The impact of Indian scholarships on Afghan scholars in Gujarat

Running Head: THE IMPACT OF INDIAN SCHOLARSHIPS 0
2018
Author(s): Group “A”
Program: Bachelors of Business Administration
Academic Year: 2015-18
Institute: JG Institute of Business Administration
(Affiliated to Gujarat University)
Under the Supervision of: Asst. Prof. Hitesh Harwani
The Department of Business Administration
GUJARAT UNIVERSITY
THE IMPACT OF INDIAN SCHOLARSHIPS
ON AFGHAN SCHOLARS IN GUJARAT

ii
ACKNOWLEDGEMENT
e would like to express our sincere gratitude towards all those people who have
contributed their best in our research study, their sustenance is really appreciated.
Thanking our parents and friends for their unconditional love, support and motivation.
Initially, we would like to thank Asst. Prof. Hitesh Harwani of JGIBA for providing
us with guidance and fruitful thoughts and opinions during entire research work. We would
like to thank our I/c Director Dr. Sagar Dave for creating substantial opportunities to carry
out our research work and Dr. Manroop Dhingra; Asst. Prof. Pratik Darji for their support.
A special thanks to Dr. Mukund Patel, Chief Officer, Japan Information and Study
Center, AMA (Ahmedabad Management Association), for providing us his venerable views
and suggestions, perhaps, without his support and assistance, it would have been a laborious
task for us to keep on the right track.
We are also indebted to Prof. Ketan Vira from University of Mumbai, GNVS
Institute of Management; Mr. Rakesh Prajapati, Civil Engineer and Independent Financial
Planning Expert.
W

iv
DECLARATION
We, third year BBA students of JGIBA, Group “A”, do hereby, declare that the
research paper titled “THE IMPACT OF INDIAN SCHOLARSHIPS ON AFGHAN
SCHOLARS IN GUJARAT”, submitted to Gujarat University is based on genuine and
original work being carried out by us, for the award of the degree of Bachelors in Business
Administration. This research report authored by us is a genuine research work. It does not
infringe on the right of others and does not contain any libelous or unlawful statements.
The findings and suggestions are intended not to hurt the sentiments of any scholar
and/or blame the system, but rather, for the betterment of the academic life and career of the
students. Nevertheless, the report has not been submitted earlier to this university or any
other university or institution for the purpose of publication.
Group “A”
S. No Name Roll No. Seat No.
1. Ahmad Shah Saadat 702
2. Dost Mohammad Rokhan 723
3. Fariha Sultanzada 724
4. Kalimullah Sayedi 746
5. Khalil Ahmad Sahil 748
6. Saadkhan Pathan 792
7. Qudratullah Sherani 796
8. Rafiullah Sahak 797
9. Razia Majidi 806
10. Samiullah Irfan 809
11. Sheikh Muna Akkiswala 821
12. Tahsinullah 834

v
DEDICATION
To our parents and country for letting us be.
Thank you both, for the unwavering perpetual backing and support in every step of
our life; you are the ultimate reason behind our incessant success.

vi
ABSTRACT
The present study aims to investigate the impact of Indian scholarships on Afghan
scholars specifically in Gujarat; intended to explore and assess scholars’ overall academic
performance with cause-effect and to evaluate the reasons behind why scholars fail. The
study is administered on 150 scholars pursuing bachelors from five major cities in Gujarat,
using a judgmental sampling from three foremost streams. Analysis were carried out using
both descriptive i.e., bivariate analysis and inferential statistics applying non-parametric
tests using α=0.05 with 95% confidence level. The results revealed that the allocation of
time for study, level of English and interest in current field were the main determinants
affecting the overall academic performance of scholars. Nevertheless, satisfaction have had
dramatic impact on their academic abilities, too. Results further disclosed that the
correlation coefficient among the independent variables varied between rs=0.276 being the
lowest positive correlation to 0.658 and a negative correlation of rs=-0.633 to rs=-0.686
with the significance value of ρ<0.05 ranging from 0.0005 to 0.004. Prior to the findings we
hypothesized that scholars are not given to the stream they selected in their scholarship form,
but the actual scenario was different.
Key Words:
Afghanistan, India, Scholars, Scholarship, Interest in Study, Level of English, Academic
Achievements, ATKTs (backlogs), Satisfaction, Time Allocation for Study.

a
TABLE OF CONTENTS:
Acknowledgement.............................................................................................................ii
Certificate ........................................................................................................................ iii
Declaration .......................................................................................................................iv
Dedication .........................................................................................................................v
Abstract ............................................................................................................................vi
List of Tables:...................................................................................................................vi
List of Figures: .............................................................................................................. viii
Chapter One: Introduction.....................................................................................................1
1.2 Rationale of the Study:...........................................................................................3
1.3 Research Objectives: ..............................................................................................3
1.4 Research Context:...................................................................................................3
1.5 Scholarship Granting Policy of Afghanistan:.........................................................4
1.5.1 A Brief Introduction to Indian Council for Cultural Relations (ICCR):.............6
1.5.2 Student and Scholarships of ICCR: ....................................................................6
1.5.3 Policy Guidelines on Scholarship Administered by ICCR:................................7
Chapter Two: Literature Review.........................................................................................16
Chapter Three: Research Methodology ..............................................................................18
3.1 Research Approach: .............................................................................................18
3.2 Research Instruments: ..........................................................................................18
3.3 Study Design: .......................................................................................................18
3.4 Data Collection Techniques: ................................................................................19
3.5 Sampling Design: .................................................................................................19
3.5.1 Sampling Unit:..................................................................................................19
3.5.2 Sampling Frame:...............................................................................................19
3.5.3 Sampling Size:..................................................................................................20
3.5.4 Sampling Area: .................................................................................................20
3.5.5 Sampling Technique/Procedure:.......................................................................20
3.6 Data Analysis Technique: (Descriptive & Inferential):........................................20
3.7 Measurements Used: ............................................................................................21
3.7.1 Scaling: .............................................................................................................21
3.7.2 Rating Scale:.....................................................................................................21

