factors influent gpa of foreign trade university students

8/19/2019 Factors Influent Gpa of Foreign Trade University Students

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FOREIGN TRADE UNIVERSITY

HO CHI MINH CITY CAMPUS

MID-TERM REPORT

Major: International B!ine!! Mana"e#ent

FACTORS INF$UENT GPA OF FOREIGN TRADE

UNIVERSITY STUDENTS

Gro%: GT

Cla!!: &'(C$C)

$e*trer: M!+ $e Hon" Van

Ho C,i Min, Cit. O*to/er )0('


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TEAM MEMBERS

Do Ha My 1201017202

Do Ngoc Thinh 1201017352

Van Bich Minh Anh 1201025006Luu Thanh Hong 1201025029

Tran Ngoc Quynh Huong 1201025035Hoang Đang My Linh 1201025039Nguyen Nhat Linh 1201025041Truong Thuy Trang 1201025097


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TAB$E OF CONTENTS

$IST OF ABBREVIATIONS+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ i

$IST OF TAB$ES AND FIGURES+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ii

PERFACE++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++(

C,a%ter One: THEORY AND RESEARCH METHODO$OGY++++++++++++++++++++++++)

1.1. Definitions...................................................................................................2

1.1.1. G!.......................................................................................................2

1.1.2. "o#e re$e%ant &efinitions......................................................................2

1.2. 'esearch #etho&o$ogy.................................................................................2

1.2.1. 'esearch #o&e$.....................................................................................2

1.2.2. 'esearch function esta($ish#ent...........................................................3

1.2.3. 'egression #etho&................................................................................4

1.2.4. )aria($es an& e*+ecte& re$ationshi+s.....................................................4

C,a%ter T1o: REGRESSION ANA$YSIS++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++2

2.1. ,%er%ie-......................................................................................................

2.2. 'egression resu$t........................................................................................10

2.3. The &irect i#+act of the &e+en&ent %aria($e on the in&e+en&ent %aria($es.11

2.4. /o#+aring the resu$ts -ith e*+ecte& re$ationshi+......................................12

C,a%ter T,ree: THE RECOMMENDATIONS FOR IMPROVEMENT OF

GPA+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++(3

3.1. or stu&ents................................................................................................13

3.2. or uni%ersity.............................................................................................14

CONC$USION++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++('

REFERENCE++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++a

APPENDI4++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++/


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1

$IST OF ABBREVIATIONS

ABBREVIATIONS FU$$ FORM

!TTND /$ass atten&ance

,' ore&o#G! Gra&e oint !%erage

H"/H, High schoo$ resu$t

NT' Internet using time

,) "e*ua$ re$ationshi+

," ,r&inary east "uare

,T!/ *tra curricu$u# acti%ities

"TD Self-study time

" "$ee+ing ti#e

", inancia$ su++ort

T!M Tea#-or8

,': art;ti#e


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2

$IST OF TAB$ES AND FIGURES

PAGE

Fi"re

igure 1.1. 'esearch #o&e$ 3igure 2.1. The 5th regression resu$t 11

TAB$E

Ta($e 3.1. =uantitati%e %aria($es 4

Ta($e 3.2. =ua$itati%e %aria($e 7


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1

PERFACE

,nce in the gran& o+ening s+eech of No(e$ 200> "toc8ho$#> /hair#an of

the oar& of the No(e$ oun&ation> Dr. Marcus "torch ha& sai&> ?The (asis of a$$

hu#an &e%e$o+#ent is 8no-$e&ge. The #ost i#+ortant contri(utions co#e fro#

uni%ersities@. This saying once again e#+hasiAes the i#+ortance of uni%ersity

8no-$e&ge to e%eryone (ecause a fir# an& s+ecia$iAe& uni%ersity 8no-$e&ge #ay

guarantee a (etter career an& socia$ status for stu&ents in the future> -hich sha$$ $ea&

to i#+ro%e in inco#es> $i%ing stan&ar&s an& +ro#ote econo#ic an& socia$

&e%e$o+#ent. To e%a$uate the +erfor#ance of stu&ents in uni%ersity> Gra&e oint

!%erage BG!C is a++$ie&. G! not on$y ref$ects the entire $earning +rocess of one

stu&ent (ut a$so the training an& e&ucation ua$ity of the uni%ersity.

