HANOI UNIVERSITY

FACULTY OF MANAGEMENT AND TOURISM

--------oOo-------

STATISTICS PROJECT
GROUP

SELF-STUDY SKILLS AND ITS EFFECT

AONG FMT STUDENTS

Tutor: Mrs.Trần Thị Thu Hiền

Tutorial class: Tut 13
Tutor time: 9h30 a.m Tuesday
Group members: Nguyễn Thị Quỳnh Anh - 2204000008
Cù Ánh Dương - 2104010024
Ngô Thanh Hà - 2204040034
Đặng Minh Nguyệt - 2204010067
Trần Hải Phong - 2204000082
Nguyễn Cẩm Tú - 2204040084
Đặng Thị Tố Uyên - 2204040098

1
 Table of Content

Abstract 3

I. Introduction 4

II. Research Methology 4

1. Population Sample 4
2. Questionnaire Design 4
3. Sample Size 5
4. Sampling Method and Data Collection 5
5. Data Processing 6
6. Significance Level of Test 6

III. Descriptive Results and Findings 6

IV. Results And Findings of Hypothesis Test 11

1. Research Questions 11
2. Test Assumption Checking 11
3. Significance Level of Test 13
4. R Studio 13

V. Discussion of Results 13

VI. Project Evaluation 14

1. Limitation 14
2. Implication 14

VII. Conclusion and Recommendations 14

APPENDIX A 16

APPENDIX B 17

APPENDIX C 19

APPENDIX D 22

APPENDIX E 23

APPENDIX F 27
1. R Script 27
2. R Output 27

References 29

2
 Abstract
Self-study skill stands as a crucial skill essential for people at all stages of life, particularly
the younger generation. In light of this, our study aims to evaluate the outcomes of an online
survey distributed to 102 students enrolled in Hanoi University's Faculty of Management and
Tourism (FMT) program.The study emphasizes the importance of focus and time allocation in
studying. This investigation also delves into the distribution of students' time percentages and
seeks to identify factors that contribute to self-study approaches. By examining these findings,
we provide practical insights and recommendations to enhance students' self-study
methodologies, resulting in a more effective learning experience.

3
I. Introduction.
Self-study skills play a pivotal role in the academic journey of students, particularly those
enrolled in programs such as the Faculty of Management and Tourism (FMT). Effective self-
study abilities not only contribute to academic accomplishment, but they also improve overall
learning experiences and professional growth. According to research, students who practice
self-directed learning have higher academic achievement, lower stress levels, and a better
quality of life (Bostani et al., 2014) . Furthermore, Loeng, (2020) discovered a favorable
relationship between self-study skills and performance in school, emphasizing the importance
of this skill set in higher education.
Despite the undeniable benefits, acquiring self-study abilities can be difficult for students,
especially when dealing with a variety of academic, extracurricular, and personal
responsibilities. The ability to successfully manage one's own study time in a situation of
competing demands is critical for student achievement and well-being.
Considering this, our study intends to investigate FMT students' self-study skills and analyze
their impact on academic performance and overall educational outcomes. Drawing on a
statistical analysis of data collected from FMT students, we hope to better understand the
methods that students use to engage in self-study, identify potential challenges, and
recommend strategies for improving studying independently effectiveness.

II. Research Methodology.

1. Population Sample.
In this paper, we examine this experiment to evaluate the self-study skills of FMT students
and their influence on their academic performance. Therefore, our population is all students of
the HANU Faculty of Management and Tourism (FMT). To achieve the best findings, a
sample of 102 students from different majors within the FMT faculty was randomly selected
and invited to participate in the survey.

2. Questionnaire Design.
This survey was designed with 10 questions and was conducted among FMT faculty students.
These questions are divided into two main sections. The first section with three questions is
about personal identity to ensure a reliable data source for the project. Participants are
required to provide information about the student's name, ID, and major. The other section
consists of a list of seven following questions to acquire the fundamental data for testing the
hypothesis and descriptive statistics of our project:
1. How interested are you in self-study skills?

