria is the degree to which measures are free from

random error and therefore yield consistent results (Jagadeesh, 2013).

3.7 DATA COLLECTION METHOD

24
 Data collection is the process of collecting and evaluating information on relevant

variables in a defined systematic manner that allows one to answer specified research

questions, test hypotheses, and analyze outcomes (Kabir, 2016). According to

(J.Lavrakas, 2008), the questionnaire is the main instrument used in survey research

to collect data. It's basically a collection of structured questions, often referred to as

items that follow a defined scheme to collect individual data about one or more

specific topics. Questionnaires may be distributed in many ways, including self-

administered, social media, and usually the choice depends on the researcher's

preference, cost, time constraints, possible response rate and many other essential

study criteria.

In this study, data were collected in the form of a Google format via online

survey. Google survey form is considered more practical since the respondents were

scattered around the School of Business Management (SBM). The questionnaire

format consists of a multiple choice of questions and rating questioning and it is

expected that both formats will address factors influencing students involved in

business at College of Business (COB).

This questionnaire consisted of four sections which are Section A for

demographics, Section B for the relationship between reward and involvement of

students in business, Section C for the relationship between self-interest and

involvement of students in business and Section D for the relationship between

support system and involvement of students in business.

3.8 TECNIQUES OF DATA ANALYSIS

Data analysis is characterized as a process for cleaning, transforming, and

modeling data to discover valuable business decision-making knowledge. The aim of

25
the data analysis is to collect valuable data information and to take decisions on the

basis of the data analysis (Guru99).

3.8.1 DECRIPTIVE ANALYSIS

Descriptive analyzes are full data or a condensed collection of numerical data.

For continuous data it shows mean and deviation, while percentage and frequency for

categorical data (Guru99). Descriptive analysis are used to define the fundamental

characteristics of the data in a sample. They form the basis of practically any

quantitative analysis of the data, along with simple graphics analysis (Trochim, 2020).

As for this analysis, these categories of data are used by the researcher to

describe the variable of interest and to provide a brief overview of the demographic

characteristics of the respondents involved. Gender, current semester, courses and age

are among the demographic characteristics listed in the questionnaire.

Commonly, descriptive analysis is central to nearly every research project that

acted. There have been two situations about the uses of descriptive analysis. First,

there was an excellent concise overview presented by some of the studies that

specifically concentrated on specific aspects of a phenomenon. The concise one is

studies which provided some relevant information and presented a collection of facts

relating only tangentially to the targeted subject at hand.

3.8.2 CORRELATION ANALYSIS

Correlation analysis is a statistical method used to determine whether a

relationship exists between two variables or a database, and how strong that

relationship can be. In terms of market research, this means that correlation analyzes

are used to evaluate quantitative data obtained from research methods such as surveys

26
and surveys to assess whether there are any important ties, patterns or trends between

the two (James).

Correlation is a statistical measure which shows to what extent two or more

variables fluctuate together. There are two types of effects of correlation which are

positive correlation and negative correlation. A positive correlation would show to

what degree certain variables are increasing or declining in parallel. Whereas a

negative correlation shows to what degree one variable increases as the other

decreases.

Correlation is a mathematical tool that can indicate whether or not the pairs of

variables are closely connected. Your data can contain unsuspected correlations

although this connection is relatively obvious. You may also assume that correlation

exists, but don't know which ones are the strongest. Smart correlation analysis will

give you a deeper understanding of your data (Zaid, 2015)

 Correlation is positive or direct when the values increase together

 Correlation is negative when one value decreases as the other

increases, and so called inverse or contrary correlation

3.8.3 REGRESSION ANALYSIS

The regression analysis consists of a series of statistical techniques used to

measure the relationship between a dependent variable and one or more independent

variables. It can be used to evaluate the relation between variables and to model the

future relationship between variables (CFI, 2015).

The key aspect of regression analysis is that it lets businesses understand and

use the data points they have. Regression analysis    helps make smarter choices,

27
covering everything from forecasting revenue to knowing inventory and supply and

demand levels. Moreover, regression analysis can be used to understand all sorts of

patterns that pop up in the data. While one major strength of business regression

analysis is capable of predicting performance. It could enable businesses to

understand their business (Chrisos, 2018).