Ho-e%er> not e%eryone -i$$ get high G! as it concerns #any other factors.

Notice this critica$ #atter> this thesis -ou$& $i8e to &iscuss further into the e$e#ents

that affect uni%ersity stu&ent +erfor#ance un&er the thesis na#e ?!/T,'"

NNT G! , ,'GN T'!D N)'"T "TDNT"@ (y using

,r&inary east "uare B,"C regressions. ,( thir& an& fourth year at oreign Tra&e ni%ersity. The G! of chosen

o(

this thesis -ou$& suggest so#e reso$utions to i#+ro%e the ua$ity as -e$$ as the

efficiency of uni%ersity outco#e.

The thesis consists three fo$$-e& cha+ters

; /ha+ter ,ne Theory an& research #etho&o$ogy

; /ha+ter T-o 'egression ana$ysis

; /ha+ter Three The reco##en&ations for i#+ro%e#ent of G!

n the +rocess of o(taining an& ana$yAing &atu#> -e ha%e so#e $i#itations

&ue to a s+ecific nu#(er of sa#+$es co$$ecte& in co#+arison -ith the nu#(er of

oreign Tra&e ni%ersity stu&ent an& $i#ite& s+ecia$iAe& 8no-$e&ge. e a++reciate

a$$ the co##ents an& fee&(ac8s fro# teacher.


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2

C,a%ter One: THEORY AND RESEARCH METHODO$OGY

(+(+ De5inition!

(+(+(+ GPA

G! can (e consi&ere& as the #ost +recise figure to +resent the stu&ying

resu$t (ecause it ref$ects the stu&ying status of the stu&ents through su( G! is a su##ary statistic that re+resents a stu&entEs

a%erage +erfor#ance in their stu&ies o%er a state& +erio& of ti#e. eing nu#erica$>

G!s are ca$cu$ate& to t-o &eci#a$s.

The for#u$a

GPA=∑i=1

n

(ai n i)

∑i=1

n

ni

here

G! is Gra&e oint !%erage

ai is the a%erage gra&e of the su(


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3

Fi"re (+(+ Re!ear*, #o7el

(Source: The authors)

(+)+)+ Re!ear*, 5n*tion e!ta/li!,#ent

ase& on the se$ecte& factors> the function for the re$ationshi+ (et-een

stu&ying resu$t an& the# -i$$ (e

G!FfB"TD> "> H"/H,> NT'> ",> ,':> !TTND>

,T!/> ,)> T!M> ,'> GNDC

!fter ana$yAing the re$ate& research an& the &ata> our grou+ &eci&e& to a++$y

sti#ate& Mu$ti+$e inear 'egression to fin& out the researching resu$t

Y i=α i+∑ j=1

n

β i X i. j+εi

here

Y i De+en&ent %aria($e

α i o+u$ations regression constant

β i o+u$ations regression coefficient for each %aria($e

X i . j n&e+en&ent %aria($e

εi Mo&e$ error

The genera$ regression #o&e$ for this re+ort -i$$ (e

"e$f;stu&y

B"TDC

*tra curricu$u# acti%ities

B,T!/C

"e*ua$ re$ationshi+

B,)C

ore&o# of the su(


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4

G!F o I J1"TD I J2" I J3H"/H, I J4NT' I J5", I

J6,': I J7!TTND I J,T!/ I J9,) I J10T!M I J11,' I

J12GND

(+)+3+ Re"re!!ion #et,o7

To ana$yAe the co$$ecte& &ata> our grou+ a++$ies ," to (ui$& u+ the #o&e$.

ith ,"> our grou+ -or8s on the statistica$ #eaning of the in&e+en&ent %aria($es

(y co#+aring the +;%a$ue -ith +re&eter#ine& . Hence> the $o-er the +;%a$ue is the

higher +ossi(i$ity the hy+othesis H0 an& the statistica$ resu$t -i$$ (e acce+te&.

