Hanoi University
Km 9 Nguyen Trai Road, Thanh Xuan North, Thanh Xuan District, Hanoi - Vietnam
Telephone:(84 4) 8544338, Facsimile:(84 4) 8544550, E-mail: hufs@netnam.vn , Website: www.hanu.edu.vn
FACULTY OF
STATISTICS PROJECT
MANAGEMENT AND
TOURISM
ONLINE-STUDYING HABIT OF FMT ACCOUNTING
AND FINANCE BANKING’S STUDENTS AT HANOI
UNIVERSITY
Tutor: Mrs. Tran Thi Thu Hien
Tutorial class: TUT 8-group5
Tutorial time: 9:30 am Wednesday
Student’s names:
Tran Lan Chi
ID: 1804040025
Pham Ngoc Thanh Mai
ID: 1704010071
Dang Thi Khanh Linh
ID: 1804010056
Dinh Thuy Ngan
ID: 1804040077
Vu Minh Hòa
ID: 1804000043
Content pages: 14 pages Date:
May 28, 2020
1
TABLES OF CONTENTS
ABSTRACT .......................................................................................................................................4
I. Introduction .....................................................................................................................................4
I. Research methodology ...................................................................................................................5
1. Population sample ...................................................................................................................5
2. Questionnaire design ...............................................................................................................5
3. Sample size ...............................................................................................................................5
4. Sampling method and data collection ...................................................................................5
5. Data processing........................................................................................................................6
6. Level of significance ................................................................................................................6
II. Descriptive results and findings ....................................................................................................6
IV. Hypothesis Testing .......................................................................................................................9
1. Research question ....................................................................................................................9
2. Assumption .............................................................................................................................10
3. Data analysis ...........................................................................................................................10
4.Hypothesis testing procedure: T-test ....................................................................................11
V. Evaluation ...................................................................................................................................12
1. Limitation ...............................................................................................................................12
2. Implication ..............................................................................................................................12
VI. Recommendations .....................................................................................................................13
VII. Conclusion.................................................................................................................................14
APPENDIXIES ................................................................................................................................15
APPENDIX A: QUESTIONNARE ..........................................................................................15
APPENDIX B: QUESTIONNARE RESULT .........................................................................17
2
APPENDIX C: LIST OF FIGURES .............................................................................................21
APPENDIX D: LIST OF PARTICIPATION ..............................................................................22
APPENDIX E: R CODE AND OUTPUT .....................................................................................29
3
ABSTRACT
Covid-19 pandemic seriously impacted on our world, not only its damaged global economy but
also it changed most of our daily timetables as well. Over the last months, Vietnamese government
made decision on performing nationwide social distancing campaign. To deal with this epidemic,
schools and universities in Vietnam had to find the suitable solution to guarantee the study
program for students and the best way that main schools proceeded is online learning through
available tools such as Zoom, Google Classroom, Hangouts and Meet,… Although online learning
is optimal solution for pandemic problem when students are staying at home, some of them face
obstacles with this kind of studying in this semester. Those inconvenient experiences affect badly
to their subject’s results as well as their total GPA. To find out more about the effectiveness of
online learning, we conducted a survey to get the data from students in BA and AC by a list of
relating questionnaires. The result of this survey helps us to conclude that whether this method is
working on or not. By applying statistic’s theories and applications, we hope to get the probable
accuracy so that we can give some recommendations for better ways to study through digital world
in the next time.
I.
Introduction
It is obviously that since the day Apple released “iPhone” for the first time, they changed total of
phone market and also, they founded a speedy internet boom, instead of staying all day in
computer, nowadays, we can get the connections anytime with our little smartphone or laptop that
we can bring them together anywhere. It leads to some new definitions appeared on the Internet,
including “online learning”. Studying online is not a new term in the Western countries because it
already developed over the last decade. If a kid does not want to have normal study program in
school, they can choose online program, sometimes, with special tutors and in the end of the course,
they still get the certificate. But in Vietnam, online learning just only became popular after the
Covid-19 epidemic’s quarantine, the day coming back to school was delayed after many times for
the complicated virus transmitting, there is no way more effective than studying from home in this
situation. A lot of students are excited for they think that they can be more flexible to study,
economize their expenses, their time and, help them have more time for their own individual
activities after schools. However, it also brings disturbs for them during their online time such as
4
bad connection, low interactive between student and teacher and unsaved results after submitting
exams and especially, it requires them must spend more time to self-study.