4
2. What is/are the self-study skills that you are using?
3. Evaluate the effectiveness of the methods you used?
4. How many hours per day do you spend on self-studying?
5. Based on your personal experience, how BAD study skill affects the following factors?
6. What are the biggest challenges you face when trying to self-study?
7. In this academic year, do you evaluate that your self-study skills are good?
For option “Yes”, please suggest some tips for GOOD self-study skills ?
For option “No” , choose the symptoms you experienced in this academic year as a result of
BAD self-study skills.

3. Sample Size.
Because of the significance of precision and timeliness, we have decided to randomly select
102 students from among more than 1000 of students studying at FMT faculty to participate
in the survey. A sample size of 102 students from various major at FMT is considered to be
sufficient for us to collect clear and useful data in order to create a satisfactory conclusion.

4. Sampling Method and Data Collection.

4.1. Sampling Method.
Compared to the quite large population of FMT students, we decided to use a simple random
sampling method with a sample size of 102 students at this faculty. All individuals of the
population had an equal opportunity to be selected and provided with the questionnaire link
once only. After collecting the responses, a list of 102 student IDs was created and imported
into R studio for further analysis.

4.2. Data Collection.

To ensure the clarity and reliability of the data collected, we created the questionnaire as a
Google Form. Upon completion of the design, we shared the form with FMT students through
Facebook and requested their participation in answering the questions. Thanks to their
willingness to take part in the survey, we successfully collected responses from 102 of them.
The details of these 102 students who participated in the survey can be found in Appendix E
located at the end of the research.

4.3. Data Processing.

Due to the considerable size of the data set, manual calculations are not possible. Therefore,
we utilized Microsoft Excel for data entry and R for processing and testing. Our research is

5
divided into two parts: statistical description and hypothesis testing. In the first part, we
analyze and discuss the outcomes, utilizing graphs, charts, and summary measures such as
mean and sample standard deviation. In the second part, we discuss and examine the
hypothesis test results. We performed all the necessary statistical calculations and tests using
Excel, R, and manual calculations.

4.4. Significance Level of Test

We decided on 0.05 as the significance level for our project because the sample size is
relatively small compared to the population size. It indicates a 95% certainty and a 5% risk of
finding a difference.

III. Descriptive Results and Findings.

1. What major are you in?

50
What major are you in?
45
45
40
35 32
30
25
20 18
15
10 5
5 2
0
Accounting Business Administration Tourism Finance and Banking Marketing

The survey's participation rate among Hanoi University students majoring in FMT is shown in
a column chart. The data shows that there was a significant range in the number of majors
selected by the students. Notably,the highest number is 45% of students majoring in
accounting. The Department of Business Administration (35%) has also doubled the number
of students compared to the Department of Finance and Banking (17%). Only 5% and 2% of
students from the Tourism and Marketing faculty responded to the poll, placing them in
fourth and fifth positions.

2. How interested are you in self-study skills?

6
 How interested are you in self-study skills?

11% 1% 8%

36%
44%

Not interested Less interested Normal Interested Very interested

The above chart shows the degree of interest of FMT students in Hanoi University in self-
study skill. It can be noticed that nearly half of surveyed students demonstrate a normal
attitude towards self-study skill, accounting for 44%. Besides that, there is still a large
percentage of students who are interested in this skill, which occupies 36%. Contrary to those
who consider self-study as an important skill, only a few students haven’t paid too much
attention to that, at 9%. In this regard, 11% of people who are very interested in self-study
think that it is an effective way of learning.

3. What is/are the self-study skills that you are using?

What is/are the self-study skills that you are using?

Reflection and adjustment 32

Smart goal setting 46

Effective planning 57

Priority setting 45

Pomodoro technique 38

0 10 20 30 40 50 60

Conspicuously, setting effective planning is the most popular choice when students tend to
independently learn at their own pace and time, selected by 57% of total students. Followed
by Smart goal setting as the runner up with 46 votes and Priority setting ranking at third place
chosen by 45 respondents. Closing off this ranking list is applying the Pomodoro technique
ranked in fourth place accounting for 38 votes, and 32 people out of 100 students frequently
reflected and adjusted their studying to improve their performance and get an in-
depthknowledge.

7
4. Evaluate the effectiveness of the methods you used?

