4001LBSBSC Data Analysis for Business

Introduction

Analyzing the system of education in any university or a collective group of universities in a country or state can be a challenging task. It requires lots of analytic work. One important aspect is to assess the level of satisfaction among students and to know their feedbacks and viewpoints. By doing this the system as a whole could be improved by eradicating existing flaws and making necessary improvisations. This report presents a detailed analysis of the students profile of a number of students enrolled into a particular program and their levels of satisfaction about the various attributes of the program.   

Analysis Of Student Profile 

A set of questionnaires were developed to analyze the profiles of the students enrolled in the program aimed to find their ages, previous educational qualifications, their preference about different modes and forms of assessment and such other attributes.

Age profile of the students

Figure 1: Bar diagram showing the number of students in different age categories

From fig-1 it may be observed that a maximum of the students were 19 years while a minimum were of 22 years.

Educational Qualifications

Figure 2: Bar diagram showing the number of students with different entry level qualifications

From fig-2 it was observed that most of the students had a clearance of A Level entry qualification while only 5 students had an entry qualification of EPQ and IELTS Test each.

Figure 3: Diagram showing the number students belonging to different countries

From fig-3 it was observed that most of the students belonged to England but not Merseyside whereas a least number of students belonged to Eastern European countries.

Relationship between frequencies in scores of English and Mathematics.

Figure 4: Scattered diagram representing the relationship between Scores in Maths and English

From the above scattered diagram in fig-4 it was observed that there is a significant linear relationship between the number of people with respective scores (grades) in the subject of English with respect to Mathematics. The computed correlation coefficient was 0.98. A correlation coefficient value close to 1 indicates strong association between two variables (Ganti, 2020).

Method of Study

Figure 5: Bar Diagram representing the mode of communications and number of students that preferred each type.

From fig-5 it was observed that E-mail as mode of communication was preferred by most of the student while Telephonic conversations were least preferred among the three modes of communication.  

Mode in which feedback was received

Figure 6: Diagram representing the mode in which feedback were received by number of students

From fig-6 it was revealed that most of the students received feedback online while a least number of students received paper copy feedback.

Attendance to Application Days

Figure 7: Pie Chart showing number of students that attended the applicant day

From the pie chart in fig-7 it was revealed that a maximum of the students had not attended the applicant day. Only 31% students were presented on the day while the remaining 69% were absent.

Figure 8: Representative pie chart for number of students that attended the Open Day

It was observed from fig-8 that a nearly about half of the total number of students were present on the Open day while the remaining were absent. The percentage ratio was 49:51.

Figure 9: Pie Chart showing the number of students who came through clearing

From fig-9 it was inferred that a maximum number of students accounting to about 735 of the total did not come through clearing. Only 23% of the students had came through the clearing process.

Mode of Teaching

Figure 10: Pie chart showing the number of students and their respective preferred mode of teaching

From fig-10 it was observed that about a maximum number of students preferred seminar as mode of teaching. A least number of students preferred Guest Lectures. Even less number of students preferred other modes of teaching than the considered four modes.

Other such analysis revealed that most of the students preferred coursework as type of assessment and individual work as form of assessment.

73% of the students responded that the feedbacks they received were helpful.

Likert Scale Analysis

In this section, a detailed analysis based on LIKERT scale analysis has been reported. LIKERT scale is widely accepted and used in survey-based studies (Batterton and Hale 2017). It is basically used to quantify the feedbacks based on levels of satisfaction or comments on preferences into a numeric sale. It provides a basis for categorical analysis of the feedbacks with the respective frequencies of people. In the present assignment bar-stack diagrams were used to visually analyze the feedbacks of the students. For the entire analysis the scores 1, 2, 3, 4 and 5 were indicated as strongly disagree, disagree, neutral, agree and strongly agree respectively.

Figure 11: Feedback about the overall effectiveness of the program.

From the above diagram in fig-11 it was observed that a maximum number of people found the seminars useful. Most of the people had a neutral point of view about the interest generated from lectures. The highest number of dissatisfactions was associated with the induction program. Overall, a maximum number of people had reported to have found the program effective. This fact can also be indicated by the computed average which was 3.75 which means that most of the people had a positive feedback about the effectiveness of the program.

Figure 12: Diagram representing levels of effectiveness about the modes of assessments

A maximum of the people had preferred coursework as an effective mode of assessment. The coursework assessment had highest number of maximum score of ‘4’. Maximum number of students had a neutral point of view about exams as a mode of assessment.

Figure 13: Diagram showing the point of view of students about their preferred mode of lectures

The above bar stack diagram reveals that a maximum number of students had a neutral point of view over attending lectures in classrooms while a high degree of preference of students was found in preference over attending lectures in canvas.

Figure 14: Diagram showing the preferences of students over two different types of notes

The above diagram shows that most of the students had a strong liking for digital copies of notes as compared to hard copies. The reason might be that hard copies are difficult to store and maintain while digital copies can be easily stored and accessed when required.

Figure 15: Diagram showing the levels of preference of students over three different time tables

The diagram in fig-15 revealed that students found 2 days × 8 hours, time table most effective and helpful while 4 days × (4 to 6) hours were least preferred by the students.

Figure 16: Diagram showing the levels of interest students found while learning each of the modules

Overall, the program had 7 modules. Most of the students did not find the module on personal and professional development interesting. Most of the students found the module on data analysis and business as most interesting.

A variance of 0.782 associated with feedbacks over the levels of interest over different modules indicated that the scores ascertained by students were significantly dispersed from the mean score.

Conclusion

The above analytic study reports the various demographic profile of students, their educational qualifications, country they belong to and their levels of satisfaction pertaining to the different attributes of a program they were enrolled in. It was found that most of the students had a prior first preference for LMU. A maximum of the students belonged to 18-22 age group, out of which most of the students were of 19 years. A maximum of the students belonged from England. Most of the students an A-level entry level qualification while very a smaller number of people had an entry level qualification of IELTS and EPQ. It was found that the number of people associated with different scores in English and Mathematics were strongly correlated.

On the basis of LIKERT scale analysis, it was found that the students strongly disliked the 4 days × (4 to 6) hours per day time table format. The associated average score was 1.8 only. Overall, the students found the program effective.

References

Batterton, K.A. and Hale, K.N., 2017. The Likert scale what it is and how to use it. Phalanx, 50(2), pp.32-39.

Ganti, A., 2020. Correlation coefficient. Corp. Financ. Account, 9, pp.145-152.

Online exams can be a pain in the head. But, you needn’t worry since our online exam help is here at your disposal. No matter how tough the questions are, we have the right team of experts to help you out. The team guides you through all the questions are you struggling to find an answer to. We will provide you with credible study and research material as well, depending on the question. Besides online exam help, we also provide unmatched quality essay writing services and custom writing assistance. You can also hire qualified ghostwriters from our team and get rid of all academic burdens easily.