b
3.8 Operationalization of Research Concepts: ...........................................................22
3.9 Descriptive Analysis: ...........................................................................................23
3.9.1 Chi Square Assumption:...................................................................................24
3.9.2 Spearman’s Correlation Assumptions: .............................................................25
Chapter Four: Data Presentation and Analysis ...................................................................26
4.1 Descriptive Statistics and Frequency Tables with Bar Charts: ............................26
4.1.1 Descriptive Statistics: .......................................................................................26
4.1.2 Frequncy Tables and Bar Charts:......................................................................27
4.2 Testing Hypothesis:..............................................................................................35
4.2.1 Hypothesis 1: ....................................................................................................35
Cronbach’s Alpha:...........................................................................................................36
Result and Discussion: ....................................................................................................39
4.2.2 Hypothesis 2: ....................................................................................................40
Bonferroni Correction: ....................................................................................................42
4.2.3 Hypothesis 3: ....................................................................................................45
Bonferroni Correction: ....................................................................................................47
4.2.4 Hypothesis 4: ....................................................................................................50
4.2.5 Hypothesis 5: ....................................................................................................54
4.2.6 Hypothesis 6: ....................................................................................................58
4.3 Cross Tabulation and Correlation: .......................................................................60
4.4 Bivariate Analysis: ...............................................................................................63
Chapter Five: Findings and Conclusion..............................................................................66
5.1 Findings and Conclusion:.....................................................................................66
5.1.1 Time Factor:......................................................................................................66
5.1.2 English Proficiency Factor (a major threat):.....................................................66
5.1.3 Interest in Current Field of Study: ....................................................................67
5.2 Scholars’ Major Problems Being Observed during Survey: ................................69
5.2.1 Accommodation Facilities:...............................................................................69
5.2.2 No Reciprocal Relation; No Appreciation........................................................69

c
5.2.3 No proper Guidance:.........................................................................................70
5.2.4 Low financial Support with too much Delays from ICCR:..............................70
5.2.5 Difficulties in Languages:.................................................................................70
5.2.6 Exam Structure of Indian Educational System:................................................71
5.3 Suggestions and Recommendations:....................................................................71
5.3.1 English Proficiency Test:..................................................................................71
5.3.2 Saying No to Recommendation:.......................................................................71
5.3.3 Training Scholars Regarding the Selection of Streams:...................................71
5.3.4 Pre-Guidance to Scholars on Indian Education System: ..................................72
5.3.5 Reciprocal Relations with Scholars from both the Governments:....................72
5.3.6 Pre-Assessment of Scholars’ Interest: ..............................................................73
5.4 Conclusion:...........................................................................................................73
5.5 Implication of the Study:......................................................................................74
5.6 Scope for Future Study:........................................................................................74
5.7 Recommendation for future study:.......................................................................75
BIBLIOGRAPHY:..............................................................................................................76
Glossary: .............................................................................................................................79
Appendix:............................................................................................................................80
Appendix A 1: Adjusted z, Chi square and P values for Hypothesis 2...............................80
Appendix A 2: Adjusted z, Chi square and P values for Hypothesis 2...............................80
Appendix A 3: Cross Tabulation of Scholars’ Interest in Major subjects and their Current
Field of Study......................................................................................................................81
Appendix A 4: Plan for Future * Current Field of Studying Cross tabulation ...................83
Appendix A 5: Cross tabulation of Backlogs and Scholars’ Plan for Future......................84
Appendix A 6: Cross Tabulation for Scholars’ Previous Stream of study with current field
of study and their interested stream ....................................................................................85
Appendix A 7: Sources of granting scholarships and scholars’ number of backlogs,
crosstabulation.....................................................................................................................86
Appendix B 1: Top Five Bright Afghan Scholars in Gujarat (AY 2015-19):.....................87
Appendix B 2: Questionnaire:.............................................................................................93

vi
LIST OF TABLES:
Table 1. 1: Living Allowance (Stipend) per month. ...........................................................14
Table 1. 2: House Rent Allowance .....................................................................................14
Table 1. 3: Contingent Grant (Per Annum).........................................................................14
Table 1. 4: Courses Offered to Scholars .............................................................................14
Table 3. 1: Operationalization of Research Concepts:........................................................22
Table 3. 2: Academic respective abilities of BA, BBA, BCA and BE ...............................23
Table 4. 1: Descriptive Statistics for the Variables.............................................................26
Table 4. 2: Descriptive Statistics for the Variables.............................................................27
Table 4. 3: Scholars’ Age Frequency..................................................................................27
Table 4. 4: Scholars’ Gender Frequency.............................................................................28
Table 4. 5: Scholars’ Current Field of Study ......................................................................28
Table 4. 6: Receipt of Scholarship Frequency ....................................................................28
Table 4. 7: Scholars’ Level of English Frequency.............................................................29
Table 4. 8: Reasons of Leaving Afghanistan ......................................................................29
Table 4. 9: Scholars’ Previous Stream of Study .................................................................30
Table 4. 10: Frequency of Scholars’ Plans .........................................................................30
Table 4. 11: Frequency Scholars’ Plan for Future ..............................................................30
Table 4. 12: Frequency of Scholars’ ...................................................................................31
Table 4. 13: Statistics for Academic Achievements ...........................................................31
Table 4. 14: Frequency of academic achievements ............................................................31
Table 4. 15: Statistics for Scholars’ Abilities of four fields................................................32
Table 4. 16: Frequency representing BBA’ Abilities..........................................................32
Table 4. 17: Frequency representing BA’ Abilities ............................................................33
Table 4. 18: Frequency representing BCA’ Abilities..........................................................33
Table 4. 19: Frequency representing BCA’ Abilities..........................................................33
Table 4. 20: Frequency representing All Scholars’.............................................................34
Table 4. 21 Scholars’ exam result frequency......................................................................35
Table 4. 22: Frequency of time allocation for study...........................................................35
Table 4. 23: Reliability Statistics; Table 4. 24: Item Statistics...........................................36
Table 4. 25: Normality Test ................................................................................................37
Table 4. 26: Spearman’s rho Correlations ..........................................................................38
Table 4. 27: Exam result and time allocation crosstab........................................................38
Table 4. 28: Tests of Normality ..........................................................................................40
Table 4. 29: Cross tabulation for interest in current field and exam result.........................41
Table 4. 30: Chi-Square Tests.............................................................................................43
Table 4. 31: Symmetric Measures.......................................................................................43
Table 4. 32: Crosstabulation of current field of study and filed of interest ........................46

