BADB3024 Research Methods Group No.3 Assignment Section MC032

Course Code : BADB3024
Course Title : Research Methods
Task : Group Assignment
Total Marks : 30%
Due Date : Week 10
Lecturer’s Name : Dr.Shariffah Binti Ali
Section & Session : MC-032 & May 2023
Study Centre : UNITAR International University
Group No. 3 members :

1. MOHD HIDAYAT BIN DUHANEIN / MC210614002
2. NORSHAFIZAH BINTI JAAFAR / MC210614182
3. DARSHINI ELANGKOVAN / MC210914658
4. CHLOE CHOO LOK YEE / MC210914287
5. NORHANA BINTI MAHAT / MC210413450
BADB RESEARCH METHODS GROUP NO 3 ASSIGNMENT REPORT
SESSION MAY 2023 SECTION MC032
Research study title: ANALYSING THE RELATIONSHIP BETWEEN POVERTY

AND QUALITY OF EDUCATION IN UNITAR INTERNATIONAL UNIVERSITY
MALAYSIA STUDENTS.
Research by Mohd Hidayat Bin Duhanein, NorShafizah Binti Jaafar, Darshini Elangkovan,
Chloe Choo Lok Yee and Norhana Binti Mahat.
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Table of Contents
CHAPTER 1: INTRODUCTION..........................................................................................................4
1.0 Introduction.................................................................................................................................4
1.1 Background of Study...................................................................................................................5
1.2 Research Problem........................................................................................................................6
1.3 Research Objectives.....................................................................................................................7
1.4 Research Questions......................................................................................................................7
1.5 Significance of Study...................................................................................................................7
1.6 Summary of Chapter....................................................................................................................8
CHAPTER 2: LITERATURE REVIEW................................................................................................9
2.0 Introduction.................................................................................................................................9
2.1 Underpinning Theory.................................................................................................................10
2.2 Independent Variables – Review of literature of all your IVs....................................................11
2.3 Dependent Variable – Review of Literature of your DV............................................................12
2.4 Relationship between variables (Relationship between each IV to DV)....................................13
2.5 Research Framework.................................................................................................................14
2.6 Statement of Hypothesis............................................................................................................14
2.7 Summary of chapter...................................................................................................................16
CHAPTER 3: RESEARCH METHODOLOY....................................................................................17
3.0 Introduction...............................................................................................................................17
3.1 Research Design........................................................................................................................17
3.2 Population and unit of analysis..................................................................................................17
3.3 Sampling technique and procedure............................................................................................18
3.4 Data collection and procedure...................................................................................................19
3.5 Summary of measurement items................................................................................................20
3.6 Research Instruments.................................................................................................................21
3.7 Method of Analysis....................................................................................................................21
3.8 Summary...................................................................................................................................21
CHAPTER 4: DATA ANALYSIS........................................................................................................22
4.0 Introduction...............................................................................................................................22
4.1 Survey Return Rate....................................................................................................................22
4.2 Respondents Profile...................................................................................................................23
4.3 Reliability Statistics (Cronbach’s Alpha)...................................................................................25
4.4 Normality Test...........................................................................................................................26
4.5 Correlation Analysis..................................................................................................................27
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4.6 Overall Hypothesis Results........................................................................................................28

CHAPTER 5: CONCLUSION AND RECCOMENDATIONS...........................................................29
5.0 Introduction...............................................................................................................................29
5.1 Summary of Statistical Analysis................................................................................................29
5.2 Descriptive Analysis..................................................................................................................29
5.3 Inferential Analysis....................................................................................................................29
5.4 Implication of Study..................................................................................................................31
5.5 Limitation of Study....................................................................................................................32
5.6 Suggestion and Recommendations............................................................................................32
5.7 Summary...................................................................................................................................33
REFERENCES....................................................................................................................................34
APPENDICES.....................................................................................................................................35
Appendix 1: Survey & Questionnaire..............................................................................................35
Appendix 2: Publish analytics (frequency table and bar chart)........................................................42
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CHAPTER 1: INTRODUCTION
1.0 Introduction
This study aims to examine the complex relationship between poverty and the quality of
education in Malaysia. Education is widely recognized as a crucial factor in economic and
social development, and understanding the impact of poverty on educational outcomes is
essential for designing effective policies and interventions. The research employs a
comprehensive analysis of existing literature, statistical data, and policy documents to
investigate the multifaceted aspects of poverty and education in UNITAR International
University students. The study explores the various dimensions of poverty, including income
poverty, multidimensional poverty, and urban-rural disparities, and their effects on
educational access, attainment, and learning outcomes.
The analysis incorporates both quantitative and qualitative approaches to gather empirical
evidence and gain deeper insights into the factors contributing to the relationship between
poverty and education. Statistical techniques such as regression analysis, correlation analysis,
and data visualization are utilized to identify patterns, trends, and associations within the
dataset. Furthermore, the research investigates the underlying mechanisms through which
poverty affects education in the certain university. It examines factors such as inadequate
infrastructure, limited resources, lack of access to quality schools, insufficient teacher
training, and educational inequalities across socioeconomic groups.
Additionally, the study explores the potential role of government policies, social
programs, and community initiatives in mitigating the impact of poverty on educational
outcomes. The findings of this study will contribute to the existing body of knowledge on the
relationship between poverty and education, particularly in the Malaysian context. The results
will inform policymakers, educators, and other stakeholders about the key challenges and
opportunities in improving the quality of education for children from disadvantaged
backgrounds. By identifying effective strategies and interventions, this research aims to
promote equitable and inclusive education systems that can help break the cycle of poverty
and foster social mobility in Malaysia.
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1.1 Background of Study
Education is widely recognized as a fundamental human right and a key driver of social
and economic development. It empowers individuals, reduces poverty, and promotes social
mobility. However, the relationship between poverty and the quality of education is complex
and multifaceted. Poverty can significantly hinder access to education, limit educational
opportunities, and adversely affect educational outcomes, perpetuating a cycle of
disadvantage and inequality. Malaysia, a diverse and rapidly developing nation in Southeast
Asia, has made significant strides in improving its education system. The country has
achieved near-universal primary school enrolment and has expanded access to secondary and
tertiary education. Despite these advancements, poverty continues to be a persistent issue in
Malaysia, particularly in marginalized communities and rural areas. It is important to
understand the specific dynamics between poverty and education within the Malaysian
context to ensure equitable and inclusive educational opportunities for all.
Poverty has a variety of effects on schooling. Financial hardships can make it difficult for
families to pay for education-related expenses including tuition, uniforms, transportation, and
textbooks, which might hinder enrolment. Furthermore, a student's capacity to study and
function academically may be negatively impacted by poor housing, health care, and
nutrition. Furthermore, poverty frequently interacts with other social and demographic
variables including geography, gender, and ethnicity, which worsens educational disparities.
For instance, indigenous tribes (Orang Asli) that suffer difficulties with regard to poverty and
education, including as linguistic and cultural obstacles, a lack of infrastructure, and
restricted access to reputable educational institutions.
The quality of education is another crucial aspect affected by poverty. Limited financial
resources may result in inadequate school infrastructure, shortage of qualified teachers, and
insufficient learning materials and technologies. These disparities can contribute to lower
educational outcomes, achievement gaps, and hinder the development of critical skills needed
for success in the modern workforce.
Understanding the relationship between poverty and the quality of education in Malaysia
is essential for designing effective policies and interventions that address the specific needs of
poor students. By identifying the factors that hinder educational access, success, and resource
allocation, policymakers can develop targeted strategies to reduce disparities and improve
educational outcomes. This study aims to analyse the relationship between poverty and the
quality of education in UNITAR University International students, examining how poverty
affects educational opportunities, outcomes, and resources. By examining the data and
gathering perspectives from various stakeholders, including students, parents, teachers, and
policymakers, this research seeks to provide insights into the challenges faced by poor
students and identify potential solutions to promote inclusive and equitable education in
Malaysia.
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1.2 Research Problem
Despite tremendous gains in Malaysia's education system, poverty remains a chronic