Evaluate the effectiveness of the methods you used?

3% 1% 9%

41%

46%

Ineffective Low effective Normal Effective Very effective

It is evident that even with the use of many approaches, the majority of students, 46% of
them, thought the efficiency was just mediocre. According to the poll, a sizable percentage of
students, 41%, were found to use the method effectively; even a few felt they had mastered
the method thoroughly. Just 9% of students thought it was low effective.

5. How many hours per day do you spend on self-studying?

How many hours per day do you spend on self-studying?

6%
17%

28% 49%

Less than 1 hour 1 to 2 hours 2 to 3 hours More than 3 hours

The distribution of FMT students' self-study time is shown in the pie chart. According to the
questionnaire's results, almost half of the respondents (49%) dedicated 1-2 hours per day to
self-study, while 28% and 17% respectively committed 2 to 3 hours and more than 3 hours.
These results imply that most students have understood the value of independent study and
have allotted a respectable amount of time for it. However, it is worth noting that a small
percentage (6%) of respondents spend less than 1 hour per day on self-studying, which may
need to be increased for effective learning and academic success.

8
6. Based on your personal experience, how BAD study skill affects the following factors

Based on your personal experience, how BAD study-skill affects the

following factors?
45
30
15
0
g
nd
s on on on ut
yin e ati ti ti no
d fri
tin tra va r
S tu n oti Bu
& as nc
e d
ily cr fM an
m Pr
o Co ko ss
fa in c tre
i th lty La S
e
w cu
ffi
Ti
m Di

No affected Less affected Neutral Affected Highly affected

The given bar graph shows the data on the assessment of how bad study skills affect issues
such as studying, time with family and friends, procrastination, difficulty in concentration,
lack of motivation, stress and burnout. As can be seen, more than half of the students believe
that poor study skills affect these variables, with studying and lack of motivation being
particularly highlighted. Additionally, a significant portion of students maintain a neutral
stance, and hardly no one believes that they remain unaffected by poor study skills.

7. What are the biggest challenges you face when trying to self-study?

What are the biggest challenges you face when trying to self-study?

Overwhelm from Choice 24

Assessment and Feedback 28

Maintaining Focus and Avoiding Distractions 58

Lack of Resources 38

Motivation and Discipline 77

Lack of Structure 35

0 10 20 30 40 50 60 70 80 90

The main challenge faced by respondents is motivation and discipline, with 77% highlighting
the difficulty in maintaining focus and driving for effective self-study. 58% of participants
struggle with maintaining focus and avoiding distractions, while 38% and 35% express
concerns about limited access to educational materials and a lack of structured learning

9
approaches. Assessment and feedback are also a significant challenge, with 28% feeling
overwhelmed by choice and 24% feeling overwhelmed by the abundance of learning options.

8. In this academic year, do you evaluate that your self-study skills are good?

In this academic year, do you evaluate that your self-study skills are
good?

51% 49%

Yes No

Based on the findings of the study assessing students' abilities to study on their own, 49% of
participants said they had effective study techniques. Most students believe that they can
focus better and work more efficiently if they set realistic goals. Other recommendations for
more effective self-study included summarizing the ideas, assessing yourself frequently, or
designing a learning area just for you. However, 51% of participants stated that their self-
study abilities were inadequate for a variety of reasons, including a lack of organization,
drive, and discipline.

9. Choose the symptoms you experienced in this academic year as a result of BAD self-
study skills

Choose the symptoms you experienced in this academic year as a

result of BAD self-study skill.
50
45
40
35
30
25
20 40 43
15 33
24 23
10
5
0
Stress GPA less than 3.0 Body aches Not completing No leisure time
assignments

10
Nonetheless, the majority of respondents (43%) had a GPA below 3.0. It seems from this that
a lot of pupils have trouble with studying on their own. According to Figure 11, about 40% of
students report feeling stressed out, and almost a third report having health issues such as
body aches. Besides, the remaining of them said that they had no leisure time and did not
complete assignments. These findings suggest that inadequate self-study techniques may
adversely affect students' academic success and general well-being.