vii
Table 4. 33: Chi-Square Tests.............................................................................................47
Table 4. 34: Symmetric Measures.......................................................................................47
Table 4. 35: Case Processing Summary..............................................................................50
Table 4. 36: Tests of Normalityb
.........................................................................................51
.........................................................................................54
Table 4. 40: Cross tabulation ..............................................................................................57
Table 4. 41: Tests of Normality ..........................................................................................58
Table 4. 42: Ranks...............................................................................................................59
Table 4. 43: Test Statisticsa
.................................................................................................59
Table 4. 44: Interested subjects:..........................................................................................60
Table 4. 45: Cross tabulation of current field of study and previous stream of study ........61
Table 4. 47: Correlations.....................................................................................................63

viii
LIST OF FIGURES:
Figure 4. 1: Bar Chart of Scholars’ Age .............................................................................27
Figure 4. 2: Bar Chart of Scholars’ Gender ........................................................................28
Figure 4. 3: Scholars’ Current Field of Study…….............................................................28
Figure 4. 4: Bar Chart for Receipt Scholarship……….......................................................28
Figure 4. 5: Bar Chart of Scholars’ Level of English…. .......................………………….29
Figure 4. 6: Bar Chart for Reasons of Leaving Afghanistan...............................................29
Figure 4. 7: Bar Chart of Scholars’ Previous Stream of Study...........................................30
Figure 4. 8: Bar Chart for Scholars’ Plans for Staying in India..........................................30
Figure 4. 9: Bar Chart of Scholars’ Plan for Future…........................................................30
Figure 4. 10: Bar Chart of Scholars’ Field of Interest.........................................................31
Figure 4. 11: Bar chart of academic achievements of scholars ..........................................31
Figure 4. 12: Bar Chart representing BBA’ Abilities……. ................................................32
Figure 4. 13: Bar Chart representing BA’ Abilities ……...................................................33
Figure 4. 14: Bar Chart representing BCA’ Abilities ……. ...............................................33
Figure 4. 15: Bar Chart representing BCA’ Abilities…… .................................................33
Figure 4. 16: Bar Chart representing All Scholars’ Abilities..............................................34
Figure 4. 17: Kolmogorov Smirnov Normality test summary............................................37
Figure 4. 18: Bar Chart of exam result and time allocation for study.................................39
Figure 4. 19: Kolmogorov Smirnov normality test.............................................................41
Figure 4. 20: Bar Chart for interest in current field and exam result..................................44
Figure 4. 21: Bar chart for current field of study and interest in fields...............................48
Figure 4. 23: Bar chart for academic abilities and level of English....................................53
Figure 4. 24: Histogram chart for normality test.................................................................54
Figure 4. 26: Bar chart of exam results and level of English..............................................57
Figure 4. 27: Current field of study and interest .................................................................61
Figure 4. 28: Bar chart for Scholars’ previous and current field of study ..........................63

THE IMPACT OF INDIAN SCHOLARSHIPS 1
CHAPTER ONE: INTRODUCTION
his chapter will shed a light on the main purpose and aim of conducting the
study and the rationale behind it. Furthermore, the current education
scenario with respect to scholarship granting policies will be explained in
detail.
Over three decades of conflict have had a detrimental effect on Afghanistan’s
educational system (Douches, 2014). At present, getting a higher education is a dream
for both men and women in Afghanistan; a dream which seems to be a hard nut to crack,
considering enormous challenges and negative factors. Continuous war in some places
has had a massive impact on the education level of Afghanistan. The HDI 1
of
Afghanistan is still 0.479 which comes under the low human development category in
Asia.
Looking to the current education system and political instability of Afghanistan,
students find it difficult to acquire better higher education and come up short chasing
their dreams. One of the major purposes and aims of all the students is, to pursue higher
education in a country, where they can fulfill their dreams. However, the mentioned
category of students does not get the chance to acquire it, despite having the appropriate
abilities and required skills. The observed current sprawled corruption and the
unhealthy discrimination among different cities and cultures have had a negative impact
on students’ future and career.
Political and economic instability in Afghanistan has pushed back so many
Afghans from pursuing education. According to UNICEF, 40 percent of Afghanistan’s
1 Human Development Index
T

children are not in school. Globally, of the estimated 109.2 million children (between
6 and 15 years old) living in conflict areas nearly 24 million are out of school (Putz,
2016).
Including other developed and developing countries, India has become the
number one destination for Afghan scholars, granting 1,000 scholarships each year in
various fields. However, low cost of living, scholarship opportunities, familiarity with
the country's culture and language, good relations between the governments and people,
ease of obtaining visa and alike factors seem to attract more Afghan scholars to pursue
their education in India.
Education, a word we hear and wish the most but have never took it seriously;
some of Afghan scholars who are studying outside Afghanistan, have achieved honoree
awards and become pride of and proud for Afghanistan; on the contrary, many of
Afghan scholars are ruining their career by indulging themselves in many anti-social,
unreligious and unethical issues abroad, especially, in India; as we have experienced
and observed the case.
No study has yet been conducted in a view to assess such impact-oriented
problem being sprawled, specifically in Gujarat. The study is aimed to assess the overall
academic respective abilities their level of satisfaction from the scholarship, scholars’
exam results, their number of backlogs, level of English etc. which ultimately shows
how the Indian scholarship has impacted the overall performance of the Scholars, in a
view to bring fruitful insights on the correlation of aforementioned variables and to
probe result-oriented suggestions for implementation.