concern that undermines educational quality and promotes inequality. Limited financial
resources limit access to school and have a negative impact on educational attainment for
students from underprivileged groups and rural places. Furthermore, poverty interacts with a
variety of social and demographic variables, aggravating educational gaps. poor school
infrastructure, poor teaching materials, and a dearth of competent instructors all contribute to
inferior educational results and impede the development of critical skills required for success
in the workforce.
To provide equal and inclusive educational opportunities for all the students, it is critical
to understand Malaysia's complicated link between poverty and educational quality. The
purpose of this study is to examine the influence of poverty on educational opportunities,
results, and resources. This study seeks to identify potential policy implications and
interventions for improving educational opportunities for poor students by assessing the
extent and distribution of poverty in UNITAR International University Malaysia,
investigating its effects on access to education and educational outcomes, and investigating
the role of educational resources in mitigating the effects of poverty.
Based on the discussion about the definition, concept and measurement of poverty can be
concluded that poverty is a result of lack of ability to get basic needs, lack of economic
ability due to level low income, ownership and employment, absence of production factors
such as land, capital and technology in addition to the lack of opportunities to compete and
improve their economic status. Socially, the so-called poor includes a lack of ambition,
thinking and motivation to move forward other than uncontrollable factors such as natural
disasters.
Addressing the unique issues that disadvantaged that encounter requires a thorough grasp
of the viewpoints and experiences of numerous stakeholders, including students, parents,
teachers, and legislators. This study seeks to offer light on the link between poverty and
educational quality in Malaysia, allowing for the creation of targeted policies to eliminate
inequities and improve educational results for all children. Poverty and education are
intertwined because people living in poverty may drop out of school so they can work. This
causes them to lack the literacy and numeracy skills they need to advance their careers.
In addition, the same fate will befall their children many years later because the family's
income is small and at the same time causes the children to choose to leave school and
continue working. The impact of poverty can cause to have to work and struggle to support
themselves throughout their lives when they are still young and do not get a full education.
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1.3 Research Objectives
This study aims to achieve the following objectives in UNITAR International University:
1. To assess the extent and distribution of poverty.
2. To examine the impact of poverty on access to education.
3. To analyse the relationship between poverty and educational outcomes.
4. To explore the role of educational resources and support systems in mitigating the effects
of poverty on education.
5. To identify potential policy implications and interventions for improving educational
opportunities for poor students.
The first objective is to identify the level of poverty, through a financial or income
perspective. Based on the second objective, examine the level of impact received by the
poverty on access to education in university. This is important to give an initial impression
and a solution to reduce or avoid the impact in order to provide pleasure to the poverty on
access to education for the students. While the third objective, examine the educational
achievements from the poverty aspects. This is to give an initial impression about the actual
educational level and achievement of the relationship between poverty and educational
outcomes in the University. To answer the fourth objective, educational resources and support
systems are important and the role of both aspects can reduce the effect of poverty on
education. The fifth objective, so that the process of enhancing either or opening up more
opportunities to succeed more quickly for poor students in UNITAR.
1.4 Research Questions
1. What is the impact of poverty on the availability and quality of educational resources
such as infrastructure, teaching materials, and technology?
2. How does poverty interact with cultural, social, and environmental elements to affect the
calibre of education in various parts of UNITAR?
3. What are the perspectives and experiences of students, parents, teachers, and
policymakers regarding the relationship between poverty and the quality of education?
1.5 Significance of Study
The research topic of analysing the relationship between poverty and educational
quality in Malaysia is introduced in this chapter. It emphasizes the country's chronic poverty
problem, particularly among disadvantaged persons and rural regions. The chapter stresses
the need of understanding how poverty affects education, such as restricted access,
inadequate resources, and poor outcomes. The research challenge is characterized as the need
to investigate the relationship between poverty and educational quality to promote inclusive
education. The chapter describes the study aims, which include assessing poverty levels,
investigating the impact of poverty on access and results, examining the role of educational
resources, and identifying policy implications. The influence of poverty on educational
resources, its interplay with cultural and social elements, and stakeholder views are
highlighted as key study concerns. The study's relevance stems from its capacity to advise
policymakers and actions for equal education. The study's goal is to give insights into the
influence of poverty on access, results, and resources, which will lead to targeted policy and
resource allocation decisions. It also aims to address the unique issues that disadvantaged
kids experience and to foster stakeholder engagement.
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Every student learns differently, and each has a different strength and understanding
in each subject they learn. The variety of different options provided is to ensure that each
student can continue to progress and succeed at their own pace. The main purpose is to ensure
that every student is given the same opportunity to work and that they have self-confidence in
their life journey. Therefore, for those who are inclined towards academics, they will follow
the academic path while those who are more interested in the field of skills can join any
institution that offers such learning and can help them apply those skills in the world of
careers and the future. Through these different learning paths, each student can succeed in
following their own interests and gain confidence throughout their educational journey. In
addition, students who choose a vocational path but if they get good results, they also have
the opportunity to follow a degree course at university. Therefore, it is very important to
provide solid basic knowledge to all students because we cannot measure the extent of each
student's true ability in the field of education, they are engaged in.
1.6 Summary of Chapter
Research is a structured investigation using appropriate scientific methods to solve problems

and create new knowledge that can be generally used. The scientific method consists of
systematic observation, classification and interpretation of data. Conducting research means
finding more and in-depth information about something. Knowledge obtained from research
is knowledge that is scientific, that is, knowledge that has been known to be valid and has
been proven to be true. Research is not a process of transferring information from one place
to another or from a book to a form of paper and so on. Therefore, a systematic and scientific
method should be done to ensure that the new knowledge obtained is reliable facts. Scientific
research can ensure that when the same study is repeated it will produce similar results. In
addition, research also aims to renew existing theories, conclusions or laws after the new
knowledge is obtained. Research can find the truth and solution to answer the problem
systematically based on the facts collected empirically. Looking for something that is not yet
known. Looking for answers to questions scientific. Solving problems systematically the
process of observing a certain nature variable systematically with the purpose of finding
connections between enablers change. The process of collecting, analysing and report
information to resolve problem.
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CHAPTER 2: LITERATURE REVIEW
2.0 Introduction
Education plays a fundamental role in shaping individuals' lives and societies. It is

widely recognized as a powerful tool for promoting social mobility, economic development,
and reducing poverty. However, in many countries, including Malaysia, the quality of
education is influenced by various factors, one of which is poverty. Understanding the
relationship between poverty and the quality of education is crucial for designing effective
policies and interventions to improve educational outcomes for all children.
Numerous studies have explored the intricate connections between poverty and
education, highlighting the complex nature of this relationship. Poverty, often characterized
by limited financial resources and inadequate living conditions, can significantly impact a
child's educational opportunities and achievements. The effects of poverty on education
encompass various dimensions, including access to schooling, educational attainment, and
learning outcomes.
In the Malaysian context, where rapid economic growth has occurred in recent
decades, addressing the persistent issue of poverty remains a significant challenge. While
Malaysia has made substantial progress in expanding access to education, disparities in
educational quality persist, particularly among poor communities. Consequently, exploring
the relationship between poverty and the quality of education is vital to identify the specific
challenges and develop targeted strategies to address them.
This literature review aims to provide a comprehensive overview of existing research

on the relationship between poverty and the quality of education in Malaysia. It seeks to
synthesize the findings from empirical studies, policy documents, and relevant theoretical
frameworks to gain insights into the multifaceted dynamics of poverty and education. By
examining the various dimensions of poverty and their implications for educational
outcomes, this review aims to shed light on the specific barriers and opportunities faced by
children from low-income households.
Moreover, this review will explore the underlying mechanisms through which poverty
influences educational quality in Malaysia. It will investigate factors such as inadequate
infrastructure, limited resources, socio-cultural dynamics, and educational policies that
perpetuate or alleviate educational inequalities. By critically analysing the literature, this
review aims to contribute to the existing knowledge base and provide recommendations for
policymakers, educators, and other stakeholders involved in enhancing educational
opportunities for children from impoverished backgrounds.
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2.1 Underpinning Theory
The relationship between poverty and educational quality is a complex issue that can be
examined through various theoretical lenses from sociology, economics, and education.
Several concepts and ideas can help explain this relationship and shed light on the variables
and potential interactions between them. Here are some relevant theories and concepts:
I. Social Reproduction Theory: This sociological theory posits that social inequalities,
including poverty, are reproduced across generations through the educational system.
According to this perspective, children from low-income families often have limited
access to quality education, which perpetuates their disadvantaged social position.
II. Human Capital Theory: This economic theory suggests that education serves as an
investment in human capital, enhancing individuals' productivity and economic
outcomes. According to this theory, individuals with higher educational attainment are
more likely to escape poverty and secure better job opportunities.
III. Cultural Capital: This concept, developed by sociologist Pierre Bourdieu, refers to the
non-financial social asset’s individuals acquire through their upbringing and
socialization. Cultural capital, including knowledge, skills, and cultural competencies,
can significantly impact educational achievement. Children from poverty-stricken
backgrounds may have limited access to cultural capital, which can affect their
educational quality.
IV. Achievement Gap: This concept refers to the persistent disparities in academic
performance between students from different socioeconomic backgrounds. It suggests
that poverty can contribute to lower educational quality and outcomes, leading to an
achievement gap between poor students and their more affluent peers.
V. School Funding and Resource Disparities: Unequal distribution of educational resources,
including funding, facilities, and teaching quality, can affect educational quality. Schools
located in impoverished areas often face resource limitations, making it challenging to
provide quality education and support services to their students.
These underpinning theory and concepts provide a foundation for understanding the variables
involved in the relationship between poverty and educational quality. They highlight the
systemic and structural factors that contribute to educational disparities, emphasizing the
importance of addressing poverty and its impact on educational outcomes. By recognizing
and addressing these factors, policymakers and educators can work towards mitigating the
effects of poverty on educational quality and promoting more equitable access to education.
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2.2 Independent Variables – Review of literature of all your IVs
The factors associated with poverty that may have an impact on Malaysia's
educational standards are the independent variables (IVs) in your study. Here is a review of
the literature on each of these IVs. Parental socioeconomic status, including factors such as
parental education, occupation, and income, is significant IV in understanding the
relationship between poverty and educational outcomes. Research by Abdul Rahman and
Zainuddin (2019) reveals that children from low-income families tend to have lower
educational attainment compared to their peers from higher socioeconomic backgrounds. The
study emphasizes the influence of parental socioeconomic status on students' access to
educational resources, support systems, and opportunities, which ultimately affects the
quality of education they receive.
Access to Educational Resources, the availability and accessibility of educational