3.9 SUMMARY

To conduct this study, the methodology used need to be observed to find the

suitable one that suits with this study. The observation and method chosen was

initiated with the research design, targeted population, sample of population and unit

of analysis. Sampling design, data sources and measurement of variables is important

to ensure the required data was gathered correctly. The researcher also includes the

data collection methods which is using questionnaire and identify the techniques of

data analysis. This method is essential to organize the data in efficient way and

successfully. Some references have been made to generate information that will

produce a good research result.

28
CHAPTER 4 DATA ANALYSIS AND FINDINGS
4.1 INTRODUCTION

This chapter presents the outcome from data analysis. Moreover, researchers

have used the SPSS system as a tool for analysis. In addition, this chapter covers

descriptive analysis, reliability analysis, and frequency analysis. Data from

independent variables have been analyzed as quantitative research findings. In order

to achieve the research objectives which mentioned earlier in chapter one as well as to

verify the hypothesis, the researcher conducted descriptive analysis to describe the

profile of respondents, as well as Reliability Analysis and the Pearson Correlation

Coefficient test to analyze the data collection and determine the existence of any

relationship between the independent variable and dependent variable. Finally, the

results the theoretical model with the hypothesis are presented.

4.2 DEMOGRAPHIC BACKGROUND

Gender

  Frequenc Percent Valid Cumulative

y Percent Percent

Valid male 33 32.7 32.7 32.7

female 68 67.3 67.3 100

Total 101 100 100  

29
 Table 4.2 (a)

Table 4.2 (a) shows the number and percentages of the male and female

respondent. By referring to the table above we get 68 female respondents out of 101

respondent and the percentage of the female respondent is 67.3%. Besides, there is 33

male respondents out of 101 respondents. The percentage of the male respondent is

32.7%. This statement explains that there is more female respondent compare to the

male.

Age
Frequenc Valid Cumulative
  Percent
y Percent Percent
21 15 14.9 14.9 14.9
22 37 36.6 36.6 51.5
Valid 23 34 33.7 33.7 85.1
24 15 14.9 14.9 100
Total 101 100 100  
Table 4.2 (b)

Table 4.2(b) explains the data about the age of the respondent of our research.

There four age ratio which are 21, 22, 23 and 24 years old. Firstly, there are 15

students out of 101 respondents age is 21 years old which is 14.9%. Besides, there are

37 students out of 101 respondents age is 22 years old which is 36.6% and there are

34 students out of 101 respondents age is 23 years old which is 33.7%. Lastly, there

are 15 students out of 101 respondents age is 24 years old which is 14.9%.

Semester
Frequenc Valid Cumulative
  Percent
y Percent Percent
4 30 29.7 29.7 29.7
5 4 4 4 33.7
Valid 6 60 59.4 59.4 93.1
7 7 6.9 6.9 100
Total 101 100 100  

30
 Table 4.2 (c)

The table 4.2(c), show the number of students who answer the survey

according to their semester. We are having 7 semesters in University Utara Malaysia

but we had choose only 4 semesters which begin from semester 4 until semester 7.

The largest number student answers the survey is semester 6 which is 60 out of 101

students with the percentage of 59.4%. Besides, the lowest number of students answer

this survey is from semester 5 which is only has 4 respondents which is 4%.

Programme
Valid
Frequenc Perce Cumulativ
  y nt
Perce
e Percent
nt

Business
52 51.5 53.1 53.1
adminstration

Entrepreneursh
15 14.9 15.3 68.4
ip
Valid Human
Resource 20 19.8 20.4 88.8
Management

Marketing 11 10.9 11.2 100

Total 98 97 100  
Missin
g
System 3 3    
Total 101 100    
Table 4.2 (d)

Table 4.2 (d), shows the number of students whom answered this survey

according to their program. We provide this survey to School of Business

Management students which include four program. There are Business

Administration, Entrepreneurship, Human Resource Management and Marketing.

There are 52 students out of 101 respondents which is 51.5% belong to business

administration program. The lowest is 11 students out of 101 respondent from

marketing program. We also find out 3 missing respondent out of 101 respondent. So

the total respondents whom answered is 98 respondent.

31
4.3 NORMALITY TEST

A normality test is used to determine whether sample data were drawn (within

some tolerance) from a normally distributed population. A normality test is a

statistical process that is used to determine whether a sample or any group of data fits

a standard normal distribution. A measure of normality can be performed either

mathematically or graphically. For perspectives, the test of normality is used to assess

if a set of information is presented for ordinary transfer. Numerous observable

capacities require ordinary or almost normal dissemination. There are both graphical

and empirical methods for determining normality.