1.2 RATIONALE OF THE STUDY:
The rationale behind this study is contributed to the fact that no study has been
done to explain the reasons of scholars’ failure in examination in Gujarat. This study is
the first qualitative and quantitative analysis attempt to identify the impact of Indian
scholarship on Afghan scholars’ academics as well as career.
1.3 RESEARCH OBJECTIVES:
➢ Main Objective(s):
It aims to analyze the factors affecting the scholars’ overall academic
performances, achievements, satisfaction and interest from their current field of study.
Nevertheless, the purpose of this study is to identify the reasons of why scholars feel
reluctant to return back to Afghanistan.
➢ Sub-Objectives:
• To identify the intention of Afghan scholars leaving for India for higher studies.
• To find out which specific abilities do scholars pose in their respective field in
addition, how good are they in those abilities.
• To find out the relationship between scholars’ interest and their current field of
study.
• To identify and analyze the reason(s) and factor(s) behind students’ failure in
examination.
1.4 RESEARCH CONTEXT:
India is one of the leading countries providing hundreds of scholarships each
year to Afghanistan government, however, in this context many has achieved
excellence in their fields and became a pride for the country. In contrast, students who
have been granted scholarships not on merit base but based on either endorsement from

parliament members or sprawled corruption; actually, haven’t been able to pass even
their examination and are frequently failing their tests. Nevertheless, students who don’t
have proper understanding of English neither Hindi language are given scholarship
which has led to massive impact as we are studying now. Prior to the selection of
stream, most of the scholars are confused which stream to study abroad and
subsequently, they change their minds and change their interest after getting into their
granted fields. The reason is obvious; but, yet, needs more clarification and proof with
statistical analysis and a perfect study, to identify what has happened to the scholars
from the scholarship.
1.5 SCHOLARSHIP GRANTING POLICY OF AFGHANISTAN:
Every year many scholarships are been given to Afghanistan from most of the
developing and advanced countries including India, Turkey, China, Malaysia, Japan,
Russia, USA and European countries in various fields. Indian government announced
1,000 scholarships for Afghan students each year until the end of 2020.2
ICCR annually offers about 3,365 scholarships under 24 scholarship schemes
to students from different parts of the world, especially from developing countries in
Asia, Africa, South and Central America. However, of these scholarships, 1000 are
exclusively for students from Afghanistan. The ICCR scholarship scheme
for Afghanistan was launched in 2005 during the government of Hamid Karzai,
following PM’s visit to Afghanistan in August 2005, 500 scholarships have been
awarded under SSSAN.3
Scholarships granted for afghan students are in the following categories:
2
Source: http://eoi.gov.in/kabul/?0359?000
3
Source: http://eoi.gov.in/kabul/?0359?000

i. Scholarship for the students of universities with high marks.
ii. Scholarships for NGOs and government corporations’ employees.
iii. Scholarship which are granted by the embassy or councils by way of taking
exam from students. In this category scholarships are distributed amongst
members of parliament and thereafter, the parliament members grant
scholarships either to their relatives or someone they know mostly form insecure
areas with the intention to pursue their higher study abroad.
iv. Scholarship for those students who have scored highest marks in Kankor4
.
From the above categories students are examined and selected for scholarships.
Nevertheless, students getting highest percentage at university and students who are
passing Kankor examination with highest marks are given first priority for scholarships.
4
Kankor; an entrance examination, where students who graduate from high school have to appear this
examination; those who pass and score well can get into government universities and those who fail can
either join private universities or attempt the same next year.

1.5.1 A BRIEF INTRODUCTION TO INDIAN COUNCIL FOR CULTURAL
RELATIONS (ICCR):
Founded by: Maulana Abul Kalam Azad (11 November 1888 – 22 February 1958)
Founded in: 1950
• The Objects of the Council
The Objects of the Council as defined in the Memorandum of Association are:
 To participate in the formulation and implementation of policies and programs
relating to India's external cultural relations;
 To foster and strengthen cultural relations and mutual understanding between India
and other countries;
 To promote cultural exchange with other countries and peoples;
 To establish and develop relations with national and inter-national Organization in
the field of culture;
 To take such measures as may be required to further these objectives
1.5.2 STUDENT AND SCHOLARSHIPS OF ICCR:
1.5.2.a GENERAL SCHOLARSHIPS SCHEME—GSS:
The General Scholarship Scheme (GSS) is one of the most important and
popular schemes of the ICCR for foreign students. Scholarships are awarded under this
scheme annually to international students belonging to certain Asian, African and Latin
American countries for the undergraduate, postgraduate degrees and for pursuing
research at Indian universities. However, scholarships for medical studies for MBBS,
BDS or for medical research leading to a Ph.D degree are not offered under the GSS
scheme.5
5
Source: http://www.iccr.gov.in/content/general-scholarships-scheme-gss

The General Scholarship Scheme (GSS) is one of the most important popular
schemes of the ICCR for foreign students. 499 scholarships are offered annually to
nationals of developing and non-developing countries in Asia, Africa and Latin
America. Scholarships for medical studies such as MBBS, BDS or for medical research
leading to Ph.D. degrees are not offered under GSS. (Please note: This scheme was
earlier known as General Cultural Scholarship Scheme GCSS).
Under this scheme we are offering UG, PG, B.Tech. M.Phil., Ph.D. & Post-Doctoral
Courses.
1.5.3 POLICY GUIDELINES ON SCHOLARSHIP ADMINISTERED BY ICCR:
(Guidelines for Missions6
)
1.5.3.a COLLECTION AND FILLING OF APPLICATIONS:
 Mission should either invite nominations directly through advertisement or through
notices put up in its diplomatic premises. ICCR will not entertain applications sent
to it directly by the candidates or by local Embassies/ High Commission in New
Delhi.
 In case of nominations by the local government/ dignitary, such cases may be duly
examined by the Education officer and forwarded with Ambassador’s approval.
 Applications should be complete in every detail, and Mission should carefully
scrutinize applications prior to forwarding them. Applications which are incomplete
in any way will not be considered.
 Certified copies of translations of documents which are not in English should be
attached with the original documents.
6
Source: http://webcache.googleusercontent.com/search?q=cache:pD-
8NyLH5x8J:iccr.gov.in/sites/default/files/GuidelinesScholarship.pdf+&cd=1&hl=en&ct=clnk
&gl=in