Is online learning being helpful and can replace to traditional method? Let’s find out with us
through project called “The effect of online learning on FMT’s students”.
I.
Research methodology
1. Population sample
In our project, we want to conduct the survey particularly to FMT students, we collect data mainly
from AC and FB students in K18 and some of students in the same department in K17.
A sample of 100 students is chosen randomly to conduct the questionnaire.
2. Questionnaire design
We divided the questionnaire into 2 main parts. The first one is questions about personal
information (including name, student ID, major and email). The second one, also the main part, is
a list of questions relating to our topic. Because of the nature of our traditional study method, we
ask them the time they spend of studying online to compare with the time they study when go to
school, their opinions and feelings after studying online over this semester. Additionally, we expect
they can show their own opinions about the difficulties that happen to them (if any) by rating the
score from strongly disagreed (0) to highly agreed (5) by some claims that we already created.
3. Sample size
As the numerous numbers of students in FMT as well as the time limit, we believe that the number
of participants in this survey is 100 random students (n=100) is suitable to analysis effectively and
clarify the significant information served for the project target.
4. Sampling method and data collection
a. Sampling method
First of all, we take the student list from Web faculty and then we use R-studio to do project. The
project is conducted with random sampling distribution. A sample size of 100 Finance Banking
and Accounting students from FMT was randomly selected. Next, in order to gather data for our
project, we find the classes and student names to deliver online questionnaires. According to the
statistical data of this survey, we took 100 and figured out 50 students of Finance Banking and 50
students of Accouting major.
5
b. Data collection
After completing proposing the questionnaire and choosing sample, we began our project by
distributing questionnaire on Wednesday, 17th April , 2019. The data was collected by sending
online questionnaire to students through Hanu email accounts( ID@s.hanu.edu.vn). However,
some students did not fill information fully for some reasons. Therefore, we have to take advantage
our relationships thanks to social network. We try to find Facebook accounts who did not fill in
our online questionnaire on Hanu email. After that, we send link of online survey to these students
and ask them for fulfilling our questionnaire. Finally, the data was collected completely by using
Hanu email and Facebook accounts. The randomly collection of 100 participants is indicated in
Appendix D and the table of organized data is provived at the end of the report in Appendix A and
B.
5. Data processing
Assignment for our team was to record and classify pivotal statistics as soon as distributing the
questionnaire was completely done. We chose to deal with complicated statistic by using R-studio
and Microsoft Excel that are useful tools to process data and create graphs, charts.
6. Level of significance
In this project, we choose the significance level of 0.05.
II.
Descriptive results and findings
We chose randomly 100 students from FMT students from 2 majors: AC, FB to conduct a research
about online study in this semester due to the COVID-19. By using questionnaires, we get the
information about their plan for studying online.
6
Hours spending online study per day
50%
40%
30%
20%
10%
0%
<3
3 -- 5
5 -- 8
AC
>8
FB
Figure 1: The amount of time students spends on study per day
There is none of the students in both majors that spend lesser than 3 hours a day for studying online.
Accounting’s students mostly study 3 to 8 hours a day. The percentage for this period count for
85%, while FB students has more students studying more than 8 hours per day (21%).
Total
FB
AC
50%
37%
42%
50%
13%
8%
0%
50%
100%
Yes
AC
42%
FB
37%
Total
50%
No
8%
13%
50%
Yes
No
Figure 2: The proportion of students online learning effective
Even though FB students spend more time studying than AC students, they are less satisfied with
the performance than those studying AC.
7
Lý do học viên thích học trực tuyến
300
250
200
150
100
50
0
258
54
24 30
131127
55
51
30 21
28
16 12
28
11 17
52
27 25
I repeat
lecture
video many
times until
mastering
knowledge
I enjoy
learning
online
23 22
I take time I need more I think it I enroll a lot
to find
time to
saves time of online
materials study online and money subjects
with my
friends and
my teachers
AC
FB
TOTAL
TOTAL
Figure 3: The reason for spending so much time online learning
Both AC and FB students agreed that through online methods they can easily finding materials on
the internet. About half of students said that they enjoy learning online as their result. They also
claimed that it’s cost and time efficiency because they study at home.
