Research on Relationship between Academic Achievement and Efficiency
Consciousness of IE Students Based on SPSS
Jin-yuan Zhong1, Kai-hu Hou1, Xiao-li Zhu2, Cai-xia Zhang2, Li-hua Chen1
1
Department of Industrial Engineering, Kunming University of Science and Technology, Kunming, China
2
Department of Industrial Engineering, Nanchang University, Nanchang, China
(405629566@qq.com Kaihu_kmustie@163.com)
Abstract -In order to explore the relationship between
academic achievement and efficiency consciousness of IE
students, Efficiency Consciousness Scale (ECS) was designed
by consult the ways to improve work efficiency. ECS was
divided into 5 subscales. They are sense of imitation (SOIT),
competition (SOCP), concentration (SOCC), happiness
(SOHP), and habit (SOHB). Class 061 of IE in Nanchang
University was the test subject. By collecting each conscious
of every students and their academic achievement,
Correlation analysis and regression analysis were conducted.
The result shows that the academic achievement of IE
students depend largely on efficiency consciousness (59.7%)
Keywords – efficiency, academic achievement, SPSS,
imitation, completion, concentration, happiness, behavior
I. INTRODUCTION
There are many differences between college students
and high school students. For college students, entering
college is not a cardinal task. Exam-oriented education is
instated of professional education. Professional education
has its own characteristics: courses become more and
harder, the initiative of study is strongly needed.
Academic achievement, being an important index to value
students, has attracted many researchers’ attention at
home and abroad. The following are some achievements
of recent researches: Jia Yuhong[1] found that there is
apparent positive correlation between achieve goal
orientation, autonomous learning of college students and
English achievement. Zhang Yanzhen[2] found that there
are obviously relationship between learning adaptability
of Medical college students and whose academic
achievement. Long Bin[3] found that the general selfefficacy level is a predictor for medical undergraduates’
academic achievement. Chen Xiaohui[4] found that the
differences in cognition have no effect on college
students' academic achievement. Zeng Zhirong’s
research[5] divided the factors that influence the academic
achievement into intelligent factor, academic motivation,
personality, sentiments, self-conception, family, social
factor. Zhang Zhihong[6] found that there is a strong
correlation between learning attitude and academic
achievement. Li Jin[7] found that willing, attitude, and
interest is the important factors that influence the
academic achievement. The above researches announce
the factors that influence the academic achievement in
some psychological way. Chen Yutinig[8] found that
academic achievement is highly sensitive to the factors
that existed in the system. Song Zhuanmao[9] found that
college students with good academic achievements are
more self-disciplined and introversive, they are more
sensitive and less healthy mentally, less capable to copy
with defeats, while those with poor achievements are less
self-disciplined with poor-confidence and also have
poorer in mental health. Yin Hongwei’s research[10] holds
the view that it is important to strength undergraduate’s
efficiency consciousness. Cynthia P. Cudia[11] found that
variables number of quizzes, gender, and course
affiliation have an impact on the performance of students.
S.Kolari and C.Savander-Ranne[12] found that a deep
approach to learning is desirable and is seen to support
comprehension and lead to better learning outcomes. Tan
Yao Sua[13] found that the students' general attitudes and
achievement orientations towards learning of science and
mathematics in English do not indicate that the policy has
achieved its objective. Halawah, Ibtesam[14] found that
Motivating College students’ learning is an essential goal
for teachers and educators in higher education institutions.
Morris S.Y.Jong[15] provided insights into the issue of
implementing VISOLE and game-based learning in
general in school education. There is litter research on the
relationship between academic achievement and
efficiency consciousness. This paper took efficiency
consciousness into consideration, consulted the ways to
improve work efficiency, designed the questionnaire of
Study Consciousness Scale, and finally correlation
analysis and regression analysis was conducted.
II. METHODOLOGY
A. Participants
The whole class061 of IE in Nanchang University is
the test subject. There are 42 students, in which 36 male
students and 6 female students. Their age ranges from 20
to 24.
B. Measures
Efficiency Consciousness Scale (ECS) developed by
the author was adopted to assess efficiency consciousness
of participants. The scale consisted of 5 subscales. They
are sense of imitation (SOIT), sense of competition
(SOCP), sense of concentration (SOCC), sense of
happiness (SOHP), and sense of habit (SOHB).
The total score of them represents the efficiency
consciousness. Each subscale is consisted of 5 questions
which include 5 items with a 5-point scale ranging from
totally disagree to totally agree. The ECS showed
satisfactory internal consistency, good test-retest
reliability, and construct validity. The internal consistency
index (Cronbach’s alpha) of each subscale is show in
table I.
TABLE I
INTERNAL CONSISTENCY INDEX OF EACH SUBSCALE
Subscale
N of Items
Cronbach’s Alpha
Sense of imitation
5
0.730
Sense of competition
5
0.722
Sense of concentration
5
0.710
Sense of happiness
5
0.731
Sense of habit
5
0.753
Efficiency consciousness
25
0.734
The questions include positive tone and negative tone.
The answer must be exchanged to the score following the
rule of table II.