 The syllabus for the qualifying examination should be enclosed with the
application. Students applying for doctoral/post-doctoral courses or Architecture
should include a synopsis of the proposed area of research. Students wishing to
study performing arts should enclose Video/Audio cassettes of their recorded
performances wherever possible.
1.5.3.b COUNSELLING CANDIDATES ON SELECTION OF SUBJECTS,
COURSES AND UNIVERSITIES:
 Candidates may clearly mention the course and university to which he/she is
seeking admission while mentioning choices.
 Priority may be given to candidates applying for higher studies (Post Graduate,
M.Phil and PhD courses) and those who have never studied in India before.
Applications for Casual Research will not be entertained.
 ICCR is not responsible for admissions to MBBS/BDS courses, therefore no
candidate applying for ICCR scholarship may be recommended for MBBS/BDS
and courses.
 Please note for science courses the expenditure on laboratory chemicals and other
related incidental charges will have to be borne by the students themselves.
1.5.3.d CONFIRMATION OF ADMISSION:
 Candidates should be well apprised of the fact that, forwarding applications from
Mission to ICCR Head Quarters in Delhi and from ICCR Head Quarters to the
Universities (through its regional offices) does not ensure admission.
 Indian Universities/ Educational institutions are autonomous and independent
bodies and have their own eligibility criteria on the basis of which they confirm
admissions.
 Mission or ICCR has no role in ascertaining eligibility of the applicant.

 ICCR forwards each application received from the Missions to all the three
universities as indicated by the applicant so that admission is ensured at least in one
of them. Confirmation of admission received from the first responding University
is conveyed to the Mission.
 There are times when none of the three Universities opted by the candidate find the
candidate suitable for the course. OR there are times when the subjects studied in
school and courses opted by the candidate do not match. In both such cases the
Universities do not confirm the eligibility of the candidate. Due to the growing
demand/ requests from local Missions/candidate’s desire/ Mission’s expectations,
in such cases ICCR forwards applications to other Universities which do not figure
in candidate’s choice but offer same courses, only to ensure admissions for as many
applicants as possible.
 Admission awarded by University in respect of a particular student is not
transferable.
1.5.3.e ENGLISH LANGUAGE PROFICIENCY:
 Since medium of course is English language in all the Universities in India,
nominated candidates should have good knowledge of English to the extent that
they are able to fluently speak in English and comprehend lessons in English
without any difficulty.
1.5.3.f CHANGE OF SUBJECT, COLLEGE AND UNIVERSITY:
 ICCR, as a policy does not permit mid-term changes of Courses, College or
University (with the exceptions such as medical emergency and the like). Reasons
for such a policy are multifold, most important being (i) difficulty in transferring of
credits, (ii) unwillingness of Universities and Colleges to accept students in the

same year, resulting into loss of year, (iii) difficulty for foreign students to adjust
from one set of culture (of city / State) to another (iv) repatriation of students if they
fail to adjust, (v) all the above leading to additional financial implication on ICCR.
 Education officers of Missions are requested to adequately brief the candidates on
ICCR’s policy on mid-term changes of Subjects, Colleges or Universities in
advance and therefore to select the subjects, courses and opt for University carefully
at the time of filing applications.
 Candidates may be briefed that each mid-term change would be followed by
financial implication, which the candidates would have to bear themselves.
Candidates are required to give an undertaking for this in the prescribed format.
1.5.3.g MEDICAL FITNESS:
 Mission must ensure medical fitness of applicant. Applicant should produce
Medical fitness certificate from the recognized hospital. Care should be taken to
ensure that student is not suffering from T.B., Cancer, AIDS, and ailments affecting
vital organs or is in a family way.
 ICCR bears cost for medical treatment for minor ailments and as per CGHS norms
and in CGHS empaneled hospitals.
 If a student is hospitalized in India for a period of one month or longer, the student’s
living allowance will be reduced by 50%.
 If any of the ailments mentioned in point f (i) calling for long duration-treatment
and long absence from college, is discovered after seeking admission, student would
be repatriated for his/her treatment back home, as long absence from college results
into losses to both the student and the institute.

1.5.3.h ACCOMMODATION IN INDIA:
 Students admitted in various Colleges in India are mandatorily required to stay in
hostel throughout the duration of their course. Candidates are required to give an
undertaking to this effect.
 In case of hostel accommodation, ICCR will only pay hostel fees and not mess
charges or security deposits/ caution money.
 Private accommodation may be allowed only when hostel facility is not available
with a college recommended by the University but has good educational facilities.
OR
 In case of private accommodation, HRA would be released to the students only on
production of genuine residential address and rent agreement.
 Unilateral decision taken by a student to move out of hostel accommodation,
without seeking prior permission would result into ICCR not paying for
accommodation. In such a situation, the student would bear expenses for his/her
stay and accommodation.
1.5.3.i ISSUING OF VISAS AND TICKETS:
 Mission should issue appropriate visa only when the Council communicates
confirmation of admission. Students for structured under-graduate and
postgraduate courses should be issued Student Visas.
 As per rules of the Ministry of Home Affairs, Government of India, all students
seeking admission to M.Phil. And higher degree courses should be issued Research
Visas and not Student Visas.
 Please note, as per Ministry of Home Affairs/Government of India guidelines
stipulates that if a student arrives without a proper visa, even if his/her admission