ONLINE METHOD
OR
GENERAL METHOD
Online method
General method
57%
TOTAL
43%
FB
29%
21%
AC
28%
22%
Online method
AC
28%
FB
29%
Total
57%
General method
22%
21%
43%
Figure 4: The percentage of students like to study online
8
It’s can be seen clearly that 57% of the students love studying online. The reason is that this is the
first time ever they have such an interesting studying method. But there are also 43% of them like
to study at class than distance studying.
Figure 5: The difficulties in self-studying during Covid-19
Wi-Fi quality is the most voted by 63 students since the speed of the internet is so slow. Distraction
came at second with 50 students. The factors are social network, noise, … They also claimed that
is harder for them to study online due to lack of self-awareness. They tend to be lazier because
they don’t need to go to classes. The internet has so much sources for information that students
feel confused about choosing learning materials.
IV. Hypothesis Testing
1. Research question
The purpose of this research is to see the difference in the number of hours that students in two
major AC and FB students spend on online study. Because of this aim, the following question is
designed to identify the evidence serving for testing:
9
Question 2:
Base on the data collected randomly from our sample, we decide to use the hypothesis testing for
two population mean to test between AC students and FB students, which group spending more
time on online study. Specially, the parameter of interest is the population mean and, the estimator
of this sample is the sample mean and.
2. Assumption
·
Independent, simple random samples
·
Two populations follow binomial distribution:
- The experiment consists of 50 identical trials; each trial involves the answer of one person.
Therefore, the trials are independent.
- Two outcomes are possible to each trial: more than 5 hours or less than 5 hours.
- The probability of “more than 5 hours” and “less than 5 hours” are constant in every trial, with
p = 0.5 and 1-p = 0.5.
3. Data analysis
Base on the following formulas:
•
The sample mean:
𝑥̅
= 𝑥̅1+𝑥̅2+𝑥̅3+⋯+𝑥̅50
𝑛
•
The
sample
𝑆
𝑛
standard
deviation:
In addition, some calculations with the data collected, we have:
Accounting
Finance Banking
Sample mean
Sample standard deviation
𝑥̅1=20.2
𝑥̅2 = 20.0
𝑠1 = 11.08
𝑠2 = 9.84
In order to make sure that the above results are correct, we use R program to check it again.
10
4.Hypothesis testing procedure: T-test
Base on the term of question two: How many hours per day do you study by yourself? Our
hypothesis is about whether AC students spend more time on self-study than BA students do or
 𝑡𝛼,𝑑𝑓 =
𝑡0.05,96 =
0.016
not.
•
Step 1: The null and alternative hypothesis:
𝐻𝑜 : µ 1 − µ 1 ≤ 0
•
𝐻𝑎:µ1 − µ2 > 0
•
Step 2: Identify the level significant:
Reject 𝐻𝑜 if 𝑡 >
1.661
Our requirement is a 5% of level significant
•
•
Step 3: Critical value:
With 5% level of significance chosen, we have:
Step 5: Value of
the test:
0.782
 𝛼 = 0.05
0.
= 96.6
49
(𝑠21 +𝑠22 )2
 Degree of freedom: 𝑑𝑓 =
Step 4: Decision
rule:
𝑛1
𝑛2
𝑠2
𝑠2
1
1
2 2
1
2
𝑛1−1(𝑛 1 ) + 𝑛2−1(𝑛 2 )
=
50
49 50
92 2
( 50 + 50 )²
1 11 .08 2 2 1 9 .84 2 2
(
) + (
)
(
𝑡
• Step 6: Conclusion:
We have: 𝑡 = 0.095 > 𝑡0.05,96 = 0.016. Therefore, we reject 𝐻𝑜.
From our test for the question, we can reach the conclusion that with the level of significant
of 0.05, there is enough statistical evidence to infer that FB students spend more time on
online study than AC students do.