To the confi&ence inter%a$ for this case is 95K. t #eans an in&e+en&ent

%aria($e has the statistica$ %a$ue if its +;%a$ue is $ess than F 0.05. y this -ay> the

%aria($es -ith highest +;%a$ue -i$$ (e re the

higher #ar8 can (e

got." Ti#e for Hour&ay I S"ending more


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5

s$ee+ing time slee"ing

results in a

comforta%le s"irit

#hich enhances

the focusing and

understanding

a%ility of the

students leading

to higher

studying result&

H"/H, The a%erage

#ar8 at the

gra&e of 12

Mar8 I The (etter the high

schoo$ resu$t is> the

higher the stu&ent

G! is.

NT' Ti#e for

internet -ith

entertain#ent

+ur+oses

Hour&ay ; "+en&ing #uch ti#e

using internet -ith

entertain#ent +ur+ose

can cause &istracting

in stu&ying an& #a8e

the stu&ying

+erfor#ance -orse

", inancia$

su++ort fro#

fa#i$y

Mi$$ion

&ong#onth

I The 'nancial

su""ort from

family reduces

the %urden on

students( and

enhances their

studying

"erformance&,': Ti#e for +art

ti#e


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6

for stu&ying they

ha%e. Hence> the

stu&ying +erfor#ance

(eco#es -orse.!TTND The rate that

stu&ents atten&

an& contri(ute

to the c$ass

K I )lass attendance

contri%utes the

su%*ect result of

the students&

Moreo$er( higher

class attendance

"ortion means

that the students

fre+uently *oin in

class( follo# the

lecturer

e!"lanation(

#hich im"ro$es

the studying

result&

,T!/ Time for

e!tracurric

ular

acti$ities

Hour-ee8 I *tracurricu$ar

acti%ities he$+ the

stu&ents refresh their

#in&> then su++ort the

stu&ying resu$t

,) Ti#e for

(oyfrien&gir$f

rien&

Hour-ee8 ; The #ore ti#e for

se*ua$ re$ationshi+ the

stu&ent s+en&s> the

$ess ti#e for stu&ying

an& other acti%ities

they ha%e. Therefore>

the stu&ying

+erfor#ance (eco#es


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7

-orse.

T!M Ti#e for

stu&ying in

grou+

Hour-ee8 I Grou+;stu&y #a8es

the $ecture easi$y to

un&erstan&> re&uces

(ore&o# in stu&ying

an& increase the

stu&ying +erfor#ance

,' The rate that

the stu&ent

fee$s (ore&

-ith the

su(


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C,a%ter T1o: REGRESSION ANA$YSIS

)+(+ O6er6ie1

n or&er to ha%e an o( the authors $aunche& a sur%ey of o%er 400 stu&ents

current$y stu&ying at oreign Tra&e ni%ersity. The &ata -as co$$ecte& in t-o -ee8s

an& (ase& on the cu#u$ati%e G! of the $atest se#ester in 2015.

Time for selfstudy (ST!"#) (!nit: hour$week)

t is sho-n that the #ore ti#e stu&ents s+en& on se$f;stu&ying> the higher

G! they get. n greater &etai$s> the #a -hich

accounts for 35.25K an& 35K res+ecti%e$y. ,n$y 10K of the sa#+$e s+en&s o%er 30

hours +er -ee8 for se$f;stu&ying. The cu#u$ati%e G! of the grou+ s+en&ing 0 L 10

hours +er -ee8 is rough$y 7.32. hereas> this figure increases to 7.65 an& 7.94 for

those stu&ying on their o-n for 10 L 20 hours an& 20 L 30 hours +er -ee8. The

highest G! B.27C (e$ongs to the grou+ ha%ing the $argest ti#e of se$f;st&u&ying>

-hich is o%er 30 hours +er -ee8.