has been confirmed, he/she will be deported to his/her country for the required
change in visas.
 One-way tickets should be purchased only for those students who have been
accepted under schemes which provide airfares.
 Missions may inform Scholarship section at ICCR HQ and concerned Regional
Office about the travel schedule of students well in advance so that ICCR can make
necessary arrangements for receiving the students.
1.5.3.j BRIEFING BEFORE SENDING THE SELECTED STUDENTS:
 Students may be adequately briefed by Mission on living conditions and culture and
social set-up in India.
 Students should be advised to carry at least Rs. 50,000/- with them to meet
incidental expenditure on arrival.
1.5.4 SCHOLARSHIPS ADMINISTERED BY ICCR:
1.5.4.a INSTRUCTIONS TO APPLICANTS:
Applicants must go through these guidelines / instructions carefully and fill the
applications accordingly.
 ICCR accepts applications only through Indian Missions overseas. Candidates are
advised to apply through the Indian missions in their respective countries. No
application may be sent directly to ICCR or through their country’s Embassies/High
Commissions in New Delhi.
 Applicants are required to give three choices for the Universities they wish to have
admissions in. However, in case the candidates are not accepted by any of the three
Universities of their choices, they may clearly mention whether OR not would they
wish to be considered for admission in the Universities/Institutions apart from the

three choices. ICCR would forward applications of only such candidates to other
Universities offering similar courses as desired by the candidate, who express
willingness in the application to be considered for admissions in other Universities,
in other cities of India. Applications of candidates NOT wanting to be considered
in other Universities than their three options would be returned.
 ICCR is not responsible for admissions in Medicine, Dentist or Nursing courses.
No application may be therefore sent for MBBS/MD, Dentistry or Nursing courses
 The students who are awarded scholarships should bring with them all original
documents relating to their qualification in original for verification by the respective
college/university at the time of admission.
 For driving in India, students must have a valid International Driving License to
drive in India. In case of accident, if student is driving a vehicle without
International Driving License his/her medical claim will not be entertained.
 Scholarship will be cancelled if the student fails repeatedly or is involved in exam
malpractices / anti-social / criminal activities or is found violating the terms and
conditions of ICCR scholarships.
 Upon arrival in India all students should register themselves with local FRRO
within 7 /14 days or within the stipulated time as directed by the Indian High
Commission/Embassy concerned while issuing visa. After registration, students are
required to obtain Resident Permit within 90 days.

1.5.4.b FINANCIAL TERMS & CONDITIONS AND OTHER NORMS:
Amount of payments made under scholarships are given below:
Table 1. 1: Living Allowance (Stipend) per month.
1. Undergraduate 5,500
2. Postgraduate 6,000
3. M.Phil. / Ph.D. 7,000
4. Post-doctoral Fellow 7,500
Table 1. 2: House Rent Allowance
In Grade 1 cities 5,000
In other cities 4,500
Table 1. 3: Contingent Grant (Per Annum)
1. Undergraduate 5,000
2. Postgraduate 7,000
3. M.Phil., Ph.D. & M.Tech./ ME 12,500
4. Post – Doctoral Studies 15,500
5. Thesis and Dissertation Expenses (Once in Entire Duration
of Course) Ph.D. Scholar
10,000
6. For Bachelor courses required submission of Project should
be duly certified by Head of Department.
7,000
Table 1. 4: Courses Offered to Scholars
Under Graduate Post Graduate
Bachelor of Arts Master of Arts
Bachelor of Science Master of Science
Bachelor of Commerce Master of Commerce

Ph.D. in non-controversial subjects such as Finance, Economics, Education,
Agriculture, Pol. Sc. etc.
The above information has been gathered from various official and unofficial
sites for the purpose to shed a light on the various aspects of the scholarship and make
the readers familiar with the actual scheme and procedures as we will have to then
comment on each of their proceedings being mentioned earlier in this section. Kindly,
refer to the bibliography section of this paper to get more details of the scholarship
scheme as for your convenience, we have cited all the data sources.

CHAPTER TWO: LITERATURE REVIEW
revious chapter of introduction has elaborated the research context and
stated the objectives of the study. Nevertheless, it described the authentic
scheme of ICCR scholarship. This chapter will shed a light on the theoretical
background, literature and previous studies being conducted on the
Year Title Author(s),
Editor(s)
Objective(s) of
the Study
Variables
of the
Study
Findings of the
Study
2012 International
Students’
Adjustment
Problems
and
Behaviors
Jerry G.
Gebhardd,
EdD
Intended to study
the adjustment
problems that
international
students have
while they study
in university in the
United States, as
well as the
adjustment
behavior they use
while faced with
these problems.
Academic
Problems
The findings
probed that the
main determinant
problems that
international
students faced
were difficulties
in (1) academics
including
academic reading
as a major one,
academic
language
problems, (2)
Difficulties in
social interaction
and (3)
Difficulties in
handling
emotions.
2018 Exploring
the
relationship
among
international
students’
English self-
efficacy,
using
English to
learn self-
efficacy, and
academic
self-efficacy
Chih-
hsuan Wang,
Jamie
Harrison,
Victoria
Cardullo, &
Xi Lin
To examine the
relationships
among three
aspects of self-
efficacy: English
self-efficacy, self-
efficacy in using
English to learn
and academic self-
efficacy for non-
English native
speaking
international
students.
English
Self-
Efficacy
for
Listening,
Speaking,
Reading
and
Writing,
English
Self-
Efficacy,
using
English to
Learn
Self-
Efficacy
and
Academic
The study probed
that non-native
English speaking
international
students’ use of
English to learn
self-efficacy acts
as a mediator
between a
students’ English
self-efficacy and
his or her
academic self-
efficacy. Non-
native English
language
speaking
international
students’ English
P

Self-
Efficacy.
self-efficacy
predicts their
self-efficacy in
using English
language to learn,
and then predicts
their academics
their academic
self-efficacy.