11
V. Evaluation
1. Limitation
The project is aimed at finding the connection between the amount of time spent on online stydying
and the performance of FB and AC students of Hanoi University in particular as well as their
selfstudy at home during the quarantine However, some mistakes cannot be eliminated during the
conduction of this project due to the shortage of time and specialization, which will be specified
for the improvement of future projects. Firstly, we - the project makers who are also the FB and
AC students, want to take advantages of the result from the project, so we wished to relate to the
population of all students from this two majors in our paper to get the most power study with the
highest accuracy. However, due the time constrain for collecting and analyzing data, we just took
the sample size of 100 ones, which may lower the level of exactness of our conclusion to the whole
population. Secondly, because we collect our data via Google form so some of the respondents
may not take it seriously, as we check some of which didn’t fill in their real responds. This may
influence the level of accuracy as we can’t check other elements in the questionnaire. Finally, this
is the first time we have to perform a Statistic project with R Studio, an advanced analytics tool,
therefore, we were not professional enough to apply all introduced R commands to make a more
scientific R performance.
2. Implication
This project, with the participation of 100 FMT students from 2 majors of Finance & Banking and
Accounting, showed partially the relationship between their time in studying online and their
hardship in this learning method. The limitations are inevitable, but the results still reflect some
connections. It is not hard to recognize that FB students spend more time online-studying than
Accounting students (FB: mostly 5-8 hours, AC: mostly 3-5 hours), however, about 84% of
Accounting students find out that studying online is effective for them while FB students claimed
to face with more trouble than the AC ones . We can also see that there a lot of students who spend
time study on the internet because they can access to various learning materials (54%) easily and
it also cost and time efficiency sine they study at home. Students face certain problem while
studying online namely the confusion in choosing material, ineffective studying method,
distraction, etc. However, they agree that benefits of online studying are remarkable. It not only
help boosting comprehension and memory but also improving critical thinking, enforcing
selfdiscipline and developing a suitable studying method.
12
VI. Recommendations
From the above analysis, several practical suggestions will be mentioned in this part to help some
Finance & Banking and Accounting students as well as all FMT student with the online-study
problem. As it can be seen from the figure 1.1, there is 57% of students who have confusion in
choosing learning materials. The internet has billions of results if you try to find any materials for
your classes. One solution is you can find trustable materials on Google Scholar. In FMT you can
always find the course syllabus and materials such as textbook, lecture notes, homework in Google
Classroom for you though out the course. Due to the COVID-19, all the students have to off school
and study from home, which lead to the number of people using the internet increasing rapidly
cause the speed is slow. In this case, we recommend you use desk computer rather than laptop,
tablet or smartphone which using Wi-Fi to relate to the internet. If you must turn on the camera
during class, buy a webcam.
One more common factor that affects the quality of self-studying is distraction. In order to avoid
the distractions, you need self-discipline. Turn off your phone and social media connections on
your computer before beginning to study. If you absolutely have to keep in touch, allow yourself
breaks in studying to check text messages, email and social media -- then get right back to work.
You can avoid distractions by choosing your location carefully and it is a good idea to develop a
routine study schedule, so you don’t end up squeezing in a few minutes here and there for studying.
People always say work smart, don’t work hard so an effective studying method can be a
gamechanging factor for your academic performance. There are a lot of option to consider but you
can start with identify your learning style. As we have learnt in ESPD, there are seven learning
styles: visual, aural, physical, verbal, logical, social and solitary. Each person prefers different
learning styles and techniques. Everyone has a mix of learning styles. Some people may find that
they have a dominant style of learning, with far less use of the other styles. Others may find that
they use different styles in different circumstances. There is no right mix. Nor are your styles fixed.
You can develop ability in less dominant styles, as well as further develop styles that you already
use well. Other tools can be put under consideration are mind map, sketch note, mnemonics, etc.