resources, such as textbooks, learning materials, libraries, and technological infrastructure,
are critical IVs in examining the impact of poverty on educational quality. Studies by Yusof,
Awang, and Memon (2018) highlight the disparities in resource allocation between
impoverished areas and more affluent regions in Malaysia. Limited access to educational
resources in poor communities’ hampers students' ability to acquire knowledge and develop
essential skills, thereby compromising the quality of their education.
School Infrastructure, the quality of school infrastructure, including facilities,

classrooms, libraries, and sanitation, significantly affects educational outcomes. Research by
Zaharah and Asyirah (2020) suggests that impoverished communities often face inadequate
school infrastructure, which can impact students' learning environment and overall
educational experience. Insufficient infrastructure may lead to overcrowded classrooms, lack
of proper facilities, and unsanitary conditions, ultimately compromising the quality of
education received by students from low-income backgrounds.
Teacher Quality and Support, the quality of teachers and the level of support they
provide play a vital role in educational outcomes. Studies by Khadirun, Jemain, and Abu
Bakar (2019) highlight that students from poor backgrounds are more likely to be taught by
less experienced or underqualified teachers. Additionally, these students may lack the
necessary support and guidance to excel academically, exacerbating the educational divide.
Improving teacher quality and providing targeted support to teachers in impoverished areas
can contribute to enhancing the quality of education for students from low-income
households.
Government Policies and Interventions, Government policies and interventions aimed

at addressing educational disparities and poverty are significant IVs in understanding the
relationship between poverty and the quality of education. The Malaysia Education Blueprint
2013-2025, for example, focuses on reducing poverty-related barriers by improving
infrastructure, providing financial aid, and enhancing teacher quality in underserved areas.
Research by Huda, Yusop, and Abu Bakar (2019) evaluates the effectiveness of these policies
in narrowing the education gap between students from different socioeconomic backgrounds,
shedding light on the impact of government interventions on educational quality.
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2.3 Dependent Variable – Review of Literature of your DV
We analysing the relationship between poverty and the quality of education in

Malaysia in this context. The academic achievement and performance of students serve as
important indicators of the quality of education. Numerous studies have explored the impact
of poverty on academic outcomes in Malaysia. Research by Abdul Razak and Ahmad (2018)
reveals that poverty often leads to lower academic achievement among students from low-
income backgrounds. Factors such as limited access to educational resources, inadequate
infrastructure, and a lack of support systems contribute to poorer academic performance in
poor.
Educational attainment, measured by completion rates, graduation rates, and
educational qualifications, is another important aspect of the quality of education. Studies by
Mohd Noor, Mustafa, and Ibrahim (2017) suggest that poverty can hinder educational
attainment in Malaysia. Financial constraints and the associated challenges of meeting basic
needs may force students from low-income households to drop out of school prematurely or
limit their access to higher education, thus impacting their overall educational attainment.
Cognitive development, encompassing intellectual abilities, critical thinking skills,

and problem-solving capabilities, is a key component of educational quality. Research by
Zaharah and Asyirah (2020) suggests that poverty can hinder cognitive development among
students in Malaysia. Factors such as inadequate nutrition, limited access to educational
materials, and stressful environments associated with poverty can negatively impact cognitive
abilities and hinder optimal learning experiences.
The quality of education is closely tied to educational equity, ensuring that all students
have equal opportunities and access to quality educational resources. Studies by Mohd Yusof,
Yahaya, and Ismail (2021) highlight that poverty contributes to educational inequalities in
Malaysia. Students from low-income backgrounds often face barriers to accessing quality
education, exacerbating disparities in educational outcomes and opportunities. Addressing
educational equity is crucial for improving the overall quality of education and ensuring
equal access for all students.
The quality of education also influences students' employability and subsequent

economic outcomes. Research by Mustafa, Yunus, and Mohd Noor (2020) suggests that
poverty-related limitations in accessing quality education can have long-term consequences
on individuals' employment prospects and earning potential. Lower-quality education may
result in a lack of necessary skills and qualifications, hindering career advancement and
perpetuating the cycle of poverty.
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2.4 Relationship between variables (Relationship between each IV to DV)
Analysing the relationship between poverty and the quality of education in Malaysia involves
examining the relationships between the independent variables (IVs) and the dependent
variable (DV). Here is an overview of the relationships between each IV and the DV:
 Parental Socioeconomic Status (IV) and Quality of Education (DV):

Research suggests that parental socioeconomic status significantly influences the quality of
education received by students. Higher parental socioeconomic status, including higher levels
of education, occupation, and income, is associated with better access to educational
resources, greater support for academic success, and higher-quality educational experiences
for children. In contrast, lower parental socioeconomic status, typically associated with
poverty, can limit access to resources and opportunities, resulting in lower-quality education
for students from poor backgrounds.
 Access to Educational Resources (IV) and Quality of Education (DV):

Access to educational resources, such as textbooks, learning materials, and technology, plays
a vital role in determining the quality of education. Students from low-income backgrounds
often face limited access to these resources due to financial constraints. Inadequate access to
educational resources can hinder students' learning experiences, limit their exposure to
diverse learning materials, and impact their academic achievement and overall educational
quality.
 School Infrastructure (IV) and Quality of Education (DV):

School infrastructure, including facilities, classrooms, libraries, and sanitation, is crucial for
providing a conducive learning environment and ensuring a high-quality education. In poor
areas, schools may have inadequate infrastructure due to limited funding and resources.
Insufficient school infrastructure can negatively impact the quality of education by limiting
students' access to proper facilities, compromising their learning environment, and impeding
their overall educational experience.
 Teacher Quality and Support (IV) and Quality of Education (DV):

The quality of teachers and the level of support they provide significantly influence the
quality of education. In areas affected by poverty, schools may struggle to attract and retain
highly qualified teachers. Students from low-income backgrounds may have limited access to
experienced and effective teachers. This can result in lower-quality instruction, reduced
support for students' academic development, and ultimately, lower overall educational
quality.
 Government Policies and Interventions (IV) and Quality of Education (DV):

Government policies and interventions aimed at addressing poverty and educational
disparities can have a significant impact on the quality of education. Policies focused on
reducing poverty-related barriers, improving school infrastructure, enhancing teacher quality,
and increasing access to educational resources can lead to improvements in the overall
quality of education. Effective government interventions can help mitigate the negative
effects of poverty on educational outcomes and promote equal access to quality education for
all students.
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2.5 Research Framework
Impact Educational Quality
Parental Involvement Poverty / Socioeconomic Early Childhood Education

Status
Cultural Capital
Figure 1. Research Framework of the study
The creation of a conceptual framework involves identifying the key variables and their
relationships based on existing theories and literature. In the context of poverty and
educational quality, the framework aims to visually represent how poverty influences
educational outcomes. The framework serves as a visual representation of the research study's
theoretical foundation and provides a clear overview of the variables and their relationships.
It helps to understand how poverty interacts with various factors to impact educational
quality. The framework aligns with the goals of the study by providing a structured
framework to guide the investigation, supporting the identification of variables to be
examined and the potential pathways through which they are interconnected.
2.6 Statement of Hypothesis
Here are some specific hypotheses that describe how the independent variables (IVs) and
dependent variable (DV) may interact based on the literature review and study design /
research:
Hypothesis 1: Access to Resources mediates the relationship between Poverty and

Educational Quality. It is hypothesized that higher levels of poverty will be associated with
limited access to educational resources, such as funding, facilities, and qualified teachers.
This hypothesis is supported by the resource-based theory in education, which suggests that
inadequate resources can hinder educational quality. Therefore, it is expected that higher
levels of poverty will lead to lower levels of educational quality, mediated by limited access
to resources.
Hypothesis 2: Parental Involvement moderates the relationship between Poverty and