Of statistics, skewness is a function of the probability distribution asymmetry

of a random variable over its mean. Skewness informs you, in other words, the sum

and position of the skew that departs from horizontal symmetry. The value of

skewness may be positive or negative, or even undefined. If the skew is 0, the data is

perfectly symmetrical, even though it is very unlikely to be true world field. In

general the thumb rule is:

32
  The distribution is strongly distorted if skewness is less than -1 or greater than

1,

 When the skewness is between -1 and -0.5 or between 0.5 and 1, the

distribution is distorted in moderation.

 The distribution is roughly symmetric if the skewness is between -0.5 and 0.5.

Next, for the kurtosis, the value is often compared to the kurtosis of the normal

distribution, which is equal to 3. If the kurtosis is greater than 3, then the dataset has

heavier tails than a normal distribution (more in the tails). If the kurtosis is less than 3,

then the dataset has lighter tails than a normal distribution (less in the tails).

 If kurtosis is equal to 3, the distribution is normal.

 If kurtosis is greater than 3, the distribution is heavier tails (more in the tails).

 If kurtosis is less than 3, the distribution is lighter tails (less in the tails)

4.3.1 STUDENTS INVOLVE IN BUSINESS

Minimu Maximu Std.

N m m Mean Deviation Skewness Kurtosis

Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic Error Statistic Error

IVA 101 1.00 4.00 1.8079 .57926 1.430 .240 3.458 .476
IVB 101 1.00 3.96 1.8976 .54521 .955 .240 2.546 .476
IVC 101 1.00 4.00 1.9416 .49745 1.253 .240 4.084 .476
DV 101 1.00 3.97 1.8973 .46065 1.301 .240 3.952 .476
Valid N
101
(listwise)
Table 4.3.1 Descriptive statistics

33
 Based on Table 4.3.1 shows that the value for students involve in business

(DV) is 1.301. The positive skewness value indicates a clustering of scores at the high

end of left-hand side of graph. Meanwhile, for the Kurtosis symmetrical it shows all

the result is heavier tails because the Kurtosis statistic is 3.952 which is greater than 3.

4.3.2 REWARD

Maximu Std.
N Minimum m Mean Deviation Skewness Kurtosis

Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic Error Statistic Error

IVA1 101 1 5 1.64 .795 1.344 .240 2.349 .476

IVA2 101 1 4 1.77 .773 .553 .240 -.686 .476

IVA3 101 1 5 2.45 1.127 .887 .240 .374 .476

IVA4 101 1 5 1.75 .910 1.896 .240 4.600 .476

IVA5 101 1 5 1.92 .868 1.091 .240 1.830 .476

IVA6 101 1 5 1.68 .871 1.873 .240 4.676 .476

IVA7 101 1 5 1.86 .872 1.106 .240 1.773 .476

IVA8 101 1 5 1.74 .868 1.466 .240 2.830 .476

IVA9 101 1 5 1.62 .733 1.503 .240 3.964 .476

IVA10 101 1 5 1.63 .880 1.782 .240 3.659 .476

Valid N
101
(listwise)
Table 4.3.2 Reward

34
 Based on Table 4.3.2 shows that value of reward is all positive. The highest

skewness is 1.896 at IVA4 which is monetary reward is encouraging me to involve

more in business. The positive skew value indicates a convergence of scores at the

high end of the graph’s left-hand side. Meanwhile for Kurtosis symmetrical it shows

most of result is lighter tails because the results in reward is below than 3.

4.3.3 OWN INTEREST

Minimu Maximu Std.