13
VII. Conclusion
In conclusion, basing on the results of our survey and the above analysis, this part will give some
conclusion about the connection between online-studying and problems of its of FMT’s FB and
AC students. Most participants in our survey said that they like to study online than the original
method. However, they admit that there is more trouble and harder to perform smoothly through
these online courses. It is obvious that FB students spend more time online-studying and but the
effectiveness is not as high as AC students. Moreover, we also find out some of the difficulty they
must face with while online studying. Therefore, some recommendations have been provided in
the previous part and we hope the information in this project will become useful and helpful
14
APPENDIXIES
APPENDIX A: QUESTIONNARE
TOPIC: THE EFFECT OF ONLINE LEARNING ON FMT’S STUDENTS
We are the second-year students of the Faculty of Management and Tourism, Hanoi University.
We are currently engaged in a research project on The effect of online learning on FMT's
student. We highly appreciate your cooperation which is apparently crucial to completion as well
as the quality of our paper. All the information will be kept confidential.
Thanks for your help! Part 1:
Personal information Name:
Student ID:
Email:
Major:
⎕ Accounting
⎕ Finance and Banking
Part 2: Questions
Question 1: How many hours per day do you spend on online learning during Covid-19?
⎕ <3
⎕
3–5
⎕ 5–8
⎕ >8
Question 2: According to your opinion, is online learning effective for your study?
⎕ Yes
⎕ No
Question 3: Which amount of time per day is effective enough for your online learning?
⎕ <3
⎕ 3–5
⎕ 5–8
⎕ >8
Question 4: Why do you spend more time learning online?
⎕
I take time to find materials
⎕
I need more time to study online with my friends and my teachers
⎕
I think it saves time and money
⎕
I enroll a lot of online subjects
⎕
I repeat lecture video many times until mastering knowledge
⎕ I enjoy learning online
Question 5: Do you like studying online method or a general one?
⎕ Online method
⎕ General method
Question 6:
Strongly Agree
Agree Neutralize
Disagree
Strongly Disagree 1.I
am able to easily access the Internet as needed for my studies.
2.I am comfortable communicating electronically.
3.I am able to manage my study time effectively and easily complete assignments on time.
4.I possess sufficient computer keyboarding skills for doing online study.
5.I can ask my teacher questions and receive a quick response during Internet activities outside
of class.
6. I believe that learning on the Internet outside of class is more motivating than a regular course.
7. I believe a complete course can be given by the Internet without difficulty.
15
Question 7: Are there any difficulties in self-study among quarantine compare with usual
conditions?
⎕
Confusion in choosing studying materials
⎕
Ineffective studying method
⎕
Distraction (social network, noise, extra-curricular activities, ect...)
⎕
Health
⎕
Poor wifi quality
⎕
Poor self-awareness
Question 8 :What measures help online learning more effective?
⎕
Study in quiet space
⎕
Improve my health
⎕
Be self-discipline in studying
⎕
Read more reference materials
⎕
Set daily goals for studying
⎕
Effectively manage my time and minimize distractions
16
APPENDIX B: QUESTIONNARE RESULT
Participation
AC: 50 students
FB: 50 students
Question 1:
How many hours per day do you spend on online learning during Covid-19? AC
FB
<3
0%
0%
3-5
42 %
33 %
5- 8
45 %
46 %
>8
14 %
21 %
Total
100 % 100 %
Question 2:
According to your opinion, is online learning effective for your study? AC
FB
Total
Yes
42
37
79
No
8
13
21
Total
50
50
100
Question 3:
Which amount of time per day is effective enough for your online learning?
FB
<3
1%
0%
3-5
29 %
25 %
5-8
39 %
46 %
>8
31 %
29 %
17
Total
100 % 100 %
Question 4:
Why do you spend more time learning online?
AC
FB
Total
I take time to find materials
24
30
54
I need more time to study online with my friends and my teachers 16
12
28
I think it saves time and money
30
21
51
I enroll a lot of online subjects
23
22
55
I repeat lecture video many times until mastering knowledge
11
17
28
131
27
25
52
Total
131 127 258
Question 5:
AC
FB
Total
Online method
28
29
57
General method
22
21
43
Total
50
50
100
Do you like studying online method or a general one?
Question 6:
Strongly
Agree
1.I am able to easily access the 11
Internet as needed for my
studies.
Agree Neutralize
Disagree Strongly
Disagree
Total
52
12
100
18
20
5
2.I am comfortable
communicating electronically
0
48
8
44
0
100
3.I am able to manage my
study time effectively and
easily complete assignments
on time.