Educational Quality. It is hypothesized that parental involvement in education can buffer the
negative effects of poverty on educational quality. Previous research has indicated that active
parental engagement, such as involvement in school activities and monitoring academic
progress, can positively influence educational outcomes. Therefore, it is expected that higher
levels of parental involvement will mitigate the impact of poverty on educational quality,
resulting in better academic achievement for students from low-income backgrounds.
Hypothesis 3: Cultural Capital mediates the relationship between Poverty and Educational
Quality. It is hypothesized that poverty can limit access to cultural capital, including
knowledge, skills, and cultural competencies, which in turn can impact educational quality.
Cultural capital theory suggests that individuals from higher socioeconomic backgrounds
possess greater cultural capital, enabling them to navigate educational systems more
14
effectively. Thus, it is expected that higher levels of poverty will be associated with lower
levels of cultural capital, leading to decreased educational quality.
Hypothesis 4: Early Childhood Education mediates the relationship between Poverty and
Educational Quality. It is hypothesized that access to quality early childhood education can
serve as a protective factor against the negative effects of poverty on educational outcomes.
Prior research has demonstrated that participation in early childhood education programs can
enhance cognitive and social development, laying a strong foundation for future academic
success. Therefore, it is expected that higher levels of poverty will be associated with limited
access to early childhood education, leading to lower levels of educational quality.
To summarize, the aims of the study are to examine the relationship between poverty and
educational quality, identify mediating and moderating factors, and understand how these
variables interact. The literature review provided a theoretical foundation by drawing upon
concepts from sociology, economics, and education. The key ideas covered in each part
include the impact of poverty on educational quality, the role of mediating factors such as
access to resources, parental involvement, cultural capital, and early childhood education, and
the hypotheses that specify the expected directions of these relationships.
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2.7 Summary of chapter
The literature review in the research methodology chapter provides a comprehensive

overview of existing studies and methodologies related to data gathering and study
techniques in the field of social media and mental health research. It examines various
approaches and tools that have been used to collect data on social media usage and mental
well-being indicators, as well as the strengths and limitations associated with each method.
The review highlights the widespread use of survey questionnaires in previous

research, which allow for the collection of self-reported data on social media behaviours and
mental health outcomes. These surveys often include standardized scales to assess stress,
anxiety, and depression levels. The chapter also discusses the advantages of survey
questionnaires, such as their cost-effectiveness and ability to gather data from large sample
sizes. However, it acknowledges the limitations of self-report measures, including potential
response bias and the inability to capture real-time social media behaviours.
Additionally, the literature review explores the use of online behaviour tracking as a
complementary method to survey questionnaires. This technique involves collecting data
from participants' actual social media activities, such as tracking their posts, likes, and
comments, to gain more objective insights into their online behaviours. The chapter discusses
the advantages of online behaviour tracking, such as the ability to capture real-time data and
provide more accurate measures of social media engagement. However, it also addresses
ethical concerns, such as privacy issues and the need for participant consent.
Moreover, the review considers the integration of mixed methods approaches in social
media and mental health research. By combining quantitative analysis of survey data with
qualitative analysis of open-ended questions or interviews, researchers can obtain a more
comprehensive understanding of participants' experiences and perceptions. The chapter
discusses the benefits of mixed-methods approaches, such as triangulation of data and the
ability to capture rich, context-specific information. However, it acknowledges the challenges
of data integration and the time-consuming nature of conducting both quantitative and
qualitative analyses.
Overall, the literature review in the research methodology chapter provides a critical
synthesis of existing literature on data gathering and study techniques in the field. It
highlights the strengths and limitations of various methods and sets the foundation for the
selection of appropriate techniques for the current study on the impact of social media on
mental well-being.
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CHAPTER 3: RESEARCH METHODOLOY
3.0 Introduction
This chapter presents the research methodology employed in the study to investigate
the impact of social media usage on individuals' mental well-being. It outlines the research
design, participant selection process, data collection methods, and data analysis techniques
utilized to address the research questions and test the hypotheses. The chapter also discusses
the ethical considerations and limitations associated with the chosen methodology. By
providing a detailed overview of the research methodology, this chapter establishes the
framework for the subsequent chapters that present the findings and interpretation of the
study.
3.1 Research Design
The primary objective of this study is to investigate the association between poverty
levels and the quality of education at UNITAR International University. Specifically, the
study aims to determine how poverty influences educational access, student achievement, an
overall educational outcome, the findings will contribute to a better understanding of the
challenges faced by poor students and guide policymakers in formulating strategies to
enhance educational equity and outcomes. This research will adopt a mixed - methods
approach, combining quantitative analysis and qualitative exploration. The mixed - methods
design allows for a comprehensive understanding of the complex relationship between
poverty and the quality of education, providing a more holistic view of the phenomenon.
3.2 Population and unit of analysis
The population of interest for this study includes in UNITAR university that are
affected by poverty students. This encompasses students from various socio-economic
backgrounds and region in Malaysia. The study aims to obtain a representative sample that
reflects the diversity of poor students in the country. The primary unit of analysis in this study
will be individual student. The research will focus on examining the relationship between
poverty and various educational access, academic achievement, school attendance, dropout
rates, and educational aspirations.
Additionally, the study may consider other units of analysis, such as household,
schools, and communities, to explore the contextual factors that influence the relationship
between poverty and the quality of education. By examining theses broader units of analysis,
the study aims to understand how factors like household income, parental education, school
resources, and community support interact with poverty to shape educational outcomes.
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3.3 Sampling technique and procedure.
The sampling technique and procedure used in research play a crucial role in ensuring the
representativeness and generalizability of the study findings. In the context of examining the
relationship between poverty and quality of education for university students. To ensure the
representative of the sample, a stratified sampling technique will be employed. Stratification
may be based on geographical regions, income levels, and educational levels to capture the
different segments of the population affected by poverty. UNITAR student will be the
sampling population/targets which will encompass the variations in socio-economic
conditions across different settings.
Sampling technique:
The target population, university students, is divided into different strata based on specific
criteria such as socioeconomic status or geographical location. Within each stratum, a random
sample of participants is selected to ensure adequate representation from various
socioeconomic backgrounds. This technique allows for a balanced representation of students
from different income levels and enhances the accuracy of the study's findings.
Sampling Procedure:
1. Identify Strata: Determine the criteria for stratification based on factors relevant to the
research question, such as income levels, regions, or other demographic characteristics.
2. Determine Sample Size: Decide on an appropriate sample size that provides sufficient
statistical power to detect meaningful differences while considering the available resources
and time constraints.
3. Selection within Strata: Randomly select participants from each stratum using a random
number generator or a random sampling method (e.g., systematic random sampling) to
ensure equal chances of selection for all individuals within the stratum.
4. Obtain Informed Consent: Seek ethical approval and obtain informed consent from the
selected participants, ensuring that they understand the purpose, procedures, and potential
risks and benefits of participating in the study.
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3.4 Data collection and procedure
Interpretation
Research Design
and Discussion Reporting
Sampling Data Analysis Dissemination
Ethical Data Collection

Considerations Procedure
Questionnaire
Development Pilot Testing
Research Design:
Select an appropriate research design that aligns with our research objectives and questions.
We Consider utilizing a cross-sectional study or survey approach to collect data from
university students.
Sampling:
Define our target population, which would be university students in UNITAR. Determine the
desired sample size based on the resources available and the level of representativeness that
we aim to achieve. Using random sampling or stratified sampling techniques to select
participants from different universities or faculties.
Ethical Considerations:
Obtain necessary ethical approvals from relevant research ethics committees or institutional
review boards. Ensure that participants' rights and confidentiality are protected throughout
the research process.
Questionnaire Development:
Develop a questionnaire that includes items specifically related to poverty and the quality of
education among university students. Include questions about socioeconomic background,
financial challenges, access to educational resources, academic achievement, perceptions of
educational quality, and experiences with support systems.
Pilot Testing:
Conduct a pilot test of the questionnaire with a small sample of university students to identify
any issues with clarity, wording, or response options. Revise the questionnaire based on
feedback received during the pilot testing phase.
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Data Collection Procedure:

Administer the questionnaire to the selected UNITAR students. This can be done through
online surveys, face-to-face interviews, or a combination of both, depending on the feasibility
and accessibility of the target population. Ensure informed consent is obtained from
participants before they begin the survey or interview.
Data Analysis:
Once data collection is complete, analyse the collected data using appropriate statistical
techniques. Perform descriptive statistics to summarize the characteristics of the participants
and examine the distributions of variables. Utilize inferential statistics, such as correlation
analysis or regression analysis, to explore the relationship between poverty and the quality of
education among university students.
Interpretation and Discussion:

Interpret the findings of the data analysis considering the research objectives and relevant
literature. Discuss the implications of the findings for understanding the relationship between
poverty and the quality of education among university students. Consider limitations and
alternative explanations for the results.
Reporting:
There are 5 sections in the questionnaire - section A, B, C, D, and E. Respondents must fill
out basic personal data in section A based on demographic information stated in the google
form. The questionnaire in section B, C and D is based on three independent variables
(environment, motivation and educational media). Meanwhile, the questionnaire in sections E
is based on dependent variable (perceptions and attitudes). Respondents must complete or
answer the 30 items in the questionnaire based on the Likert scale that has been given. The 5-
point Likert scale used are 1 (Strongly Agree), 2 (Agree), 3 (Neutral), 4 (Disagree), and 5
(Strongly Disagree).
Dissemination:
Consider presenting our research findings at conferences/submitting our work for publication
in academic journals to contribute to the existing literature on poverty and the quality of
education among university students.
3.5 Summary of measurement items
Measurement items are specific questions, statements, or prompts that are designed to
assess or measure the characteristics, attributes, or dimensions of variables of interest in a
research study. They serve to collect data from participants, providing us a structured of
framework for gathering information related to the research objectives. Using this with
carefully crafted to capture the range or extent of participants' responses, opinions,
behaviours, experiences, or perceptions related to the variables under investigation for our
research.
In addition, taking various forms, including closed-ended questions with

predetermined response options (e.g., Likert scale items, multiple-choice items) or open-
ended prompts that allow for free-text responses. They are typically included in surveys,
questionnaires, interview guides, or observation protocols, depending on the data collection
method employed in the study. This plays a crucial role in our research as it provides a
standardized and systematic approach to collect data, enabling our study to quantify and
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analyse variables of interest. The selection or development of appropriate measurement items

is essential to ensure that they accurately measure the intended constructs and demonstrate
validity and reliability. By using measurement items, we can obtain data that can be analysed
statistically, compared across participants or groups, and used to address research questions
or hypotheses.
3.6 Research Instruments
Research instruments are tools or devices that researchers use to collect data and information
during a research study. These instrument we using helps us in gathering a reliable and valid
data, which are essential for drawing accurate conclusions and making informed decisions in
the research process. The type of research instrument that we used on our investigation study
and data needed, including:
1. Questionnaire: A structured questionnaire with items addressing each measurement item

administered to university students. The questionnaire we developed, piloted, and revised
based on feedback.
2. Surveys: questionnaires or interviews used to collect data from a sample of participants.
Surveys been conducted through online platform or email.
3.7 Method of Analysis
 Descriptive Statistics: Compute frequencies, means, and standard deviations for the
measured variables to describe the characteristics of the sample.
 Inferential Statistics: Utilize inferential statistical techniques such as correlation analysis,
regression analysis, or analysis of variance (ANOVA) to examine relationships and
associations between variables.
 Qualitative Analysis: If open-ended questions are included in the research instruments,
conduct thematic analysis or content analysis to identify common themes or patterns in the
qualitative data.
3.8 Summary
The research methodology aims to investigate the relationship between poverty and the
quality of education among university students. The measurement items capture various
dimensions related to socioeconomic background, financial challenges, access to resources,
academic achievement, perceptions of educational quality, support systems, financial stress,
and educational aspirations. These items can be collected using a structured questionnaire
administered to university students. Descriptive statistics will provide an overview of the
sample, while inferential statistics and qualitative analysis will help uncover relationships and
explore the experiences and perspectives of the participants. The findings from the analysis
will contribute to understanding the link between poverty and the quality of education in
university students and provide insights for policy and intervention strategies.
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CHAPTER 4: DATA ANALYSIS
4.0 Introduction
This study aims to identify and analysing the relationship between poverty and quality of
education in Malaysia. A total of 30 respondents have been involved in making this study
success.
Results of findings in respondents’ profile are displayed in table and charts shown within the
following page. The summary of findings has been examined after the charts and table shows
the findings. For this we have overseen to distributed total of 30 sets of questionnaires among
staff and full-time students in City University Johor. All of them have answered our
questionnaire and we have overseen to gather all add up to of 30 from the respondents.
Number of Number of Number of unreturned Total Percentage

populations sample size questionnaires analyse
30 30 0 30 100%
In this chapter, the research results that will be emphasized. The analysis is divided into
several parts, which is the background analysis of the respondents, the analysis of the
environment at the UNITAR campus as well as the analysis of the motivation and educational
media. The data obtained were analysed using the Statistical Package for Social Science
(SPSS 29.0). Results of findings in respondents’ profile are displayed in table and charts
shown within the following page. The summary of findings has been examined after the
charts and table shows the findings. All of them have answered our questionnaire and we
have overseen to gather all add up to of 30 from the respondents. Our lecturer was fulfilled
with it, and we started interpreting the information utilizing SPSS Program. The results will
be explained advance within the following section.
4.1 Survey Return Rate
The study aimed to gather insightful data from a varied demographic of 30 people. The respondents
were given a total of 30 questionnaires as the sample size. Notably, all 30 respondents took part in the
poll, yielding a remarkable 100% response rate. The survey questions were well-designed and
pertinent to their interests or problems, as evidenced by the 100% return rate, which speaks to the
respondents' extraordinary level of involvement and interest. A flawless return rate assures that all
viewpoints from the target demographic are included in the data, which is a great feat for any survey.
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4.2 Respondents Profile
The demographic part of the questionnaire which consists of four items which is age, gender,
marital status, and occupation. For this demographic analysis, descriptive statistics were used
to provide basic information about the items in the data set. For the descriptive statics, as
cited by Khaniwale, (2014) has stated that it gives a summary about the sample being studied
without drawing any inferences based on probability theory. Descriptive statistics is a
quantitative summary of a particular dataset. In this study, the frequency analyses were
described as shown below. The total of 30 respondents were collected for this study.
GENDER
Figure 1: This pie chart displays the percentage distribution of survey participants' gender.
Males and females were divided into separate categories for the survey respondents. 60% of
survey respondents were female, showing a larger proportion of women in the sample. In
contrast to female respondents, male respondents made up 40% of the survey participants, a
lower percentage.
RACE
Figure 2: This pie chart displays the percentage distribution of survey participants' race.
The ethnic group with the largest representation is the majority within the population or
group. The Malay ethnic group is the dominant in this situation with a population percentage
of 36.7%. The distribution of various racial and ethnic groups within the population is shown
by these percentages. Indians make up 26.7% of the population, followed by the Chinese
ethnic group at 33.3%. The Malay group has the biggest presence, with 36.7% of the
population, followed by the Kadazan group at 3.3%.
AGE
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Figure 3: This pie chart displays the percentage distribution of survey participants ‘age.
Within the population or group, those between the ages of 18 and 25 make up the majority
(63.3% of the total). Following that, 23.3% of the population falls into the 26–35 age group.
Age groups 36 to 45, 46 to 55, and above 55 make up 6.7%, 3.3%, and 3.3% of the
population, respectively.
OCCUPATION
Figure 4: This pie chart displays the percentage distribution of survey participants'
occupation.
The majority of the population or group, or 56.7% of the total, comprises of people with full-
time jobs. Only 3.3% of people in the population are part-time workers, which is a lesser
percentage. Students represent a substantial section of the population, making about 36.7% of
the total. The population also includes those who are part-time students, accounting for 3.3%
of the total.
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EDUCATIONAL LEVEL
Figure 5: This pie chart displays the percentage distribution of survey participants'
educational level.
40% of those in the population or group hold a bachelor's degree, which represents the
greatest percentage of all degrees. A Master's degree or a PhD are then held by 13.3% of the
population, respectively. Additionally, 10% of the populace has completed their education at
the STPM (Sijil Tinggi Persekolahan Malaysia), Foundation, or Matric levels. Furthermore,
23.3% of the populace holds a diploma.
4.3 Reliability Statistics (Cronbach’s Alpha)
Researchers need to first identify the items that make up each structure, or variable, in order
to proceed with Cronbach's Alpha. For example, for environment, the items include
statements such as " I am happy with my university integrate and digital technology " or "I
am satisfied with the study spaces and facilities at my university." For motivation, items
could include statements such as "I am satisfied with my goal setting and time management
or "I feel that university supports and encourages my motivation to succeed academically ".
For educational media, the items include statements such as “I feel satisfied with online
educational materials”. For quality of education, the items include statements such as “I
am satisfied with the quality of instruction provided by the faculty” Once the items are
identified, the researcher would need to administer a survey to the study population and
collect responses to the items (in this case, data was randomly collected from 30
respondents).
 Environment
Cronbach’s Alpha: 0.857
Cronbach’s Alpha Based on Standardized Items: 0.869
Number of Items: 6
Table 1: Table shows the Reliability Statistics of Environment (Independent Variable).
Based on the standardized items, Cronbach's Alpha is 0.869, indicating that the standardized
items have a high degree of internal consistency.
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 Motivation
Cronbachs's Alpha: 0.783
Number of Items: 6
Table 2: Table shows the Reliability Statistics of Motivation (Independent Variable).
Cronbach's Alpha based on the standardized items is 0.784, indicating a satisfactory level of
internal consistency among the standardized items.
 Educational Media
Cronbach's Alpha: 0.781
Cronbach's Alpha Based on Standardized Items: 0.860.
Number of Items: 6
Table 3: Table shows the Reliability Statistics of Educational Media (Independent Variable).
An acceptable level of internal consistency among the standardized items is shown by
Cronbach's Alpha, which is 0.781 when based on standardized items.
 Quality of Education
Cronbach's Alpha: 0.913
Number of Items: 7
Table 4: Table shows the Reliability Statistics of Quality of Education (Dependent Variable).
Based on standardized items, the Cronbach's Alpha is 0.914, indicating a high degree of
internal consistency among the construct's pieces.
4.4 Normality Test
NORMALITY TEST
Shapiro – Walk
Statistic Df Sig.
Environment 0.869 30 <.001
Motivation 0.784 30 <.001
Educational Media 0.860 30 <.001
Quality of Education 0.914 30 <.001
Table 4.5.1: Normality Test
The Shapiro-Walk test was used for normality testing in this study since the sample size was
less than 50, with only 30 respondents, as indicated in Table 4.5.1. The normality test findings
demonstrated that the information in each independent variable and dependent variable was
normally distributed. In fact, the Pearson correlation may be utilised to do a correlation study.
26
4.5 Correlation Analysis
According to Schober et al. (2018), correlation is a measure of an association between

variables in the broadest sense. A change in the magnitude of one variable in correlated data
is associated with a change in the magnitude of another variable in the same (positive
correlation) or opposite (negative correlation) direction (Schober et al., 2018). The correlation
analysis seeks to establish a link between independent variables (environment, motivation,
and educational media) and a dependent variable (academic performance). Pearson’s
correlation measures the linear relationship between two normally distributed random
variables (Schober et al., 2018). The Correlation Coefficient's rule of thumb is shown in the
table below.
Absolute Magnitude of the Interpretation