TABLE II
THE RULE OF EXCHANGE THE ANSWER TO SCORE
Totally
Hard
Totally
Tone
Agree
Disagree
agree
to say
disagree
Positive
5
4
3
2
1
Negative 1
2
3
4
5
There are differences among academic achievement
of each semester. In order to increase the reliability of
academic achievement, other unnecessary factors should
be rejected. Sum the participants’ academic achievements
of each final exam from 2006 to 2009. The sum represents
the participants’ total academic achievement.
C. Data Entry and Analysis
Collect the questionnaire and conduct statistical
analysis in SPSS16.0 after data entry.
III. RESULTS
A. Data Preprocessing
Tests of Normality had been conducted. As the
participants are less than 50. So the method of ShapiroWilk is used. The result is shown as table III.
TABLE III
THE RESULT OF TEST OF NORMALITY
SOAA
SOIM
SOCP
SOCC
SOHP
SOHB
EC
Statistic
0.961
0.958
0.976
0.941
0.976
0.966
0.988
df
42
42
42
42
42
42
42
Sig.
0.162
0.130
0.501
0.030
0.508
0.245
0.929
From table III, we can know that the significance of
SOAA, SOIM, SOCP, SOHP, SOHB, EC are desirable to
have a value of more than 0.05. It indicates that these data
fit the normal distribution. However, the significance of
SOCC is 0.03, less than 0.05. It does not fit the normal
distribution. In order to make the date comparable,
exchange the date (here get the LN of SOCC). After
exchange, the significance of Shapiro-Wilk is 0.120, more
than 0.05. So we accept the null hypothesis (LN of SOCC
fit the normal distribution)
As the data represent different physical meaning,
there is a dimension difference. This difference dimension
is the main factors that affect overall evaluation of things.
In order to make the data comparable, exchange each
score to Z score. The result is shown in table IV.
TABLE IV
Z SCORES OF EACH SUBSCALE
ZSOAA
ZSOIT
ZSOCP
ZLNSOCC
ZSOHP
ZSOHB
ZEC
1.060
0.479
0.623
-1.550
-0.075
0.639
0.110
1.052
-0.415
0.623
2.195
1.494
-0.835
0.912
0.938
-0.863
-0.300
-1.097
0.318
-0.540
-0.692
0.866
1.374
1.546
1.935
2.279
0.049
2.015
0.786
1.374
0.315
-0.282
0.710
0.639
0.711
0.781
1.374
0.930
0.768
1.102
0.344
1.213
0.760
-1.310
0.007
0.089
0.318
-0.246
-0.291
0.739
0.927
0.623
0.089
0.318
-1.425
0.010
0.659
0.032
0.315
1.379
0.318
-2.309
-0.191
0.568
-0.863
1.854
-1.097
-0.467
-0.835
-0.291
0.354
1.374
1.854
0.089
-0.467
-0.540
0.611
0.317
0.927
0.623
-0.282
-0.467
0.933
0.511
0.187
1.374
0.007
0.089
1.494
0.933
1.012
0.082
-0.863
-0.300
0.438
-1.251
0.639
-0.291
0.071
0.032
-0.608
0.089
-0.075
-1.130
-0.592
0.035
-0.863
-0.916
-0.676
-0.467
0.049
-0.793
-0.099
0.479
0.315
-0.282
0.318
0.639
0.411
-0.118
0.927
0.930
-0.282
1.102
0.344
0.812
-0.217
-1.310
-2.147
-0.676
1.102
-1.130
-1.294
-0.228
0.032
0.930
0.438
0.710
0.933
0.912
-0.288
0.032
-1.224
-2.039
-0.467
-0.835
-1.294
-0.346
0.479
0.007
0.438
-0.075
0.933
0.511
0.210
-0.405
1.822
0.315
-0.676
-0.859
0.344
-0.493
-0.415
-0.608
0.089
-0.075
1.228
0.110
-0.507
-0.415
-0.300
0.438
-0.467
-0.540
-0.392
-0.585
-0.415
-1.224
-0.282
-1.251
-1.130
-1.294
-0.690
0.927
0.007
0.438
-0.859
-0.835
-0.191
-0.924
-1.310
-1.531
-2.039
-1.644
0.049
-1.695
-1.127
0.032
-0.916
-0.282
-1.251
-0.540
-0.893
-1.132
-1.310
-1.224
-1.550
-0.467
-0.540
-1.394
-1.152
0.032
0.007
-1.097
-1.251
-1.720
-1.194
-1.306
-0.415
-1.224
0.089
-0.467
-0.246
-0.692
-1.332
-2.205
-1.531
-1.550
-1.644
-0.540
-1.996
-1.394
-1.310
0.007
0.768
0.710
-0.246
0.010
-2.071
-1.310
-1.531
0.438
-1.251
0.344
-0.893
-2.674
-0.415
-0.916
0.089
-2.036
0.933
-0.592
B. Correlation Analysis
Correlation analysis of standardized data is conducted. In this paper, Pearson correlation of each subscale is
computed. The result is shown as Fig.2
Fig.2 correlation analysis of each subscale
The result shows that the Pearson correlation index
between Zcore(SOAA) and Zcore(EC) is 0.654,
significance is 0.000. So the conclusion that there is
apparent positive correlation between efficiency
consciousness and academic achievement is not hard to
get. Both the significance of Pearson index between
Zcore(SOAA) and Zcore(SOCP) , Zcore(SOAA) and
Zcore(SOHP) are 0.000. SOCP and SOHP are apparent
positive correlation with academic achievement. The
following model can be easily made.