Time for slee%ing (S&EEP) (!nit: hour$day)

!ccor&ing to the sur%ey> the stu&ents s$ee+ing #ore than 6 hours +er &ay

ten& to ha%e higher G!. The figures i$$ustrates that there are 377 o%er 400 su&ents

s+en& on a%erage o%er 6 hours&ay to s$ee+. 23 other stu&ents s$ee+ $ess than 6

hours&ay. ,n$y a $itt$e +ercentage of the# B1.5KC s+en&s #ore than 12 hours&ay

for s$ee+ing. 'egar&ing the G!> the stu&ents s$ee+ing #ore than 6 hours&ay ha%e

higher G! than those s$ee+ $ess than 6 hours B7.2 as co#+are& to 7.4

res+ecti%e$yC

The average mark at the 'th grade of (S*+)

The resu$t sho-s that the higher the gra&e in highschoo$ the stu&ents gor> the

higher G! in uni%ersity they ha%e. n +articu$ar> there is 1.5K of the sa#+$e ha&

an a%erage score of 9 ; 10> 62K of the# got L 9> 1K of the# got 6.5 L an&

1.5K of the# ha& 5 L 6.5. The G! of these grou+s of stu&ents fo$$o-s a &o-n-ar&

tren&> -hich are .26> 7.7> 6.72 an& 5.72 res+ecti%e$y.

Time for internet with entertainment %ur%oses (,-TE.) (!nit: hour$day)


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The aca&e#ic +erfor#ance of stu&ents using nternet for entertaining o%er 2

hours&ay is $o-er than those s+en& $ess than 2 hours&ay. 4K of the sa#+$e

s+en&s #ore than 2 hours&ay surfing on the nternet for entertaining +ur+oses. The

G! of the# is 7.56> 0.55+oint $o-er than those s+en&ing $ess than 2 hours&ay on

the nternet for the sa#e +ur+ose.

/inancial su%%ort from family (S!PP+) (!nit: million 0-"$month)

There see#s to (e no corre$ation (et-een the a#ount of a$$o-ance an& the

aca&e#ic +erfor#ance. n &etai$s> 4.5K of the sa#+$e is gi%en 2.5 L 5 #i$$ion

)ND#onth> 44.25K of the# are su++orte& 0 L 2.4 #i$$ion )ND#onth an& on$y

6.5K is gi%en #ore than 5 #i$$ion )ND#onth. The G! of these grou+s is 7.59>

7.69 an& 7.3.

Time for %art time 1ob (2+.3) (hour$week)

The sur%ey sho-s that the #ore ti#e stu&ents s+en& on +art ti#e the

$o-er G! they get. 96.5K of the sa#+$e s+en&s $ess than 21 hours-ee8 on +art

ti#e


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10

There see#s to (e no corre$ation (et-een the G! an& the ti#e stu&ents

s+en& for their (oyfrien&gir$frien&. !(out one;thir& of the stu&ents ha%e a

(oyfrien&gir$frien&. Their G! is 7.61> -hich is not significant$y &ifferent fro# the

other t-o;thir& -ho &o not ha%e a (oyfrien&gir$frien&. 41.43K of the stu&ents

ha%ing a (oyfrien&gir$frien& s+en& 1 L hours-ee8 for their re$ationshi+. 36.43K

of the# s+en& L 16 hours-ee8 an& 22.14K s+en& #ore than 16 hours-ee8 for

their (oyfrien&gir$frien&. The G! of those s+en&ing 1 L hours-ee8 is 7.55> this

figure is $o-er than that of the grou+ s+en&ing L 16 hours-ee8 B7.76C (ut higher

than that of the stu&ents s+en&ing #ore than 16 hours-ee8 B7.52C.