IV. Results and Findings of Hypothesis Test

1. Research Questions

In this project, we wanted to estimate the proportion of FMT students who think they have
good self-study skills. To gather the necessary data for this research, a question with the
choice of Yes/No was added to our questionnaire:

“In this academic year, do you evaluate that your self-study skills are good?”

Based on the gathered data, we conclude that the Z test for proportions would be the most
appropriate, with the proportion in our test denoted as.

2.Test Assumption Checking

Assumptions
- The test utilizes nominal-scaled qualitative data.

- The two nominal choice is Yes for students those who thinks their self-
study skills are good, and No for those who thinks the contrary

- The sample size is n = 102

- Based on the random procedure we’ve carried out, each respondent has
an equal chance of being picked to participate in this test, and each of
their answers is completely separated from each other

- Normality checking

The sample n is 102 students, and the hypothesized population proportion

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 p0 is 0.147. We have the following conditions:

n * p0 = 102 * 0.147 = 14.994 > 5

n * (1 - p0) = 102 * (1 - 0.147) = 87.006 > 5

We can assume that the proportion for our hypothesis is normally

distributed and continue with our test.

Data Analysis
- The sample size: n = 102

- The number of successes (Yes): 60 entries

> prop.table(stud)*100

No Yes
50.98039 49.01961
- The sample proportions: ^p = 0.4901

- The degree of freedom is 101

- Level of significance: α = 0.05

Hypothesis
Step 1: State the null and alternative hypothesis
Testing
Procedure H 0 : ^p =0 .147H a : ^p >0 .147

Based on the alternative hypothesis, the right-tailed z-test will be applied

Step 2: Test statistics

¿ ^p − p0 0.4901−0.147
z= = =9.7856

√ p 0 (1− p0 )
n √ 0.147 (1−0.147)
102

Step 3: Level of significance

The chosen level of significance is α = 0.05

Step 4: Critical approach

12
 Critical value = z α =z 0.05=1.645

Step 5: Rejection rule

¿
Reject the null hypothesis if z > z α

Step 6: Conclusion

¿
As z > z α (9.78556 >1.645) , we reject H 0

Conclusion: At the significance level of 0.05, we have enough evidence to

conclude that there is more than 14.7% of FMT students think their self-
study skills are decent and effective.

3. R Studio

> prop.test(50, 102, p = 0.147, correct = FALSE, alternative =

c("greater"), conf.level = 0.95)

1-sample proportions test without continuity correction

data: 50 out of 102, null probability 0.147

X-squared = 95.812, df = 1, p-value < 2.2e-16
alternative hypothesis: true p is greater than 0.147
95 percent confidence interval:
0.410091 1.000000
sample estimates:
p
0.4901961

The p-value = 2.2*10-16 < 0.05  Reject H 0

V. Discussion of Results
After testing our hypothesis, we can conclude that there are significantly more than 14.7% of
FMT students who consider themselves to be proficient in self-study skills. This is a very
plausible result for our test because our sample has roughly 34% more students that evaluate
themselves positively. This in turn can mean that a lot more students in our university are
having average to good academic performance, and it may grow even higher if they can
continue to improve upon their present self.

VI. Project Evaluation.

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1. Limitation.
As stated, the purpose of this research paper is to figure out more about the self-study abilities
of students at Hanoi University's Faculty of Management and Tourism. Despite our
meticulous effort to carefully perform and gather the data for this study, there were some
errors and time constraints that we would like to exclude. The first problem is that we were
only able to gather an average sample of 102 students, which is a tiny number in comparison
with HANU's student population. Another demerit is that not all responses to surveys made
with Google Forms for online submission on social networking platforms are trustworthy.
These two most noticeable issues may lead to several unexpected limitations of accuracy for
the research.

2. Implication.
The aim of this study was to determine how HANU students study on their own, thereby
drawing conclusions about the effectiveness of self-study skills and making recommendations
for students studying at HANU. Most of them, according to study data, are aware of the
significance of self-study; nevertheless, they are still facing challenges in doing so. Since the
majority of the students have not worked out how to successfully study on their own, they
have attempted the suggestions we made. Self-study has a significant impact on academic
achievement and overall wellness of HANU students, hence, it requires modification.