CHAPTER THREE: RESEARCH METHODOLOGY
revious chapter of introduction has elaborated the research context and
stated the aims and objectives of the study. Nevertheless, it described the
authentic scheme of ICCR scholarship This chapter will shed a light on the
methods, approaches and systematic steps taken to conduct this study and to explain
the statistical approaches for testing the research hypothesis.
3.1 RESEARCH APPROACH:
The research study is based on mixed methods. As John has stated that “mixed
methods research is an approach to inquiry that combines or associates both qualitative
and quantitative forms (Creswell, 2011). The qualitative research has been used as to
build a deep in-depth knowledge of the research problems, whereas quantitative
approach has been used in order to conduct the empirical study based on the findings
of qualitative research. Various factors have been identified and proved or disproved
with statistical analysis.
3.2 RESEARCH INSTRUMENTS:
We preferred to use collective questionnaire method, where, we have physically
approached to all the respondents, whom we considered them as best respondents for
our study.
3.3 STUDY DESIGN:
The study is an explanatory research, where, it describes an attempt to connect
different ideas and to understand the different reasons, causes and their effects.7
7
Source: http://www.t4tutorials.com (What Is Explanatory Research? Research Methodology)
P

We have attempted to describe the phenomena and cause effect of the same; and
eventually, came with fruitful relevant conclusions and suggestions based on our
findings.
3.4 DATA COLLECTION TECHNIQUES:
The research study is based on collection of both primary as stated by Sarangi
“primary data are collected for the first time and are generally accepted as original data”
(Sarangi, 2010) and secondary data also known as published data. The secondary data
has been gathered from various official government web pages and many online
articles. Whilst, primary data for testing the hypotheses and analysis has been gathered
through distributing of questionnaire (collective). Nonetheless, the group has sought
opinions from each of the members to decide who should participate in light of
inclusion criteria. The potential respondents have been individually contacted.
Nevertheless, we have focused more on primary data as for improved analysis.
Background, open-ended, multiple choice and dichotomous types of questions were
framed in the questionnaire.
3.5 SAMPLING DESIGN:
Sarangi stated that, “a sampling design is a definite plan for obtaining a sample
from a given population” (Sarangi, 2010, p. 75). It includes the techniques, procedure,
sampling unit and sample size of a study.
3.5.1 SAMPLING UNIT:
The study has been carried out on Afghan scholars studying in Gujarat’s
Universities.
3.5.2 SAMPLING FRAME:
We have attempted to include only bachelors’ degree pursuers, predominantly,
from three foremost streams viz., arts, science and commerce as a sampling frame also

called “source list” (Sarangi, 2010, p. 75), including scholars from Bachelors in
Business Administration (B.B.A), Bachelors in Arts (B.A), Bachelors in Engineering
(B.E) and Bachelors in Computer Application (B.C.A).
3.5.3 SAMPLING SIZE:
A sample size of 150 Scholars, 136 males (M=1) and 14 females (M=2) have
been kept under study from a population of around 530 Afghani scholars in Gujarat.
3.5.4 SAMPLING AREA:
Few major cities of Gujarat state have been taken into survey, where we
observed students galore, viz. Ahmedabad, Gandhinagar, Surat, Anand, Vasad,
Vadodara, Rajkot.
3.5.5 SAMPLING TECHNIQUE/PROCEDURE:
The selection of respondents was a tough break though, it has been done through
judgmental sampling as for the constraints of time and resources. We have approached
to only those scholars, which were appropriate for the study.
3.6 DATA ANALYSIS TECHNIQUE: (DESCRIPTIVE & INFERENTIAL):
To analyze the collected data, we have approached using SPSS8
for both
inferential statistics viz., testing hypothesis and coding the questionnaire numbers into
data sheets. The questionnaire has been coded into the data sheets by assigning each
answer a numeric value.
8
Statistical Package for Social Science

3.7 MEASUREMENTS USED:
3.7.1 SCALING:
As Kothari has stated that “Scaling describes the procedures of assigning
numbers to various degree of opinion, attitude and other concepts” (2004, p. 76). This
can be done in two ways:
1. Making a judgment about some characteristics of an individual and then placing
him directly on a scale that has been defined in terms of that characteristic and
2. Constructing questionnaire in such a way that the score of the individual’s
responses assigns him a place on scale. (Kothari, 2004).
3.7.2 RATING SCALE:
Singh has defined rating scale in his book “Fundamental of Research
Methodology and Statistics” as “rating is the item applied to the expression of opinion
or judgment regarding some situations, object, persons etc. (Singh, 2006, p. 202). These
opinions are usually expressed on a scale or by categories of values, either
quantitatively or qualitatively. We have assessed scholars’ abilities in their respective
fields using a rating scale of 5 points, 5 being the highest positive.
A Likert scale of 5 has been used, where 1 is used as the lowest value and is
assigned to the lowest or worst option, whereas 5 is the highest value being assigned to
the highest or best option e.g. Strongly Satisfied = 5, Somewhat satisfied = 4, Neutral
= 3, Somewhat Dissatisfied =2 and Strongly Dissatisfied= 1. After defining the
variables and options the responses have been entered into the data sheet of SPSS in
order to test hypothesis and to find out the correlation among variables.

3.8 OPERATIONALIZATION OF RESEARCH CONCEPTS:
Table 3. 1: Operationalization of Research Concepts:
No. Concepts Indicators Variables Decision Level
1. Academic
Achievements
Academic
Performance
Certificates
Ranks
Awards
Field Respective
Within top 50
Academic
2. Average Exam
Result
Classes Average Exam
Result
Pass (regardless of
ATKTs)
Second Class
First Class
Distinction
3. Interest in Subjects Academic
Subjects
- Thirteen major
Subjects
Academic Respective Abilities: Scholars from each field pose certain and
unique epidemic skills, which would be a laborious task for one to come up with a
judgmental analysis on choosing common skills for all the three streams. Hence, prior
to the selection of academic respective abilities/skills which a scholar poses in each
field of study viz. BBA, BCA, BA and B.E; we preferred seeking opinions from both
experts; who had experience in aforementioned fields and those who were toppers and
high achievers. In a nut shell, engineers, professors, business owners and highly
qualified students from above-mentioned fields were contacted to contribute their part
in the light of inclusion of certain skills in our research study, eventually, we ended up
selecting eleven epidemic skills for each field to judge scholars.