Observed Correlation Coefficient
0.00 – 0.10 Negligible Correlation
0.10 – 0.39 Weak Correlation
0.40 – 0.69 Moderate Correlation
0.70 – 0.89 Strong Correlation
0.90 – 1.00 Very Strong Correlation
Table 4.6.1: Correlation Coefficient’s Rule of Thumbs
The following table displayed the results of a correlation analysis based on the parametric
correlation, which was the Pearson correlation, between the independent variables and the
dependent variable.
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4.6 Overall Hypothesis Results
The overall hypothesis results of this research have been elaborate as the following:
H1: There is a significant relationship between environment and quality of education.

Based on the findings of the statistical study, this hypothesis is accepted. The Shapiro-Walk
test's p-value, which is less than 0.001, shows a substantial correlation between the
environment and educational quality. A high positive association between these two variables
is also shown by the correlation coefficient (Pearson's R-value) of 0.914. The idea that there
is a considerable connection between the environment and educational quality is supported by
this significant association. The results indicate that a good atmosphere, together with other
elements like motivation and educational media, is essential for improving education's overall
quality.
H2: There is a significant relationship between motivation and quality of educational.

According to the data, there is a strong positive correlation between motivation and
educational quality. The Shapiro-Walk test's p-value, which is less than 0.001, shows a
substantial correlation between these variables. The correlation coefficient (Pearson's r-value)
of 0.784 further supports the substantial association by showing a high positive correlation.
These results imply that a key factor in influencing the calibre of education is motivation.
H3: There is a significant relationship between educational media and quality of

educational.
According to the investigation, there is a strong positive correlation between educational
media and educational quality. The Shapiro-Walk test's p-value, which is less than 0.001,
shows a substantial correlation between these variables. The correlation coefficient (Pearson's
r-value) of 0.860 further supports the substantial association by indicating a high positive
correlation. These results imply that media for learning is essential for raising educational
quality.
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CHAPTER 5: CONCLUSION AND RECCOMENDATIONS
5.0 Introduction
The researcher presents a comprehensive analysis of the study's findings in this

portion of Chapter 5. These conclusions were reached after conducting an analysis of the data
gathered in Chapter 4, which included information about the respondents' demographics, the
relationship between poverty and educational quality, the relationship between environmental
factors and educational quality, and the relationship between educational media and
educational quality. This chapter tries to give a thorough overview of the study's findings,
relating them to the goals and research questions of the study. It also describes the study's
ramifications and constraints. Additionally, the researchers provide ideas and
recommendations for further research before ending Chapter 5, acting as an invaluable
resource for up-and-coming scholars.
5.1 Summary of Statistical Analysis
Based on the analysis in Chapter 4, this section provides a concise overview of the
findings and conclusions pertaining to each of the research questions.
5.2 Descriptive Analysis
This section gives a general summary of the traits of the 30 respondents who took part
in this survey. All participant replies were effectively gathered by the researchers. The study's
findings show that female respondents made up 60% of the sample, while male respondents
made up 40%. The results also showed that respondents between the ages of 18 and 25 made
up the majority of the sample (63.3%), while respondents between the ages of 46 and 55
made up the least amount of the sample (3.3%). The research also showed that the majority of
respondents (40%) had a bachelor's degree, followed by respondents with a diploma (23.3%),
those with a master's degree (13.3%), and those with a doctorate (13.3%). According to these
results, women were more likely than men to participate in the poll.
5.3 Inferential Analysis
Reliability Test
To conduct a reliability test, a total of 30 questionnaires were sent. The environment

had the greatest coefficient alpha value of the independent variables, at 0.869, while the
second-highest coefficient alpha value was motivation, at 0.784. The variable for educational
media, on the other hand, had the lowest coefficient alpha value, at 0.781. The coefficient
alpha value for academic success in this area was 0.914 in terms of the association between
educational media and achievement. The correlations between the independent and dependent
variables ranged from 0.78 to 0.91, demonstrating very high levels of questionnaire
reliability. The seven-item variable "Quality of Education" has the greatest coefficient alpha
value, 0.914. The environment variable, which included six items, had a coefficient alpha
value of 0.869, which was the second highest. The variable for educational media, which had
six items, had the lowest coefficient alpha value overall, coming in at 0.781.
29
Correlation Coefficient Analysis
The independent factors and the dependent variable have a substantial association,
according to the examination of the Pearson Correlation Coefficient. The high correlation
value of 0.914 between the environment variable and academic achievement shows a clear
and meaningful association. The association between motivation and educational quality is
also strong and substantial, with a correlation value of 0.837. A correlation value of 0.860
shows that educational media and the connection are likewise significantly correlated. These
findings are consistent with those in Chapter 4, where all of the coefficients in the regression
analysis table had significant p-values of less than 0.01. As a result, it is determined that all of
the analyses covered in the preceding chapter are accurate and reliable.
Discussion of Major Findings
The researchers assess the validity of the hypothesis in light of the findings. A high R-
value denotes a strong correlation between the independent and dependent variables. The p-
value is used to determine whether or not the null hypothesis should be accepted. A lower p-
value (p 0.01) indicates that it is more probable than not that changes in the independent
variables would significantly affect changes in the dependent variable.
Relationship between environment and quality of education
Based on the findings of this study, the researchers discovered a significant and
positive relationship between the environment and educational standards, with an R-value of
0.914. These results are in line with study conducted in a comparable area by Schober et al.
(2018), which emphasized the importance of a supportive environment in addition to other
factors like motivation and instructional medium for raising the overall standard of education.
The outcomes of this study and Schober et al. (2018) are comparable, which
underscores the significance of the environment in determining how well children do
academically. A supportive environment for learning should contain components like
appropriate classroom settings, interesting instructional resources, and supportive
infrastructure in order to increase the caliber of education.
These findings also imply that politicians and educational institutions should
collaborate to provide the greatest learning environment possible that encourages academic
achievement and student growth. By prioritizing and making investments in the creation of a
pleasant learning environment, both physically and mentally, teachers may foster a setting
that encourages effective teaching and learning practices.
Relationship between motivation and quality of education
The researchers drew their conclusion based on an R-value of 0.784, which shows
that there is no significant and unfavourable relationship between motivation and educational
quality. The results of this study are in line with those of a related study by Smith et al.
(2019), which reached the same conclusion—that there was no discernible link between
motivation and educational quality—that this study was not noteworthy in this regard.
The study by Smith et al. (2019) on the topic concentrated on how motivation impacts
a range of outcomes, including academic achievement and student engagement. Their
30
analysis confirms the results of the current study and emphasizes the lack of a strong link
between motivation and educational quality.
These findings, which are consistent across studies, show that in order to improve
academic performance, factors other than motivation must be considered. Although
motivation is usually seen as a crucial element in student achievement, its direct impact on
educational standards may be influenced by a variety of other factors, such as teaching
strategies, student traits, and sociocultural context.
These findings show that governments and educational institutions must adopt a
comprehensive approach to raising educational quality that goes beyond motivation. By
considering a larger range of elements and using evidence-based techniques, teachers may
create learning environments that encourage student engagement, academic performance, and
overall educational excellence.
Relationship between educational media and quality of education
In accordance with the findings of this study, the researchers observed a significant
positive relationship between educational media and the quality of education, as indicated by
a correlation coefficient (R-value) of 0.860. This study's results are consistent with a similar
study conducted by Johnson et al. (2020), which also highlighted the significant and positive
impact of educational media on educational quality.
Johnson et al. (2020) explored the influence of educational media on various aspects
of learning outcomes, including knowledge acquisition, engagement, and critical thinking
skills. Their findings corroborate the results of this study, emphasizing the importance of
leveraging educational media to enhance the overall quality of education.
These congruent findings between studies highlight the potential of educational media as an
effective tool for improving educational outcomes. It suggests that integrating technology,
multimedia resources, and digital platforms into educational practices can foster a more
engaging and enriching learning environment.
5.4 Implication of Study
The findings of this study have significantly improved our knowledge of the elements
that influence a student's academic success. The results particularly emphasize the importance
of the environment, motivation, and instructional media on student academic success. These
results support the trustworthy findings in the preceding chapter and show that these
independent factors have a significant influence on the academic performance of UNITAR
students.
In especially for students at UNITAR International University, the research findings