VII. Conclusion and Recommendations.

It can be extracted from the survey that 44% of respondents were interested in self-study
techniques, which is an average number. Approximately half of them spend 1 to 2 hours per
day on self-study; accordingly, the methods they have been applying to themselves bring
normal effects. The leading reason for these moderate statistics is the lack of motivation and
discipline, chosen by the majority of participants in the survey. About 58% of them also
frequently struggle with maintaining concentration and avoiding distractions. Consequently,
stress and below-3.0 GPA are the outputs that they encounter the most.
We would like to offer some suggestions to assist pupils in enhancing self-study skills. The
first recommendation is that you had better set clear goals by defining what you want to
achieve, and breaking down large goals into smaller and manageable tasks. The next thing is
to create a schedule. You should establish a study routine that fits your lifestyle and
commitments, allocate specific times for studying, and stick to them consistently. The third
piece of advice is to utilize effective learning techniques such as active recall, spaced
repetition, and summarization, as well as to adapt your approach based on the subject matter

14
and your learning style. At the same time, breaking your study sessions into shorter intervals
and taking regular breaks plays a considerately vital role to prevent burnout and maintain
focus. Try techniques like the Pomodoro technique (25 minutes of focused study followed by
a 5-minute break) to stay refreshed.
Whichever method applied should be appropriate and suitable, even personalized if possible,
to students’ condition, so as to effectively improve and strongly support their academic path.

15
APPENDIX A.

Our group would like to be considered for a bonus mark for doing substantial additional work.
We have completed the following parts of the project using the R programming language:

Part Completed Where to find the R Where to find the R

(Yes/No)
code (e.g. Appendix A) output (e.g. Appendix B)

Data pre-processing Yes Appendix F Appendix F

(e.g.
reading data file,
converting relevant
variables into
factors)

Sampling method Yes Appendix F Appendix F

Graphical Yes Appendix F Appendix F

descriptive

methods (including

graphs for checking

test’s assumptions)

Numerical Yes Appendix F Appendix F

descriptive

methods

16
APPENDIX B.
Questionnaires.
1.What is your full name?
2.What is your student ID?
3.What major are you in?
- Accounting
- Business Administration
- Tourism
- Finance and Banking
- Marketing
4. How do you interested in self-study skills?
- Not interested
- Less interested
- Normal
- Interested
- Very interested
5. What is/are the self-study skills that you are using?
- Pomodoro technique
- Priority setting
- Effective planning
- Smart goal-setting
- Reflection and adjustment
6. Evaluate the effectiveness of the methods you used?
- Ineffective
- Low effective
- Normal
- Effective
- Very effective
7. How many hours per day do you spend on self-studying?
- Less than 1 hour
- 1 to 2 hours
- 2 to 3 hours
- More than 3 hours
8. Based on your personal experience, how BAD time management skill affects the
following factors?

17
 No Less Neutral Affected Highly
affected affected affected
Studying
Time with family and friends

Procrastination
Difficulty in Concentration
Lack of Motivation
Stress and Burnout
9. What are the biggest challenges you face when trying to self-study?
- Lack of Structure
- Motivation and Discipline
- Lack of Resource
- Maintaining Focus and Avoiding Distractions
- Assessment and Feedback
- Overwhelm by Choice
10. In this academic year, do you evaluate that your self-study skills is good?
For option “yes”
Please suggest some tips for GOOD self-study skills?
For option “no”
Choose the symptoms you experienced in this academic year as a result of BAD self-
study skills
- Stress
- GPA less than 3.0
- Body aches ( headache, backache,..)
- Not completing assignments before class
- No leisure time

18
APPENDIX C.
Survey result.
3. What's your major?
45/102 Accounting
32/102 Business Administration
5/102 Tourism
18/102 Finance and Banking
2/102 Marketing
4. How do you interested in self-study skills?
1/102 Not interested
8/102 Less interested
45/102 Normal
37/102 Interested
11/102 Very interested
5. What is/are time management method(s) that you are using?
38/102 Pomodoro Technique
45/102 Priority setting
57/102 Effective planning
46/102 Smart goal setting
32/102 Reflection and adjustment
6. Evaluate the effectiveness of the methods you used
1/102 Ineffective
9/102 Low effective
47/102 Normal
42/102 Effective
3/102 Very effective
7. How many hours per day do you spend on self-studying?
6/102 Less than 1 hour
50/102 1 to 2 hours
29/102 2 to 3 hours
17/102 More than 3 hours
8. Based on your personal experience, how BAD self-study skills affect the following
factors?