4
40
35
18
3
100
4.I possess sufficient computer 0
keyboarding skills for doing
online study
32
39
29
0
100
4
43
36
17
0
100
2
6. I believe that learning on
the Internet outside of class is
more motivating than a regular
course.
29
11
33
25
100
35
37
16
2
100
5.I can ask my teacher
questions and receive a quick
response during Internet
activities outside of class.
7. I believe a complete course
can be given by the Internet
without difficulty.
10
Question 7:
Are there any difficulties in self-study among quarantine compare with
usual conditions?
AC
FB
Total
Confusion in choosing studying materials
23
25
48
Ineffective studying method
15
14
29
Distraction (social network, noise, extra-curricular activities, ect...)
32
18
50
19
Health
10
12
22
Poor wifi quality
30
33
63
Poor self-awareness
19
27
46
Question 8:
What measures help online learning more effective?
AC 18 FB 18 Total
Study in quiet space
29
30
59
Improve my health
16
15
31
Be self-discipline in studying
31
26
57
Read more reference materials
24
29
53
Set daily goals for studying
17
11
28
Effectively manage my time and minimize distractions 12
18
30
20
APPENDIX C: LIST OF FIGURES
Figure 1: The amount of time students spends on study per day
Figure 2: The proportion of students online learning effective
Figure 3: The reason for spending so much time online learning
Figure 4: The percentage of students like to study online
Figure 5: The difficulties in self-studying during Covid-19
21
APPENDIX D: LIST OF PARTICIPATION
Name
Student ID
1
Nguyễn Phương Anh
1804040012
2
Nguyễn Hữu Chiến
1804040026 1804040026@s.hanu.edu.vn
FB
3
Trần Lan Hương
1804040053 1804040053@s.hanu.edu.vn
FB
4
Nguyễn Phương Thảo
1804040101 1804040101@s.hanu.edu.vn
FB
5
Đào Thị Khánh Ly
1804040073 1804040073@s.hanu.edu.vn
FB
1804040044 1804040044@s.hanu.edu.vn
FB
6
Nguyễn Lê Hằng
Email
Major
1804040012@s.hanu.edu.vn FB
7
Nguyễn Minh Anh
1804040010 1804040010@s.hanu.edu.vn
FB
8
Nguyễn Anh Minh
1804040075 1804040075@s.hanu.edu.vn
FB
9
Tào Thị Thu Trang
1804040114 1804040114@s.hanu.edu.vn
FB
10
Đặng Hoàng Lan
1804040058 1804040058@s.hanu.edu.vn
FB
11
Nguyễn Tuấn Dũng
1804040027 1804040027@s.hanu.edu.vn
FB
22
12
13
14
Doãn Thị Lan Anh
Phí Lan Hương
Nguyễn Huyền Linh
1804040002 1804040002@s.hanu.edu.vn
FB
1804040052 1804040052@s.hanu.edu.vn
FB
1804040064
FB
1804040064@s.hanu.edu.vn
15
Nguyễn Như Ngọc
1804040080 1804040080@s.hanu.edu.vn
FB
16
Nguyễn Thị Uyên
1804040117 1804040117@s.hanu.edu.vn
FB
17
Tống Phương Linh
1804040070 1804040070@s.hanu.edu.vn
FB
1804040087 1804040087@s.hanu.edu.vn
FB
18
Vũ Khánh Nhi
19
Phạm Thu Thảo
1804040102 1804040102@s.hanu.edu.vn
FB
20
Phan Thị Hoàng Yến
