Factors Influencing Undergraduate Student’s

Focus On
Job Studies And Academic Studies

MD. SULTAN MAHABUB

REGISTRATION NO: 1629
ID NO: 1722057
SESSION: 2017-18
DEPARTMENT OF STATISTICS
ISLAMIC UNIVERSITY, KUSHTIA , BANGLADESH
 ABSTRACT

• Factors that influence undergraduate students' focus between job-related

studies and academic studies.
• The GLM model gives more significant variables than logit model. But
the logit model has a good accuracy than GLM.
• We have data of 152 individual. 23 independent variables are used in this
study to know which factors have more effect on choosing their study
preference.
• Focus on Academic study is 46% whereas 54% focuses on Job study.
 INTRODUCTION

• “The Daily Jugantor” published a

news entitled as “Subjective
learning and our predicament”

• Students are now opting for BCS

despite opportunities in medicine,
engineering and universities,
leaving out subject-based
careers.
 OBJECTIVES

The main objectives in this study are:

• To find out whether undergraduate students are more focused on between
job studies and academic studies.
• To find out the significant variables behind their decision.
• Help in policy making.
 LITERATURE REVIEW
• Self-efficacy, family interest, personal interest, and economic matters are the factors
that affect the selection of the carrier (Meddour et al., 2016).
• A family interest, self-learning, teachers’ influence, and subject choice also help
students to select their careers (Shumba & Naong, 2012).
• A based on academic accomplishments, financial consideration, remuneration,
influences on media, the opportunity for employment, gender, social acceptance of
job or profession, social recognition, and satisfaction of doing work (Kazi & Akhlaq,
2017).
• Oyshi, A. H., Shanjabin, S., & Kazi Snigdha Yasmin (2022) reveal that there is a very
weak relationship between entrepreneurial mindset and academic performance.
• According to Korhonen et al. (2016), students' academic performance significantly
affects both their educational and occupational aspirations.
• Also (Ali et al., 2013), (Trigwell et al., 2013), (Watson et al., 2010), Grobelna (2017)
 METHODOLOGY 1

• Logistic Regression
• The logistic regression model, also
known as the logit model, is a
statistical model that uses the logistic
function to model the probability of a
binary outcome.
• Logit models are commonly used for
binary classification problems, where
the outcome variable is binary (e.g., 0
or 1, true or false).
 METHODOLOGY 2

• The logistic function is of the form:

p(x) =
where μ is a location parameter and S is a scale parameter.

• This expression may be rewritten as:

p(x) =
 DATA COLLECTION AND VARIABLE SELECTION

Data collection
• This study utilized data collected by google form. The data consisted of 152 participants who were randomly
selected across the undergraduate students of universities of Bangladesh.

Variables
• The dependent variable of the study is “In which study are they focusing on?” and it is a binary variable which
answer are “Academic study” and “Job study”. 23 independent variables are used in this study to know which
factors have more effect on choosing their study preference.
 RESULT AND DISCUSSION 1

Age

60

53

50

42
40
Number

30 27

20 17 16

11
10
5

0
Age 21 Age 22 Age 23 Age 24 Age 25 Age 26 Age 27

Age
RESULT AND DISCUSSION 2

Gender Study Year

Female 2nd
24% 21%

4th
59% 3rd
20%
Male
76%

Male Female 2nd 3rd 4th

 RESULT AND DISCUSSION 3

Who Provides Study Expense Focusing on

combined
15% I earn
21%

Academic
Study
46%

Job Study
Family provides it 54%
64%

I earn Family provides it combined Job Study Academic Study

 RESULT AND DISCUSSION 4

Suitable Job
120

100
100

80

60

40 36

20 16

0
Government Job Self Employed Private company jobs
RESULT AND DISCUSSION 5
 RESULT AND DISCUSSION 6
There are 4 significant variables in this study:
I. The variable ‘Year’ has p value =0.00368 which is less than 0.01 and estimated value of the
coefficient is -4.45052 and thus the variable is significant. So, with the increasing of year, the focus
on job study will increase.
II. The most significant variable is ‘Having a chance of getting scholarship’. It has p value =0.00477
which is less than 0.05 and the estimated value of coefficient is -2.23491. So, who has a chance of
getting scholarship, has more focus on job study.
III. The variable ‘edu_quality’ (edu_quality3) has p value = 0.06364 which is less than 0.1 and
estimated value of the coefficient is -2.71180 and thus the variable is significant. So, who has
edu_quality, has more focus on job study.
IV. The variable ‘Society traditional jobs’ (society_view3) has p value = 0.0588 which is less than 0.01
and estimated value of the coefficient is 2.44280 and thus the variable is significant. So, the students
have more focus on job study with the positive acceptance of traditional jobs of the society.
 SUMMARY AND CONCLUSIONS

• The study concludes that there are few significant variables that have effect on one’s
choice to focus on his/her academic study or job study.
• The GLM model gives more significant variables than logit model.
• The logit model has a good accuracy than GLM.
• Focus on Academic study is 46%, while 54% students prefer to focus on Job study.
 REFERENCES 1
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 REFERENCES 2
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 REFERENCES 3
14. Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as
predictors of academic achievement. British Journal of Educational Psychology,83(3), 363-378.
15. Watson, M., McMahon, M., Foxcroft, C., & Els, C. (2010). Occupational aspirations of low socioeconomic
black South African children. Journal of Career Development,37(4), 717-734.
16. Zhao, H., & Seibert, S. E. (2006). The big five personality dimensions and entrepreneurial status: a meta-
analytical review. Journal of applied psychology,91(2), 259
17. M. Strano; B.M. Colosimo (2006). "Logistic regression analysis for experimental determination of forming limit
diagrams". International Journal of Machine Tools and Manufacture. 46 (6): 673–682. doi:
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18. Palei, S. K.; Das, S. K. (2009). "Logistic regression model for prediction of roof fall risks in bord and pillar
workings in coal mines: An approach". Safety Science. 47: 88–96. doi:10.1016/j.ssci.2008.01.002.
19. Tolles, Juliana; Meurer, William J (2016). "Logistic Regression Relating Patient Characteristics to
Outcomes". JAMA. 316 (5): 533–4. doi:10.1001/jama.2016.7653. ISSN 0098-7484. OCLC 6823603312. PMID
27483067
 REFERENCES 3
14. Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as
predictors of academic achievement. British Journal of Educational Psychology,83(3), 363-378.
15. Watson, M., McMahon, M., Foxcroft, C., & Els, C. (2010). Occupational aspirations of low socioeconomic black
South African children. Journal of Career Development,37(4), 717-734.
16. Zhao, H., & Seibert, S. E. (2006). The big five personality dimensions and entrepreneurial status: a meta-
analytical review. Journal of applied psychology,91(2), 259
17. M. Strano; B.M. Colosimo (2006). "Logistic regression analysis for experimental determination of forming limit
diagrams". International Journal of Machine Tools and Manufacture. 46 (6): 673–682. doi:
10.1016/j.ijmachtools.2005.07.005.
18. Palei, S. K.; Das, S. K. (2009). "Logistic regression model for prediction of roof fall risks in bord and pillar workings
in coal mines: An approach". Safety Science. 47: 88–96. doi:10.1016/j.ssci.2008.01.002.
19. Tolles, Juliana; Meurer, William J (2016). "Logistic Regression Relating Patient Characteristics to
Outcomes". JAMA. 316 (5): 533–4. doi:10.1001/jama.2016.7653. ISSN 0098-7484. OCLC 6823603312. PMID
27483067
THANK YOU