No Less Neutral Affected Highly

19
 affected affected affected

Studying 4/102 9/102 42/102 32/102 15/102

Time for family and friends 4/102 22/102 41/102 34/102 1/102

Procrastination 1/102 12/102 44/102 35/102 11/102

Difficulty in Concentration 2/102 9/102 36/102 42/102 13/102

Lack of Motivation 1/102 10/102 32/102 43/102 16/102

Stress and Burnout 3/102 9/102 33/102 42/102 15/102

9. What are the biggest challenges you face when trying to self-study?
35/102 Lack of Structure
77/102 Motivation and Discipline
38/102 Lack of Resource
58/102 Maintaining Focus and Avoiding Distraction
28/102 Assessment and Feedback
24/102 Overwhelm by Choice
10. In this academic year, do you evaluate that your self-study skills are good?
Yes 50/102
No 52/102
For option “ yes”
Please suggest some tips for GOOD self-study skill?
- Practice as much as possible
- Stay away from your smartphone
- You may use your electronic devices to record yourself when you do your homework or
meet the deadline. One of the effective methods that Gen Z uses to entirely focus on the
deadline
- Study logically
- Highly concentrate
- Try to sum up the theories and apply them to do exercises
- Music
- Go to crowded places such as the HANU library or coffee shops to learn.
- Listening to music
- Sufficient documents

20
- Hard-working
- Pomodoro
- Sleep enough
- Set short-term goals, make notes, and test yourself regularly
- Studied 30 minutes, rest 5 minutes
- Find a quiet place to study
- Set study goal for each session
- Minimize distraction
- Set goals
- Take breaks
- Use mind map
- Treat yourself
- Should have enough motivation (related to career purpose/ Long-term/ Short-term
purposes...)
For option “No”
Choose the symptoms you experienced in this academic year as a result of BAD time
management.
Stress 40/52
GPA less than 3.0 43/52
Body aches ( headache, backache, …) 33/52
Not completing assignments before class 24/52
No leisure time 23/52

21
APPENDIX D.
Figure 1: Student’s majors
Figure 2: Percentage of students’ level of interest in self-study skills
Figure 3: Self-study methods used by FMT’s students
Figure 4: Percentage of the effectiveness of the methods used
Figure 5: Number of hours per day students spend on self-studying
Figure 6: The level of bad self-study skills affects some factors (studying, physical health,
mental health, time for family and friends)
Figure 7: The biggest challenge that FMT’s students face when trying to study on their own
Figure 8: Percentage of students who consider self-study skills is good or not
Figure 9: Symptoms that students experienced in this academic year as a result of bad self-
study skills.