1804040122 1804040122@s.hanu.edu.vn
FB
21
Vũ Minh Giang
1804040041 1804040041@s.hanu.edu.vn
FB
22
Đỗ Minh Trang
1804040110 1804040110@s.hanu.edu.vn
FB
23
Đỗ Hồng Ánh
1804040019 1804040019@s.hanu.edu.vn
FB
1804040017 1804040017@s.hanu.edu.vn
FB
24
Tạ Diệp Nguyên Anh
25
Nguyễn Thùy Linh
1804040067 1804040067@s.hanu.edu.vn
FB
26
Lê Huyền Anh
1804040005 1804040067@s.hanu.edu.vn
FB
23
27
Nguyễn Thị Hồng Nhung
1804040090 1804040090@s.hanu.edu.vn
FB
28
Hoàng Phương Linh
1804040061 1804040061@s.hanu.edu.vn
FB
1804040100 1804040100@s.hanu.edu.vn
FB
1804040088 1804040088@s.hanu.edu.vn
FB
1804040121 1804040121@s.hanu.edu.vn
FB
29
30
31
Nguyễn Anh Tuấn
Vũ Phương Nhi
Lưu Thị Yến
32
Tạ Khánh Linh
1804040069 1804040069@s.hanu.edu.vn
FB
33
Nguyễn Mai Anh
1804040008 1804040008@s.hanu.edu.vn
FB
34
Phạm Ngọc Bích
1704010012 1704010012@s.hanu.edu.vn
FB
35
Phạm Hoàng Lan
1804040059 1804040059@s.hanu.edu.vn
FB
36
Vũ Mai Hương
1804040054 1804040054@s.hanu.edu.vn
FB
37
Nguyễn Tú Anh
1804040013 1804040013@s.hanu.edu.vn
FB
38
Phạm Vũ Minh Phương
1704040095 1704040095@s.hanu.edu.vn
FB
39
Bùi Thị Thu Thảo
1704040110 1704040110@s.hanu.edu.vn
FB
40
Phạm Thị Hồng Hải
1804040043 1804040043@s.hanu.edu.vn
FB
41
Trần Thái Bảo
1804040022 1804040022@s.hanu.edu.vn
FB
42
Nguyễn Kim Lan Chi
1804040024 1804040024@s.hanu.edu.vn
FB
24
43
Hoàng Thị Hồng Duyên
1804040028 1804040028@s.hanu.edu.vn
FB
44
Nguyễn Thị Đức
1804040037 1804040037@s.hanu.edu.vn
FB
45
Nguyễn Huyền Trang
1804040112 1804040112@s.hanu.edu.vn
FB
46
Nguyễn Thị Linh
1804040066 1804040066@s.hanu.edu.vn
FB
47
Nguyễn Quang Minh
1804040075 1804040075@s.hanu.edu.vn
FB
48
Trần Bích Ngọc
1804040082 1804040082@s.hanu.edu.vn
FB
49
Tạ Thu Thủy
1804040107 1804040107@s.hanu.edu.vn
FB
50
Hồ Anh Tuấn
1804040099 1804040099@s.hanu.edu.vn
FB
1704010062 1704010062@s.hanu.edu.vn
AC
51
Nguyễn Thị Kim Thoa
52
Trần Thị Ngọc Ánh
1804010012 1804010012@s.hanu.edu.vn
AC
53
Hoàng Thị Thanh Hoa
1804010039 1804010039@s.hanu.edu.vn
AC
54
Cao Thu Huyền
1804010043 1804010043@s.hanu.edu.vn
AC
55
Nguyễn Minh Ngọc
1804010076 1804010076@s.hanu.edu.vn
AC
56
Hoàng Thị Hải Anh
1804010004 1804010004@s.hanu.edu.vn
AC
57
Nguyễn Linh Chi
1804010014 1804010014@s.hanu.edu.vn
AC
58
Lê Thị Kim Dung
1704010019 1704010019@s.hanu.edu.vn
AC
25
59
Lương Hiền Giang
1804010025 1804010025@s.hanu.edu.vn
AC
60
Vũ Yến Chi
1804010016 1804010016@s.hanu.edu.vn
AC
1704010031 1704010031@s.hanu.edu.vn
AC
1804010041 1804010041@s.hanu.edu.vn
AC
1804010042 1804010042@s.hanu.edu.vn
AC
61
62
63
Nguyễn Thu Hà
Nguyễn Thị Ánh Hồng
Vũ Quốc Huy
64
Trần Nhật Linh
1704010069 1704010069@s.hanu.edu.vn
AC
65
Doãn Thị Kim Mai
1804010066 1804010066@s.hanu.edu.vn