N m m Mean Deviation Skewness Kurtosis

Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic Error Statistic Error

IVB1 101 1 4 1.88 .455 1.289 .240 3.949 .476

IVB2 101 1 3 1.71 .622 .284 .240 -.616 .476
IVB3 101 1 4 1.86 .708 .377 .240 -.319 .476
IVB4 101 1 5 2.13 1.092 1.289 .240 1.474 .476
IVB5 101 1 5 2.01 .831 .836 .240 1.082 .476
IVB6 101 1 5 1.86 .906 1.350 .240 2.538 .476
IVB7 101 1 5 1.80 .775 1.019 .240 1.931 .476
IVB8 101 1 5 2.10 1.034 1.402 .240 2.077 .476
IVB9 101 1 5 1.78 .769 1.606 .240 4.947 .476
IVB10 101 1 5 1.84 .833 1.258 .240 2.689 .476
Valid N
101
(listwise)
Table 4.3.3 Own interest

Based on Table 4.3.3 shows that value for own interest is between 0.284 till

1.606. All the skew value is positive so it indicates a clustering of scores at the high

35
end of left-hand side of graph. Meanwhile for the Kurtosis only “I really have self-

interest to involve in business” (IVB1) and “I can train myself in decision making in a

critical situation” (IVB9) are higher tails because the value of Kurtosis is greater than

3 which is 3.949 and 4.947 respectively.

4.3.4 SUPPORT SYSTEM

Minimu Maximu Std.

N m m Mean Deviation Skewness Kurtosis

Std. Std.
Statistic Statistic Statistic Statistic Statistic Statistic Error Statistic Error

IVC1 101 1 5 2.35 1.099 1.114 .240 .827 .476

IVC2 101 1 4 1.94 .661 .701 .240 1.578 .476

IVC3 101 1 5 1.91 .763 1.393 .240 4.239 .476

IVC4 101 1 4 1.84 .644 .615 .240 1.348 .476

IVC5 101 1 4 1.83 .649 .625 .240 1.276 .476

IVC6 101 1 4 1.85 .623 .617 .240 1.746 .476

IVC7 101 1 5 1.94 .785 .991 .240 1.934 .476

IVC8 101 1 5 1.94 .719 1.078 .240 3.128 .476

IVC9 101 1 5 1.88 .725 1.148 .240 3.282 .476

IVC10 101 1 5 1.93 .816 1.257 .240 2.947 .476

Valid N
101
(listwise)
Table 4.3.4 Support system

36
 Based on Table 4.3.4 shows that value for support system is between 0.615 till

1.393. All the value of skewness are positive. The positive skewness value indicates a

convergence of scores at the high end of the graph’s left-hand side. Meanwhile for

Kurtosis symmetrical it shows most of the distribution is lighter tails because the

value of Kurtosis is below than 3.

4.4 GOODNESS OF MEASURE (RELIABLITY ANALYSIS)

Reliability is referred to the stability of findings, whereas validity is

represented the truthfulness of findings (Altheide & Johnson, 1994). The reliability is

needed to present in research methodology chapter in a concise manner but precise.

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.907 .913 4
Table 4.4.1: For dependent variable

Table 4.4.1 shows the reliability test for dependent variable which is factors

that influence students involve in business. From the table, we found that Cronbach’s

alpha is 0.907. According to Julie Pallent, 2011, Cronbach’s alpha coefficient of scale

should be above 0.7. The Cronbach’s alpha for factors that influence students involve

in business is 0.907 which is more than 0.7. This means that the reliability test for

factors that influence students involve in business is considered acceptable and it also

37
shows that a high level of internal consistency of the items and items are highly

correlated. No further action should be taken.

38
 Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.857 .866 10
Table 4.4.2 : Reward (IV A)

Table 4.4.2 shows the reliability test for independent variable which is reward.

From the table, we found that Cronbach’s alpha is 0.857. According to Julie Pallent,

2011, Cronbach’s alpha coefficient of scale should be above 0.7. The Cronbach’s

alpha for student’s interest is 0.857 which is more than 0.7. This means that the

reliability test for reward is considered acceptable and it also shows that a high level

of internal consistency of the items and items are highly correlated. No further action

should be taken.

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.859 .874 10
Table 4.4.3: Own interest (IV B)

Table 4.4.3 shows the reliability test for independent variable which is own

interest. From the table, we found that Cronbach’s alpha is 0.859. According to Julie

Pallent, 2011, Cronbach’s alpha coefficient of scale should be above 0.7. The

Cronbach’s alpha for reward is 0.859 which is more than 0.7. This means that the

reliability test for own interest is considered acceptable and it also shows that a high

level of internal consistency of the items and items are highly correlated. No further

action should be taken.