22
APPENDIX E..
NAME STUDENT ID? MAJOR

Trần Bảo Ngọc 2204040071 Finance and Banking

Phạm Hồng Anh 2104010007 Accounting

Đặng Thị Bích Diệp 2204040021 Finance and Banking

Tran Thi Thu 1904040116 Finance and Banking

TRAN TRONG TIEN 2204000094 Business Administration

Trần Tiến 2204000093 Business Administration

Nguyễn Thị Thu Trang 2204040093 Finance and Banking

Lưu Thị Lan Anh 2206190004 Tourism

Cao Thị Quế Chi 2204000021 Business Administration

Nguyễn Thị Minh Huyền 2204000055 Business Administration

Tống Thị Hiền 2204000046 Business Administration

Đinh Thị Huyền Trang 2204000098 Business Administration

Lê Ngọc Trâm 2204000101 Business Administration

Nguyen Thanh Huyen 2204010038 Accounting

Thái Thị Minh Chi 2204000024 Business Administration

Phạm Bích Thủy 2204000096 Business Administration

Tạ Thuỳ Linh 2204000065 Business Administration

Hoàng Trà My 2204010058 Accounting

NGUYỄN VIỆT HÀ 2204010026 Accounting

Phùng Thị Phương Anh 2204000010 Business Administration

Võ Diễm Quỳnh 2204000090 Business Administration

Đỗ Thị Như Anh 2204000003 Business Administration

Nguyễn Thị Thanh Hoa 2204000049 Business Administration

Nguyễn Phương Mai 2206090063 Tourism

Trần Phương Anh 2204000013 Business Administration

23
Nguyễn Tuấn Linh 2204000062 Business Administration

Chu Quế Anh 22040000001 Business Administration

Nguyễn Mỹ Linh 2204010048 Accounting

Vũ Thu Ngân 2204000073 Business Administration

Nguyễn Thị Minh Nguyệt 2204010068 Accounting

Đỗ Thị Ngọc Hân 2204010032 Accounting

LÊ THỊ THÚY HẰNG 2204000041 Business Administration

Nguyễn Thị Phương Linh 2204010049 Accounting

Phạm Ngọc Huyền 2204000056 Business Administration

Luu Ngoc Anh 2004010011 Accounting

Hà Thu Hồng 2204010035 Accounting

Hòa Vũ Hà Anh 2204000004 Business Administration

Nguyễn Ngọc Khuê 2204010042 Accounting

Nguyễn Thị Phương Anh 2204010008 Accounting

Trịnh thị ngọc anh 2204000015 Business Administration

Mạc Nguyễn Bảo Ngọc 2204000076 Business Administration

Lê Thị Huệ 2204010036 Accounting

Nguyễn Thị Tâm 2206190038 Tourism

Trần Thị Thu Hiền 2204010033 Accounting

Vũ Minh Hải 2204040036 Finance and Banking

Đào Thu Phương 2204000084 Business Administration

Trịnh Thị Thuý Hằng 2204000045 Business Administration

Đặng Thu Ngân 2204040068 Finance and Banking

Vũ Thanh Tú 2204010080 Accounting

Nguyễn Thị Bảo Trân 2204000102 Business Administration

Đỗ Mai Bảo Anh 2204040003 Finance and Banking

Nguyễn Ngọc Yến Nhi 2204040073 Finance and Banking

24
Từ Lê Hải Anh 2204000011 Business Administration

Trần Bảo Ngọc 2204040071 Finance and Banking

Phung Nhat Lan 2204040052 Finance and Banking

Nguyễn Phương Thảo 224040087 Finance and Banking

Nguyễn Thị Quỳnh Anh 2204000008 Business Administration

Nguyễn Cẩm Tú 2204040084 Finance and Banking

Đặng Minh Nguyệt 2204010067 Accounting

Trương Ngọc Anh 2204040014 Finance and Banking

Son Duy 2204040025 Finance and Banking

trần thị phương thảo 2204010090 Accounting

Đỗ Thị Phương 2204010072 Accounting

Nguyễn Thảo Chi 2204040018 Finance and Banking

Bui Thi Thuy Ngan 2307040108 Marketing

Đỗ Vũ Cẩm Vân 2204000103 Business Administration

Nguyen Hoang Thao 2204010084 Accounting

Phạm Minh Thu 2204040089 Finance and Banking

Bùi Thị Giang 2204000034 Business Administration

Nguyễn Thuỷ Tiên 2204040083 Finance and Banking

Cù Ánh Dương 2104010024 Accounting

Bùi Bảo Linh 2204010044 Accounting

Hoang thi hong 2104050031 Marketing

Nguyễn Mạnh Hoàng 2204040042 Finance and Banking

Phan Thị Hằng 2204000043 Business Administration