Time for studying in grou% (TE46) (!nit: hour$week)

The stu&ents s+en& #ore ti#e on grou+;stu&ying ten& to ha%e higher G!. 361 o%er

400 s+en& $ess than 7 hours-ee8 on grou+;stu&ying. 9.75K s+en&s #ore than 7

hours-ee8 an& is sho-n to ha%e 0.16 +oint higher than the G! of the for#er.

7oredom level with the sub1ect (7+.E) (!nit: 5)

The $e%e$ of (ore&o# is in a negati%e re$ation to the G!. The grou+ fee$ing

0 L 30K of the su( the #o&e$

has the coefficient of &eter#ination ' 2 F 0.5965> #eans that the in&e+en&ent

%aria($es "TD> NT'> ,':> !TTND> ,T!/> ,'> GND can e*+$ain

59.63K the change of &e+en&ent %aria($e G!. The other un8no-n %aria($es are

not inc$u&e& in the #o&e$.


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11

Fi"re )+(+ T,e 't, re"re!!ion re!lt

(Source: The authors)

Therefore> the fina$ regression euation is

G! F 4.02551 I 0.010340P"TD ; 0.04707PNT' ; 0.016020P,':

I0.007090P!TTND I 0.02311P,T!/ ; 0.010461P,' ; 0.12705PGND.

)+3+ T,e 7ire*t i#%a*t o5 t,e 7e%en7ent 6aria/le on t,e in7e%en7ent

6aria/le!

!ccor&ing to the resu$ts of the %ie-s soft-are> it can (e seen that -ith a

significance $e%e$ of 5K> the %aria($es se$f;stu&ying ti#e> the ti#e for using the

nternet for entertain#ent> the ti#e for +art;ti#e the $e%e$ of $ecture atten&ance>

the ti#e the $e%e$ of (ore&o# for the $ecture an&

the gen&er is the in&e+en&ent %aria($es -hich affect G! of stu&ents. n #ore


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12

&etai$> the $e%e$ of inf$uence of each in&e+en&ent %aria($e #entione& a(o%e -ith the

GD is

; hen a$$ the a(o%e in&e+en&ent %aria($es are eua$ 0> the G! of stu&ents is

4.02551 +oints.

; "e$f;stu&y hours ,ther factors (eing constant> -hen se$f;stu&y hour

increases 1 hour -ee8> the G! of stu&ents increase 0.01034 +oints.

; Ti#e for using the nternet for entertain#ent +ur+oses ,ther factors (eing

constant> -hen the a#ount of ti#e of using the nternet for entertain#ent

+ur+oses increases (y 1 hour &ay> the G! -i$$ &ro+ 0.04707 +oints.

; Ti#e for the +art;ti#e -hen the a#ount of

ti#e for +art;ti#e the G! -i$$ &ro+ 0.01602

+oints.

; e%e$ of atten&ance ,ther factors (eing constant> -hen $e%e$ of atten&ance

increases 1K> the G! of stu&ents increase 0.00709 +oints.

; The ti#e

-hen the ti#e the

G! of stu&ents increase 0.02311 +oints.

; The $e%e$ of (ore&o# for the $ecture ,ther factors (eing constant> -hen the

$e%e$ of (ore&o# for the $ecture increases (y 1K> the G! -i$$ &ro+

0.010461 +oints.

; Gen&er The &ifference of G! (et-een #a$e an& fe#a$e is 0.12705 +oints.

,ther factors (eing constant> the G! of the #a$e stu&ent is 0.12705 $o-er

than the fe#a$e stu&ent.

)+8+ Co#%arin" t,e re!lt! 1it, e9%e*te7 relation!,i%

n co#+arision -ith 12 %aria($es initia$$y suggeste& in regression #o&e$

inc$u&ing> the +ercentage of statistica$$y significant %aria($es is 5K B712

%aria($esC. These significant %aria($es are "e$f;stu&y hours> Ti#e for using the

nternet for entertain#ent +ur+oses> Ti#e for the +art;ti#e e%e$ of atten&ance>

The ti#e The $e%e$ of (ore&o# for the $ecture ang

Gen&er.