AC
66
Lê Thu Phương
1704010084 1704010084@s.hanu.edu.vn
AC
67
Nguyễn Mai Phương
1804010087 1804010087@s.hanu.edu.vn
AC
68
Nguyễn Thị Minh Trang
1704010113 1704010113@s.hanu.edu.vn
AC
69
Đặng Thị Xuân Quỳnh
1704010089 1704010089@s.hanu.edu.vn
AC
70
Dương Ngọc Ánh
1804010011 1804010011@s.hanu.edu.vn
AC
1804010004 1804010004@s.hanu.edu.vn
AC
71
Hoàng Thị Hải Anh
72
Nguyễn Thị Thu Trang
1804010106 1804010106@s.hanu.edu.vn
AC
73
Nguyễn Thị Kim Thoa
1704010098 1704010098@s.hanu.edu.vn
AC
74
Phạm Ngọc Thanh Mai
1704010071 1704010071@s.hanu.edu.vn
AC
26
75
Phạm Thị Lan Anh
1704010006 1704010006@s.hanu.edu.vn
AC
76
Nguyễn Phương Dung
1704010020 1704010020@s.hanu.edu.vn
AC
1704010079 1704010079@s.hanu.edu.vn
AC
77
Tạ Thị Nhàn
78
Phạm Ngọc Bích
1704010012 1704010012@s.hanu.edu.vn
AC
79
Nguyễn Thị Nhã
1704010078 1704010078@s.hanu.edu.vn
AC
80
Phạm Trần Đăng Khoa
1704010059 1704010059@s.hanu.edu.vn
AC
81
Mai Thu Hà
1704010028 1704010028@s.hanu.edu.vn
AC
82
Phùng Thị Thu Huyền
1704010052 1704010052@s.hanu.edu.vn
AC
83
Nguyễn Thị Hà My
1704010072 1704010072@s.hanu.edu.vn
AC
84
Phan Thị Huyền Trang
1704010115 1704010115@s.hanu.edu.vn
AC
85
Trần Thị Thúy
1704010107 1704010107@s.hanu.edu.vn
AC
86
Nguyễn Thúy Quỳnh
1704010091 1704010091@s.hanu.edu.vn
AC
87
Lê Minh Huyền
1704010049 1704010049@s.hanu.edu.vn
AC
88
Thân Thị Huyền Trang
1704010117 1704010117@s.hanu.edu.vn
AC
89
Nguyễn Thị Yến
1704010126 1704010126@s.hanu.edu.vn
AC
90
Nguyễn Hữu Hoàng
1704010046 1704010046@s.hanu.edu.vn
AC
27
91
Trần Thị Thu Trang
1704010118 1704010118@s.hanu.edu.vn
AC
92
Nguyễn Thị Hồng Nhung
1704010050 1704010050@s.hanu.edu.vn
AC
93
Lê Thị Cẩm Phương
1704010088 1704010088@s.hanu.edu.vn
AC
94
Bùi Thu Thủy
1704010103 1704010103@s.hanu.edu.vn
AC
95
Ngô Minh Nga
1704010074 1704010074@s.hanu.edu.vn
AC
96
Nguyễn Thị Thu Ngân
1704010075 1704010075@s.hanu.edu.vn
AC
97
Đặng Thu Hoài
1704010044 1704010044@s.hanu.edu.vn
AC
1704010042 1704010042@s.hanu.edu.vn
AC
98
Nguyễn Thu Hiền
99
Nguyễn Thị Hải Linh
1704010065 1704010065@s.hanu.edu.vn
AC
100
Quách Anh Thư
1704010108 1704010108@s.hanu.edu.vn
AC
28
APPENDIX E: R CODE AND OUTPUT
1. R steps for numerical descriptive methods
R CODE:
> getwd()
> setwd("C:/Users/Asus/Desktop/PAS data")
> hours <- read.csv("hours.csv",header = TRUE,sep = ",",stringsAsFactors = FALSE)
> fix(hours)
answer <- t.test(hours$AC, hours$FB, alternative = "greater")
> answer
Welch Two Sample t-test
data: hours$AC and hours$FB t = 0.016624, df = 7.9962, pvalue = 0.4936 alternative hypothesis: true difference in means
is greater than 0 95 percent confidence interval:
-22.1732
Inf
sample estimates: mean
of x mean of y
20.2
20.0
29