Hà Thu Trang 210400103 Accounting

Đỗ Thị Anh Thảo 2204010083 Accounting

Lê Mỹ Hảo 2104010032 Accounting

Nguyễn phương anh 2204010004 Accounting

25
Nguyễn Minh Phương 2204000085 Business Administration

Phạm Thị Hiếu Ngân 2204010062 Accounting

Trần Khánh Linh 2204010053 Accounting

Nguyễn Thị Hoài Thu 2204010067 Accounting

Nguyễn Thị Thùy Duyên 2204010021 Accounting

Vũ Thu Nga 2204010061 Accounting

Nguyễn Thị Hồng Ngọc 2204010065 Accounting

Lại Phương Anh 2204010001 Accounting

Vũ Thanh Mai 2204010057 Accounting

Bùi Thuý Nga 2204010059 Accounting

Nguyễn Huyền Quyên 2204010076 Accounting

Nguyễn Hoàng Lan Anh 2204010002 Accounting

Nguyễn Thị Thanh Thảo 2204010088 Accounting

Trần Ngọc Ánh 2104010014 Accounting

Đặng Thu Hằng 2204010031 Accounting

Do Thi Van Anh 2006190003 Tourism

Vân Anh 2204010009 Accounting

Ngô Ngọc Trân 2104010101 Accounting

Nguyễn Thị Thu Trang 2204010099 Accounting

Trần Thảo Nguyên 2104010075 Accounting

Tạ Phương Linh 22904010052 Accounting

Nguyễn Thuỳ Trang 2104010108 Accounting

Đặng Diệu Linh 2006190032 Tourism

26
APPENDIX F.

1. R SCRIPT

getwd()
setwd("C:/Users/Admin/Documents")
sef <- read.table("ThanhHa.csv", header=TRUE, sep=",", quote="\"",
stringsAsFactors = TRUE)
summary(sef)
table(sef$EvaluateGood)
stud <- table(sef$EvaluateGood)
prop.table(stud)*100
goo <- c(50, 52)
zect <- c("Yes", "No")
jeffe <- paste0(zect, "=", round(goo/sum(goo)*100, 3), "%")
pie(goo, labels = jeffe, main = " In this academic year, do you evaluate
that your self-study skills are good?",
col = c("forestgreen", "gray"), border = c("black"))
prop.test(50, 102, p = 0.147, correct = FALSE, alternative = c("greater"),
conf.level = 0.95)

2. R OUTPUT

> getwd()
[1] "C:/Users/Admin/Documents"

> setwd("C:/Users/Admin/Documents")

> sef <- read.table("ThanhHa.csv", header=TRUE, sep=",", quote="\"",

stringsAsFactors = TRUE)

> summary(sef)
Major Selfstudy.Skill.Interest EvaluateGood
Accounting :45 Interested :37 No :52
Business Administration:32 Less interested: 8 Yes:50
Finance and Banking :18 Normal :45
Marketing : 2 Not interested : 1
Tourism : 5 Very interested:11
Hours Effect
1 to 2 hours :50 Effective :42
2 to 3 hours :29 Ineffective : 1
Less than 1 hour : 6 Low effective : 9
More than 3 hours:17 Normal :47
Very effective: 3

> table(sef$EvaluateGood)

No Yes
52 50

> stud <- table(sef$EvaluateGood)

> prop.table(stud)*100

No Yes
50.98039 49.01961

> goo <- c(50, 52)

> zect <- c("Yes", "No")

> jeffe <- paste0(zect, " = ", round(goo/sum(goo)*100, 3), "%")

> pie(goo, labels = jeffe, main = " In this academic year, do you evaluate
that your self-study skills are good?",
+ col = c("forestgreen", "gray"), border = c("black"))

27
> prop.test(50, 102, p = 0.147, correct = FALSE, alternative =
c("greater"), conf.level = 0.95)

1-sample proportions test without continuity correction

data: 50 out of 102, null probability 0.147

X-squared = 95.812, df = 1, p-value < 2.2e-16
alternative hypothesis: true p is greater than 0.147
95 percent confidence interval:
0.410091 1.000000
sample estimates:
p
0.4901961

28
References.
Bostani, M., Nadri, A., & Nasab, A. R. (2014). A Study of the Relation between Mental health
and Academic Performance of Students of the Islamic Azad University Ahvaz Branch.
Procedia: Social & Behavioral Sciences, 116, 163–165. Retrieved from
https://doi.org/10.1016/j.sbspro.2014.01.186
Loeng, S. (2020). Self-Directed learning: a core concept in adult education. Education
Research International, 2020, 1–12. Retrieved from
https://doi.org/10.1155/2020/3816132

29