39
 Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.852 .866 10
Table 4.4.4: Support system (IV C)

Table 4.4.4 shows the reliability test for independent variable which is support

system. From the table, we found that Cronbach’s alpha is 0.852. According to Julie

Pallent, 2011, Cronbach’s alpha coefficient of scale should be above 0.7. The

Cronbach’s alpha for support system is 0.852 which is more than 0.7. This means that

the reliability test for support system is considered acceptable and it also shows that a

high level of internal consistency of the items and items are highly correlated. No

further action should be taken.

4.5 HYPOTHESIS TESTING RESULT

One of the important statistical approaches is regression analysis, which

enables researcher to analyze the relationship between two or more interest variables.

There are several forms of regression analysis in general statistics, but their essence

was all to analyze the effect of one or more independent variables on a variable

depending upon it. In order to find out the causal effect of one variable to another, the

researcher analyzed the data. In this section, the study reported that the multiple

regression results between the components of the factors influencing students involve

in business among COB students.

Regression between the rewards, own interest and support system that relation

to the students involve in business among COB students.

40
Model R R Square Adjusted R Square Std. Error of the Estimate

1 .998 a
.996 .996 .02973
Table 4.5.1: Model Summary
a. Predictors: (Constant), IVC, IVB, IVA

b. Dependent Variable: DV

Standardi
zed
Unstandardized Coefficien 95.0% Confidence Collin
Coefficients ts Interval for B Correlations Stat

Std. Lower Upper Zero- Tolera

Model B Error Beta t Sig. Bound Bound order Partial Part nce

1 (Consta
.016 .013 1.214 .228 -.010 .041
nt)

IVA 44.66
.327 .007 .411 .000 .312 .341 .876 .977 .288 .492
4

IVB 39.28
.303 .008 .359 .000 .288 .319 .856 .970 .254 .499
5

IVC 49.00
.368 .008 .398 .000 .354 .383 .826 .980 .316 .632
9

TABLE 4.5.2: Coefficient

Model summary shown R and R Square values to determine the correlation of

independent variables and dependent variable. R Square is the proportion of variance

in adoption of students involve in business which can be illustrated by the reward,

own interest and support system. From the result R Square, it stated that 0.998 or

99.8% and it indicated that the model explains 99.8% the variability of the response

data around its mean. In some fields, R Square is typically higher, however because of

students involve in business, where it is hard to specify such modes, low R Square

values often forecast.

41
 Based on the coefficient table, the three-predictor variable which are reward

(IVA) (p=0.000 < alpha), own interest (IVB) (p=0.000 < alpha) and support system

(IVC) (p=0.000 < alpha) were found to be significant in explaining satisfaction.

The largest beta coefficient is found in support system (IVC) (beta = 49.009),

followed by reward (IVA) (beta = 44.664) and finally own interest (IVB) (beta =

39.285). This means the support system makes the strongest contribution to explain

the satisfaction.

4.6 SUMMARY

Chapter four presents the output from data analysis based on 101 respondents

from SBM students UUM. The next chapter will discuss the results from Chapter 4 in

relation to the research objectives and research questions developed for this research.

This is follow by discussion on the implications of this research, recommendations for

future research and a conclusion.

42
CHAPTER 5 DISCUSSIONS, CONCLUSIONS AND
RECOMMENDATIONS

5.1 INTRODUCTION

The purpose of the discussion is to analyze and clarify the implications of your

findings in light of what was already understood about the research issue being

studied, and to illustrate any new understandings or fresh observations about the issue

after you have taken the findings into account. The discussion should often relate to

the presentation by questions or theories about the analysis.

The conclusion is intended to help the reader understand why they should care

about your research once they have finished reading the article. A conclusion is a

synthesis of key points, not merely a description of your points or a re-statement of

your research issue. One well-developed paragraph is adequate for a conclusion for

most articles, although a two- or three-paragraph conclusion may be needed in some

cases.

Implications of research generally refer to the effect that the research may

have on future research or policy decisions or the study's particular area of interest.

'Why the study impacts the targeted population or subject field' is the question that

will address the implications. Recommendations are based on the study findings

which reflect the particular actions or directions which should be taken.

This section will discuss and summarize of the findings, suggest research and

recommendation for further analysis. First section 5.2 is a discussion about the

research objectives, research questions and findings. Next in section 5.3 is research

implication or contributions. After that in section 5.4 is elaboration of

recommendation followed by the conclusion of this whole part in section 5.5.

43
5.2 DISCUSSIONS

As mentioned in Chapter 1, the main objective of this research is to find out

the Factor that Influencing Students Involve In Business in COB, UUM.