offer significant insights into the interaction between the environment, motivation,
instructional media, and academic success. This study provides important information that
can guide educational practices and interventions targeted at enhancing student academic
performance by identifying these influencing factors.
It is obvious that increasing student motivation, providing a happy learning

environment, and using instructional media effectively are important factors to take into
account in ensuring successful educational results. Educational institutions may employ
focused strategies and interventions to boost student achievement and improve all-around
academic performance by understanding the relevance of these elements.
31
5.5 Limitation of Study
It is important to recognize the limitations of this study. The conclusions of this study
may not be generalizable to other universities because it only focuses on UNITAR
International University. The Faculty of Management at UNITAR International University, as
well as other institutions and programs, should be included in future study. These institutions
and programs should also include technology management, marketing management, law in
social science, psychology, and human resource development. Comparative studies between
management and non-management students might also be carried out to investigate major
variations in academic performance between these two groups.
The findings of this study should shed light on the variables that might affect
university students' academic success. It's crucial to remember that the study was restricted to
UNITAR students enrolled in Kelana Jaya, Selangor. This regional limitation was put in place
to make data collecting easier and guarantee the study's viability. All data analysis and study
conclusions were based on this specific sample since the researcher thought that the data
obtained correctly reflected the genuine situation within this group.
Future study should involve a more varied range of universities, programs, and
student demographics to improve generalizability and robustness. Researchers can acquire a
more thorough grasp of the elements affecting academic performance and discover insights
that can be used for university students' advantage by broadening the study's focus.
5.6 Suggestion and Recommendations
Several suggestions may be made to improve the reliability and usefulness of study
findings. In order to generalize the elements impacting academic success outside the purview
of UNITAR International University, it is prudent to undertake research across other
universities. Studies that compare the academic performance of management students and
non-management students should be conducted in order to highlight the many factors on
performance. Furthermore, a thorough knowledge of the factors affecting academic success
would be provided by extending the study's scope to include several programs within the
Faculty of Management at UNITAR International University. Researchers should think about
including people from various geographic regions to improve the external validity of
findings. By using longitudinal research designs, it would be possible to examine how
variables affecting academic achievement change over time. Finally, examining additional
factors including teaching strategies, student support services, and socioeconomic
backgrounds would help us gain a complete knowledge of what influences academic
achievement. By putting these recommendations into practice, the field will gain information,
which will influence interventions targeted at enhancing students' educational results and
experiences.
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5.7 Summary
The study's fifth chapter provides a thorough review of the study's findings. The
results and conclusions of each study topic are summarized at the beginning of the section. A
substantial correlation value of 0.914 found by the researchers indicates a considerable
positive association between the environment and educational quality. With an R-value of
0.784, it was determined that there was no correlation between motivation and educational
quality. Additionally, an R-value of 0.860 revealed a substantial positive link between
instructional media and educational quality.
The concentration on UNITAR International University, which limits the applicability

of the findings to other universities, was one of the study's weaknesses that was also noted.
To have a more complete picture, the researchers advise expanding the study to more
institutions and degrees within the Faculty of Management. To detect possible disparities in
academic performance, comparative studies between management and non-management
students were recommended. In addition, longitudinal research should be carried out to fully
understand the dynamic nature of the factors affecting academic achievement.
Future study directions are suggested in the chapter's conclusion, along with
implications for educational institutions and decision-makers. These suggestions can help
researchers expand their field's understanding and inspire initiatives targeted at enhancing
students' educational experiences and results.
33
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%20normality%20test%20determines%20whether,research%20have%20a%20normal
%20distribution.
6. https://opentext.wsu.edu/carriecuttler/chapter/correlational-research/
7. https://www.researchgate.net/publication/
227636368_Poverty_and_Student_Performance_in_Malaysia
8. https://www.ukm.my/fep/perkem/pdf/perkemIV/PERKEM2009-1-24.pdf
34
APPENDICES
Appendix 1: Survey & Questionnaire
Survey
Hi Everyone!
We are students at UNITAR International University currently pursuing our bachelor's degree
in business administration (Hons). This semester, my group and I are taking a course called
Research Method. We are conducting a research study on Analysing the Relationship
Between Poverty and Quality of Education in UNITAR International University Malaysia
students
We sincerely appreciate your willingness to dedicate a few minutes of your valuable time to
participate in our survey.
THE RELATION BET MOTIVATION, ENVIRONMENT AND EDUCATIONAL

MEDIA TOWARDS QUALITY OF EDUCATION
Dear Respondents, we are writing to you as students from UNITAR International University
who are conducting a survey for our assignment on analysing the relationship between
poverty and the quality of education in Malaysia. We kindly request your participation in this
survey, as your insights and opinions are valuable to our research. Your time and effort in
docs.google.com
To access the survey, kindly click on the provided link below:

https://docs.google.com/forms/d/e/1FAIpQLSeBYmCtbk4cwYq7VqvTQsjgqWP-
35
Questionnaire
SECTION A: DEMOGRAPHIC INFORMATION
1. Gender
o Male
o Female
2. Age
o Below 18 years’ old
o 18-25 years’ old
o Above 55 years’ old
o Other:
3. Race
o Malay
o Chinese
o Indian
o Other:
4. Occupation
o Student
o Part time employment
o Full time employment
o Unemployed
o Retired
o Other:
5. Education level
o SPM
o STPM / Foundation / Matric
o Diploma
o Bachelor’s Degree
o Master Degree
o PHD
o Other:
36
SECTION B: ENVIRONMENT
Please rate the following statements based on your level of motivation to pursue further
studies. Use a scale from 1 to 5, where 1 represent “Strongly Disagree” and 5 represents
“Strongly Agree”.
1. I am happy with my university integrate and digital technology.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
2. I am satisfied with the study spaces and facilities at my university.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
3. I am satisfied with the accessibility and availability of resources at my university.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
4. I am happy with my positive emotions in my university life.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
5. I am happy that the university provides sufficient support services to enhance my

educational experience.
Strongly Disagree
o 1
o 2
o 3
o 4
37
o 5
Strongly Agree
6. I am satisfied with the university promotes a culture of respect.
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
SECTION C: MOTIVATION
1. I am satisfied with my goal-setting and time management.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
2. I feel that university supports and encourages my motivation to succeed

academically.
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
3. I feel satisfied with my personal goals and aspirations align.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
4. I feel that the university motivated me by the opportunities for personal and
intellectual growth.
Strongly Disagree
o 1
38
o 2
o 3
o 4
o 5
Strongly Agree
5. I feel satisfied with the given information by the university regarding important
policies, events, and updates,
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
6. I believe that teaching style and methods of my professors have motives me to learn.
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
SECTION D: EDUCATIONAL MEDIA

1. I feel satisfied with online educational materials.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
2. I am satisfied watching educational videos and lectures online.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
3. I am happy to find educational podcasts, audiobooks.
39
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
4. I am happy to do online discussion forums and social media platforms for
collaborative learning.
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
5. I am satisfied to do online quizzes and assessments.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
6. I am happy with active learning in university classrooms.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
SECTION E: QUALITY OF EDUCATION

1. I am satisfied with the quality of instruction provided by the faculty.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
40
2. I feel satisfied for the support provided by the university in terms of academic
advising.
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
3. I believed the courses have helped me develop critical thinking.
Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
4. I am satisfied with the classroom and online learning environment.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
5. I am satisfied with the feedback provided by faculty members on my assignments.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
6. I am confident that courses have helped me develop problem-solving skills.

Strongly Disagree
o 1
o 2
o 3
o 4
o 5
Strongly Agree
7. I am happy with teaching methods employed in my courses.