Zcore(SOAA)=f[Zcore(SOCP), Zcore(SOHP)]
(1)
equation, SOCP secondly enter. This means that SOHP
influence SOAA most, then SOCP second. The model
summary is shown in Table VI.
TABLE V
VARIABLES ENTERED/REMOVED
Model Entered
1
Zscore(SOHP) .
2
Zscore(SOCP) .
Stepwise (Criteria: Probability-of-Fto-enter <= 0.050, Probability-of-F-toremove >= 0.100).
TABLE VI
MODEL SUMMARY
C. Regression Analysis
Regression analysis is through the provisions of the
dependent variable and independent variables to
determine the causal relationship between the variables,
and established a regression model, according to the
measured data to solve the model for each parameter. And
then evaluate whether the regression model fits the
measured data well or not, if a good fit, according to the
independent variables for further prediction.
Through regression analysis, the factors can be
determined as independent variables and as dependent
variables predict whether the object concerned, the size of
relevant degree, as well as the relevant degree of
confidence judgments of size. In this paper, set the
Zcore(SOAA) as the dependent variable, Zcore(SOIT),
Zcore(SOCP),
Zcore(SOHP),
Zcore(SOHB),
Zcore(LNSOIT) as the independent variables. Use the
method of stepwise to conduct regression analysis. The
results are shown in Table V to Table VII.
Form the result of table V; we can see there are 2
models that fit the regression result. Form the significance
of coefficients, SOHP firstly enters the regression
Removed Method
Model
R
R Square
Adjusted R
Square
Std. Error of the
Estimate
1
0.698a
0.487
0.474
0.72503822
2
0.773b
0.597
0.577
0.65065700
a. Predictors: (Constant), Zscore(SOHP)
b. Predictors: (Constant), Zscore(SOHP), Zscore(SOCP)
Form the result of table VI. We can see in model 1:
correlation coefficient between Zscore(SOHP) and
Zscore(SOAA) is 0.698, coefficient of determination (r
square) is 0.487. That means SOHP determine 48.7% of
SOAA. In model 2: multiple correlation coefficients are
0.773. Coefficient of determination(r square) is 0.597.
That means SOHP and SOCP determine 59.7% of SOAA.
The coefficients of regression are shown in table VII.
The constant should not be in the regression equation.
The equation is shown as follows:
Zscore(SOAA)=0.485*
Zscore(SOHP)+0.349*
Zscore(SOCP)
(2)
The result fit the correlation analysis in correlation
analysis.
TABLE VII
COEFFICIENTS OF REGRESSION
Model
Unstandardized
Coefficients
Std.
Error
B
1
(Constant)
1.030E-15 0.112
Zscore(SOHP)
0.698
(Constant)
7.152E-16 0.100
0.113
Standardized
Coefficients
REFERENCES
t
Sig.
Beta
0.000 1.000
0.698
6.164 0.000
0.000 1.000
2 Zscore(SOHP)
0.485
0.121
0.485
4.023 0.000
Zscore(SOCP)
0.394
0.121
0.394
3.266 0.002
IV. DISCUSSION
The sense of happiness is a metal joyful, is a
satisfaction of psychological. It means weather a student
feels fun in study.
Competition is the pressure and motive power that
nature given by the rule of survival of the fittest. It can
arouse a person's potential, improve study and work
efficiency. It means weather a student has the sense to
join in the competition, how to face the competition.
Competition includes vertically competition and
horizontally competition. Vertically competition is the
way that competes to oneself whereas horizontally
competition is the way that competes to others. A good
example for vertically competition is that one thinks that
he must do better than yesterday. The sense of
competition makes the participants to compare with each
other, evaluate the participant objectively, finds out the
weakness, overcomes it and improves oneself.
The regression equation is Zscore(SOAA)=0.485*
Zscore(SOHP)+0.349* Zscore(SOCP).
(3)
The SOHP influence the SOAA most, SOCP second.
That is to say, for IE students, it is important to foster the
SOHP and SOCP. For IE educators, foster students’
competition sense and make they feel happy can
obviously increase the academic achievement.
V. CONCLUSION
Results showed that the differences in efficiency
consciousness have effect on IE students' academic
achievement. There is apparent positive correlation
between SOHP, SOCP of IE students and their academic
achievement. There is no obviously relationship between
SOCC, SOIT, SOHB of IE students and their academic
achievement. Moreover, sense of happiness and sense of
competition play the most important role in students’
achievement. These findings clearly support the view that
efficacy consciousness plays an important part in
students’ achievement.
ACKNOWLEDGMENT
Special thank all the participants in this survey.
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