The resu$t a(out the corre$ation (et-een in&e+en&ent %aria($es an&

&e+en&ent %aria($es is the sa#e as the e*+ectation in cha+ter one.


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13

C,a%ter T,ree: THE RECOMMENDATIONS FOR IMPROVEMENT OF

GPA

3+(+ For !t7ent!

ase& on the resu$ts of regression #o&e$ #entione& in the +re%ious cha+ter>

it is c$ear that the a#ount of ti#e s+en&ing on se$f;stu&y> on internet for

entertain#ent +ur+oses> on &oing +art;ti#e on e*tracurricu$ar acti%ities> the

$e%e$ of c$ass +artici+ation> the (ore&o# rate -ith the $ecture an& gen&er a$$ affect

G!. Thus> there are so#e suggestions for stu&ents on i#+ro%ing G!.

4bout selfstudy hours> stu&ents nee& to #a8e sure that they are rea&y for

co$$ege e*a# (y start to re%ise as soon as +ossi($e. Than8s to ti#e s+ent on

re%ie-ing the su( stu&ents -i$$ (e (etter +re+are& than they

-ou$& (e if they -ait unti$ the $ast #inute to cra#.

2ith reference to the time using ,nternet for entertainment %ur%oses > stu&ents

shou$& stay a-ay fro# ace(oo8 an& other socia$ net-or8 &uring stu&y ti#e. ,nce

the #in& gets &istracte&> it can ta8e #inutes to hours (efore it refocuses on the

acti%ity it -as in%o$%e& in (ecause so#eti#es the stu&ent -ou$& stu&ents shou$& (a$ance (et-een the

a#ount of ti#e for stu&y an& for +art;ti#e schoo$ shou$& re#ain +riority.

,n the matter of attendance level > first$y> a$though stu&ents can &o-n$oa& the

$ecture notes or (orro- it fro# frien&s> an& $earn on their o-n> they shou$& go to

c$ass regu$ar$y to ha%e &etai$e& %er(a$ e*+$anations> -hich are 8ey to un&erstan& the#ateria$s. This is a$so the o++ortunity to as8 uestions an& $isten to the =Q! of

other stu&ents> s+ecia$ announce#ents an& e%en to ha%e e*tra cre&its fro# their

$ecturer. "econ&$y> schoo$ atten&ance of stu&ents is not on$y $i#ite& in +artici+ating

in c$ass> (ut a$so ta8ing +art in a stu&y grou+ -hich is one of the (est -ays to stay

on trac8 an& raise their G!. Grou+ stu&ying not on$y #a8es stu&ents accounta($e

(ut a$so forces the# to (eco#e #ore organiAe& a(out -hat they ha%e $earne&.

2ith res%ect to the time 1oining extracurricular activities and academic %erformance> the a&%ice is to ta8e +art in these 8in&s of acti%ities #ore often. y


19/22

14

this -ay> stu&ents ha%e a channe$ for reinforcing the $essons $earne& in the

c$assroo# an& o++ortunities to a++$y aca&e#ic 8no-$e&ge in a rea$;-or$& conte*t.

"ealing with the lecture boredom level > the so$ution is sitting in the front.

hen stu&ents sit to-ar&s the front> they are #ore $i8e$y to #aintain focus> (ui$&

se$f;confi&ence> an& &e%e$o+ re$ationshi+ -ith the +erson -ho -i$$ gi%e out their

gra&e. Moreo%er> they -i$$ fee$ #ore $i8e a +artici+ant than a +assi%e o(ser%er>

-hich -i$$ auto#atica$$y engage the# in the $ecture. "econ&$y> they shou$& try to

s+en& so#e ti#e -ith a stu&y frien& -ho is intereste& in the su(


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CONC$USION

!fter re%ie-ing a$$ the &atu# o(taine& fro# the regression #o&e$> it is state&

that there is +ositi%e corre$ation (et-een G! an& the a#ount of ti#e s+en& on

stu&ying> c$ass atten&ance rate an& e*tra curricu$u# acti%itiesS a#ong those the

strongest corre$ation -ith G! is e*tra curricu$u# acti%ities. !$so> the regression