Strongly Disagree
41
o 1
o 2
o 3
o 4
o 5
Strongly Agree
End of Questions.
42
Appendix 2: Publish analytics (frequency table and bar chart)
THE RELATIONSHIP
BETWEEN MOTIVATION,
ENVIRONMENT AND
EDUCATIONAL MEDIA
TOWARDS QUALITY OF EDUCATION
30 responses
Publish analytics
SECTION A: DEMOGRAPHIC
INFORMATION
Gender Copy
30 responses
Male
Female
6
60%
40%
43
Age Copy
30 responses
Below 18 years old

23.3% 18-25 years old
26-35 years old
36-45 years old
46-55 years old
Above 55 years
old
63.3%
Race Copy
30 responses
Malay
Chinese
26.7%
Indian
Kadazan
33.3%
36.7%
Occupation Copy
30 responses
Student
Part Time
56.7%
Employment
Full Time
Employment
Unemployed
Retired
Part student
36.7%
44
Education Level Copy
30 responses
SPM
STPM /
40% Foundation /
Matrics
13.3% Diploma
Bachelor's Degree
Master Degree
PHD
13.3%
23.3%
10%
SECTION B : ENVIRONMENT
I am happy with my university Copy
integrate and digital technology

30 responses
15
12 (
10 40%)
10 (33.
3%)
8 (26.
7%)
5
0 (0%) 0 (0%)
0
1 2 3 4 5
45
I am satisfied with the study spaces Copy
and facilities at my university

30 responses
20
15 16 (53.
3%)
10
8 (26.
7% )
5
5 (16.
1 (3.3%) 7%)
0 (0%)
0
1 2 3 4 5
I am satisfied with the accessibility Copy
and availability of resources at my

university
30 responses
15
15 (
50%)
10
9 (30%
)
5
5 (16.
7%)
1 (3.3%)
0 (0%)
0
1 2 3 4 5
46
I am happy with my positive Copy
emotions in my university life

30 responses
15
14 (46.
7%)
10
8 (26.
7%)
5 6 (20%
)
1 (3.3%) 1 (3.3%)
0
1 2 3 4 5
I am happy that the university Copy
provides sufficient support services

to enhance my educational
experience
30 responses
20
18 (
60%)
15
10
5
2 (6.7%) 5 (16.
1 (3.3%) 4 (13. 7%)
3% )
0
1 2 3 4 5
47
I am satisfied with theuniversity Copy
promotes a culture of respect

30 responses
15
14 (46.
7%)
10
8 (26.
7 (23. 7%)
5 3% )
1 (3.3%)
0 (0%)
0
1 2 3 4 5
SECTION C : MOTIVATION
I am satisfied with my goal-setting Copy
and time management

30 responses
20
15 16 (53.
3%)
10
8 (26.
7%)
5
5 (16.
1 (3.3%) 7% )
0 (0%)
0
1 2 3 4 5
48
I feel that university supports and Copy
encourages my motivation to
succeed academically
30 responses
15
10 11 (36.
7%)
9 (30%
)
5 6 (20%
)
1 (3.3%) 3 (10%
)
0
1 2 3 4 5
I feel satisfied with my personal Copy
goals and aspirations align

30 responses
20
15 16 (53.
3%)
10
9 (30%
)
5
1 (3.3%) 4 (13.
0 (0%) 3% )
0
1 2 3 4 5
49
I feel that university motivated me Copy
by the opportunities for personal

and intellectual growth
30 responses
15
14 (46.
7%)
10
5 6 (20%
5 (16. )
2 (6.7%) 7% )
3 (10%
)
0
1 2 3 4 5
I feel satisfied with the given Copy
information by the university

regarding important policies, events,
and updates
30 responses
15
15 (
50%)
10
5 6 (20% 6 (20%
) )
2 (6.7%)
1 (3.3%)
0
1 2 3 4 5
50
I believe that teaching style and Copy
methods of my professors have

motivate me to learn
30 responses
20
17 (56.
15 7%)
10
5 6 (20%
5 (16. )
1 (3.3%) 1 (3.3%) 7%)
0
1 2 3 4 5
SECTION D: EDUCATIONAL MEDIA
I feel satisfied with online Copy
educational materials
30 responses
20
17 (56.
15 7%)
10
8 (26.
7%)
5
1 (3.3%) 4 (13.
0 (0%) 3%)
0
1 2 3 4 5
51
I am satisfied watching educational Copy
videos and lectures online

30 responses
15
14 (46.
7%)
10
8 (26.
7%)
5 6 (20%
)
1 (3.3%) 1 (3.3%)
0
1 2 3 4 5
I am happy to find educational Copy
podcasts, audiobooks
30 responses
10.0
9 (30% 9 (30% 9 (30%

) ) )
7.5
5.0
2.5
1 (3.3%)
2 (6.
7% )
0.0
1 2 3 4 5
52
I am happy to doonline discussion Copy
forums and social media platforms

for collaborative learning
30 responses
15
15 (
50%)
10
8 (26.
7%)
5 6 (20%
)
1 (3.3%)
0 (0%)
0
1 2 3 4 5
I am satisfied to do online quizzes Copy
and assessments
30 responses
20
15 16 (53.
3%)
10 11 (36.
7%)
5
2 (6.7%)
1 (3.3%)
0 (0%)
0
1 2 3 4 5
53
I am happy with active learning in Copy
university classrooms
30 responses
15
15 (
50%)
10
10 (33.
3%)
5
2 (6.7%)
3 (10%
0 (0%) )
0
1 2 3 4 5
SECTION E : QUALITY OF EDUCATION
I am satisfied
with thequality of Copy
instruction provided by the faculty

30 responses
15
15 (
50%)
10
8 (26.
7%) 7 (23.
5 3%)
0 (0%) 0 (0%)
0
1 2 3 4 5
54
I feel satisfied for the support Copy
provided by the university in terms

of academic advising
30 responses
15
15 (
50%)
10
8 (26.
7%)
5
5 (16.
2 (6.7%) 7% )
0 (0%)
0
1 2 3 4 5
I believed the courses have helped Copy
me develop critical thinking

29 responses
20
17 (58.
15 6%)
10
7 (24.
5 1%)
5 (17.
2% )
0 (0%) 0 (0%)
0
1 2 3 4 5
55
I am satisfied with the classroom Copy
and online learning environment

29 responses
20
15 16 (55.
2%)
10
7 (24.
5 1%)
5 (17.
1 (3.4%) 2%)
0 (0%)
0
1 2 3 4 5
I am satisfied with the feedback Copy
provided by faculty members on my

assignments
30 responses
20
17 (56.
15 7%)
10
7 (23.
5 3%)
5 (16.
1 (3.3%) 7% )
0 (0%)
0
1 2 3 4 5
56
I am confident that courses have Copy
helped me develop problem-solving

skills
30 responses
20
19 (63.
3%)
15
10
8 (26.
7%)
5 3 (10%)
0 (0%) 0 (0%)
0
1 2 3 4 5
I am happy with teaching methods Copy
employed in my courses
30 responses
20
19 (63.
3%)
15
10
8 (26.
7%)
5 3 (10%)
0 (0%) 0 (0%)
0
1 2 3 4 5
57

BADB3024 Research Methods Group No.3 Assignment Section MC032

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BADB3024 Research Methods Group No.3 Assignment Section MC032

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Course Code : BADB3024

Course Title : Research Methods

Task : Group Assignment

Total Marks : 30%

Due Date : Week 10

Lecturer’s Name : Dr.Shariffah Binti Ali

Section & Session : MC-032 & May 2023

Study Centre : UNITAR International University

Group No. 3 members :

Research study title: ANALYSING THE RELATIONSHIP BETWEEN POVERTY

4.6 Overall Hypothesis Results........................................................................................................28

1.1 Background of Study

1.2 Research Problem

Despite tremendous gains in Malaysia's education system, poverty remains a chronic

1.3 Research Objectives

1.4 Research Questions

1.5 Significance of Study

1.6 Summary of Chapter

Research is a structured investigation using appropriate scientific methods to solve problems

CHAPTER 2: LITERATURE REVIEW

Education plays a fundamental role in shaping individuals' lives and societies. It is

This literature review aims to provide a comprehensive overview of existing research

2.1 Underpinning Theory

2.2 Independent Variables – Review of literature of all your IVs

Access to Educational Resources, the availability and accessibility of educational

School Infrastructure, the quality of school infrastructure, including facilities,

Government Policies and Interventions, Government policies and interventions aimed

2.3 Dependent Variable – Review of Literature of your DV

We analysing the relationship between poverty and the quality of education in

Cognitive development, encompassing intellectual abilities, critical thinking skills,

The quality of education also influences students' employability and subsequent

2.4 Relationship between variables (Relationship between each IV to DV)

 Parental Socioeconomic Status (IV) and Quality of Education (DV):

 Access to Educational Resources (IV) and Quality of Education (DV):

 School Infrastructure (IV) and Quality of Education (DV):

 Teacher Quality and Support (IV) and Quality of Education (DV):

 Government Policies and Interventions (IV) and Quality of Education (DV):

2.5 Research Framework

Impact Educational Quality

Parental Involvement Poverty / Socioeconomic Early Childhood Education

Figure 1. Research Framework of the study

2.6 Statement of Hypothesis

Hypothesis 1: Access to Resources mediates the relationship between Poverty and

Hypothesis 2: Parental Involvement moderates the relationship between Poverty and

2.7 Summary of chapter

The literature review in the research methodology chapter provides a comprehensive

The review highlights the widespread use of survey questionnaires in previous

CHAPTER 3: RESEARCH METHODOLOY

3.1 Research Design

3.2 Population and unit of analysis

3.3 Sampling technique and procedure.

3.4 Data collection and procedure

Sampling Data Analysis Dissemination

Ethical Data Collection

Data Collection Procedure:

Interpretation and Discussion:

3.5 Summary of measurement items

In addition, taking various forms, including closed-ended questions with

analyse variables of interest. The selection or development of appropriate measurement items

3.6 Research Instruments

1. Questionnaire: A structured questionnaire with items addressing each measurement item

3.7 Method of Analysis

CHAPTER 4: DATA ANALYSIS