Research Objectives 1: There are significant relationship between reward and factor

influence students does the business.

The objective of the studies is to determine the relationship between reward

and factor influencing the students to involve in business in COB, UUM. The research

findings have proven that the factor influence students involve in business are equally

contribute by reward. The alpha of Cronbach is a measure of inner consistency, that

is, how closely connected a set of things is as a group. This is known as an indicator

of reliability of the scale. The Cronbach’s Alpha for the objective 1 is 0.857 which is

a bit lesser in influencing students to do business.

Research Objectives 2: There are significant relationship between self-interest and

factor influence students does the business.

The objective of the studies is to determine the relationship between self-

interest and factor influencing students to involve in business in COB, UUM. The

research findings have proven that the factor influence students involve in business

are equally contribute by self-interest.The alpha of Cronbach is a measure of inner

consistency, that is, how closely connected a set of things is as a group. This is known

as an indicator of reliability of the scale. The Cronbach’s Alpha for the objective 2 is

0 .859 which is highest contribute to influence students to do business.

44
Research Objectives 3: There are significant relationship between support system

and factor influence students does the business.

The objective of the studies is to determine the relationship between support

system and factor influencing the students to involve in business in COB, UUM. The

research findings have proven that the factor influence students involve in business

are equally contribute by support system. The alpha of Cronbach is a measure of inner

consistency, that is, how closely connected a set of things is as a group. This is known

as an indicator of reliability of the scale. The Cronbach’s Alpha for the objective 3 is

0.852 which is contribute a bit lesser in influencing students to do business.

In short all those three factors equally contribute which differ from minor

Cronbach alpha by influencing students to involve in business in College of Business,

University Utara Malaysia.

5.3 RESEARCH IMPLICATIONS

In this research, there are few implications that lead to this research. The

identified factors including receiving reward, own interest and support system. In

addition, the questionnaire had been prepared by google online form and had been

distributed towards respondents among students of School of Business Management

(SBM, UUM) at College of Business UUM. The questionnaire act as a tool to assist

student identify which of the three factors effect most on influencing students to

involve in business. SBM students will be aware about why they are actually

involving in business and will improve on it. Through this, it can help them to

actively involve in business, improve more skills and enhance their business skill

more effectively.

45
5.4 RECOMMENDATIONS

This study would like to recommend few suggestions for the future

researchers as their reference to obtain better, reliable, accurate, consistent, and

precise results for their upcoming research paper. It is acknowledged that our results

are limited since the sample was just open for SBM’s students under COB as

respondent’s population. Thus, it is recommended for future researchers to expand the

population of respondents to have a wide spread of respondents, getting more

feedback and opinions as possible and encompassing courses offered by other courses

areas. High effort is needed to gather the feedback from other courses areas whereas

the study may be very informative when the opinion obtain consists of various

perceptions of respondents. Larger sample size will help in getting better degree of

reliability, consistency, and probability.

In addition, future researchers are encouraged to expand and widen the scope

of variables to be include in the study. For instance, this study only provides three

variables which is student’s interest, reward, and support system. Future researchers

should include others relevant variables to support the study as they will widen the

scope to other courses areas, thus more variables will help to obtain better research

outcomes for researchers. Furthermore, more reference through journals and articles

should be made by researchers to support the findings and make the study extra firm

and strong. More reference that been made can make researchers and others obtain

more knowledge and information regarding this study.

46
5.5 CONCLUSION

From the result, the three independent variable have positive correlation to

dependent variable. This means, that reward, own interest and support system has

influencing students to involve in business in College of Business. Based on the

results, the three factors are said to be significant to the dependent variable.

The number one factor which is reward also contribute to influencing the

students to involve in business. Some of the questions that arise from reward factor

were monetary reward, non-monetary reward and earnings. Second factor is own

interest which contribute too in influencing the students to involve in business. The

questions that related to the own interest were self-interest, interest to learn new skills,

occupy free time and train themselves in decision making skill. Third factor is support

system and it had contribute well in influencing students to involve in business. The

questions that arise regarding support system were assignment requirement,

encouragement from lecturers and program like CEDI. In nutshell, those three factors

are equally vital and biggest contributor in influencing students to involve in business

in College of Business.

47
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APPENDICES

52
53
54
55