#o&e$ a$so gi%e e%i&ences a(out the negati%e corre$ation (et-een G! an& internet

surfing ti#e> +art ti#e su( +ractice soft s8i$$s> (ut it is a$so a great chance for stu&ents to in%o$%e

in #any others stu&y acti%ities fro# &ifferent stu&y grou+s. Moreo%er> stu&ying

ti#e an& c$ass atten&ance rate is as -e$$ consi&ere& as #ain factors inf$uent G!>

stu&ents -ith greater stu&y ti#e> at ho#e an& in c$ass> is #ore $i8e$y to get higher

score for their -or8 an& un&erstan&ing in co#+arision -ith stu&ents -ho &o not.

The stu&y ti#e ref$ects the a#ount of effort in%este& in ana$ysing the $esson an&

#e#oriAing it for further a++$ications.

esi&es the +ositi%e factors #entione& a(o%e> there are other negati%e factors

stu&ents shou$& ta8e into consi&eration> such as ti#e s+ent on internet (ro-sing>

+art ti#e $o%e affairs. "ur+rising$y> gen&er sho-s stronger corre$ation to G!

than others> -hich #eans gir$s a++ear to ha%e (etter G! than (oys &ue to &i$igence

an& assi&uous -or8.

G! is not a +erfect re+resentation for the %a$ue of a stu&entS ho-e%er> it

shou$& (e of attention of oreign Tra&e ni%ersity stu&ents as G! is a go$&en 8ey

o+ens o++ortunities to nu#erous goo& higher socia$ status an& (etter

$i%ing stan&ar&s.

%en though this thesis is not an initia$ stu&y in this fie$&> -e ho+e that it

#ay (ring a ne- scientific an& o(


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1

REFERENCE

' Da%i& . Groe(ner> atric8 . "hannon> hi$$i+ /. ry 9 ;';9 7usiness

Statistics9 earson &ucation.

2. Marc "i$%er> 210200 > 4dvice on ow to Study in *ollege>

htt+---.usne-s.co#e&ucationartic$es200021a&%ice;on;ho-;to;

stu&y;in;co$$egeU+ageF2O> 10102015.


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2

APPENDI4

e!tionnaire a/ot t,e 5a*tor! a55e*tin" t,e a*a7e#i* %er5or#an*e o5 t,e

!t7ent! in Forei"n Tra7e Uni6er!it

Hi a$$>

,ur grou+ is &oing a re+ort a(out the factors affecting the aca&e#ic +erfor#ance of

the stu&ents in our uni%ersity. n or&er to &o so> -e rea$$y nee& your he$+ an&

o+inions. $ease fi$$ in this for# an& (e notice& that your +ersona$ infor#ation is

8e+t confi&entia$ for research +ur+ose on$y. Than8 you so #uch.

1. our gen&er

Ma$e

e#a$e2. our cu#u$ati%e G! at the uni%ersity Bon 10.0 sca$eC

3. our cu#u$ati%e G! of the 12th gra&e Bon 10.0 sca$eC

4. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for se$f;stu&yingU

5. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for s$ee+ingU

6. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for your (oyfrien&

gir$frien&U

7. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for e*tra;curricu$ar

acti%itiesU. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for surfing the nternet

for entertaining +ur+oseU

9. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for grou+;stu&yingU

10. ,n a%erage> ho- #any hours +er -ee8 &o you s+en& for +art;ti#e ho- #uch a$$o-ance +er #onth &o you get B)NDCU

12. our +ercentage of atten&ance in c$ass BKCU

13.The +ercentage of the su(

factors influent gpa of foreign trade university students

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