Table 3. 2: Academic respective abilities of BA, BBA, BCA and BE
3.9 DESCRIPTIVE ANALYSIS:
Dr. Chawla and Dr. Neena defines descriptive analysis as “descriptive analysis
refers to transformation of raw data into a form that will facilitate easy understanding
and interpretation (Chawla & Sondhi, 2011, p. 272).
We have approached using bivariate analysis, which examines the relationship between
two variables. There are three types of measures used for carrying out bivariate analysis,
these are:
a) Cross tabulation
b) Spearman’s rank correlation coefficient
c) Pearson’s linear correlation coefficient
BBA BA BCA BE
Skills Accounts Interpersonal and
Soft Skills
Fundamentals of
Computer
Physics
Interpersonal
and Soft Skills
Reading and
Writing Skills
Internet and HTML Mathematics &
Calculus
Business Plan Analytical Skills C Programing Languages Field
Respective
Knowledge
Financial
Aptitude
Research Skills Object Oriented
Programming using C++
Operation
Research &
Optimization
Techniques
Financial
Planning
Data Analysis
Skills
Java ERP
Awareness
about the
Global
Economy
Presentation
Skills
Analysis and Designing Communication
Skills
Number
Aptitude
Cultural and
Civic Skills
Visual Basic Aptitude Skills
Business
Statistics
Critical Thinking DBMS. Advance Technical
`Problem-
Solving Skills
Overall
Management
Awareness about
Political issues
Data Communication
and Networking
Creativity
Business
Mathematics
Awareness about
Global Economy
PHP Ability to
Memorize
Leadership
Qualities
Economics Mobile Apps
Development
Ability to Ask
Whys

However, for testing our hypothesis we have used, Chi Square & Cross
Tabulation, Spearman’s (rho) correlation Coefficient and Mann-Whitney U test.
3.9.1 CHI SQUARE ASSUMPTION:
Chi square is used for finding significant relations. (Gupta & Gupta, SPSS 17.0
for Researchers, 2011) It is used to determine if categorical data shows dependency or
the two classifications are independent. This test can also be used to make comparisons
between theoretical populations and actual data when categories are used. There are
two popular types of Chi square tests.
➢ Chi square test for goodness of fit – analysis of single categorical variable. The
Chi square is used to find the bias of respondents regarding various related
factors.
➢ Chi square test for independent or relatedness – analysis of relationship
between two categorical variables.
Note: We can also test homogeneity or the significance of population variance through
Chi square test.
The Chi square test in non-parametric test which assumes that the data analyzed:
1 Consist of nominal or ordinal category variables (i.e. each case can only be in one
category or another).
2 Consist of entire populations or be randomly sampled from the population.
3 No data point should be zero.
4 80% of the expected frequencies should be 5 or more. However, the observed
frequencies can be any value, including zero
Chi square result analysis: If significance value is less than 0.05, reject null hypothesis
at 95% level of significance.

Note: In case, you want to test for 99% level of confidence, as in most cases of medicine
or emergency or sensitive product, if significance value is less than 0.01, reject null
hypothesis.
3.9.2 SPEARMAN’S CORRELATION ASSUMPTIONS9
:
When you choose to analyze your data using Spearman’s correlation, part of the
process involves checking to make sure that the data you want to analyze can actually
be analyzed using a Spearman’s correlation. You need to do this because it is only
appropriate to use a Spearman’s correlation if your data "passes" two assumptions that
are required for Spearman’s correlation to give you a valid result. In practice, checking
for these two assumptions just adds a little bit more time to your analysis, requiring you
to click of few more buttons in SPSS Statistics when performing your analysis, as well
as think a little bit more about your data, but it is not a difficult task. These two
assumptions are:
Assumption 1: Your two variables should be measured on
an ordinal, interval or ratio scale.
Assumption 2: There is a monotonic relationship between the two
variables. A monotonic relationship exists when either the variables increase in value
together, or as one variable value increases, the other variable value decreases.
Furthermore, Cronbach’s alpha reliability analysis test has been applied to
check whether the scale used is reliable or not. A normality test of Kolmogorov
Smirnov has been applied for testing whether the sample is normally distributed or does
it violate the assumption of normality.
9
https://www.statistics.laerd.com/

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
revious chapter provided sufficient information regarding the basic tools
to be used in a research study. This chapter will cover the overview to the
theoretical aspects of framed hypothesis, presenting of data in the form of
tables and charts describing the frequencies, correlations, test of normality, test of
reliability and the framed hypothesis has been tested followed by decisions.
4.1 DESCRIPTIVE STATISTICS AND FREQUENCY TABLES WITH BAR
CHARTS:
4.1.1 DESCRIPTIVE STATISTICS:
Table 4. 1: Descriptive Statistics for the Variables
Statistics
Gender Age
Current Field
of Studying
How Did
You Receive
Scholarship?
In Which
Field Are
You
Interested In?
N Valid 150 150 150 150 150
Missing 0 0 0 0 0
Mean 1.09 1.76 1.93 2.86 2.37
Std. Error of
Mean
.024 .039 .088 .096 .051
Median 1.00 2.00 1.00 3.00 2.00
Std. Deviation .292 .473 1.072 1.182 .619
Minimum 1 1 1 1 1
Source: SPSS Descriptive Statistics for the Variables
P

Table 4. 2: Descriptive Statistics for the Variables
Overall,
How Good
Are You in
English?
Major
Reason for
Leaving
Afghanistan
Plan for
Future
Whether
You Were
Previously
Studying in
University in
Afghanistan?
Will You
Stay Here
in India,
After your
Graduation?
N Valid 150 150 150 150 150
Missing 0 0 0 0 0
Mean 2.43 1.84 3.34 3.01 1.98
Std. Error of
Mean
.085 .117 .151 .090 .127
Median 2.00 1.00 4.00 3.00 1.00
Std. Deviation 1.045 1.433 1.849 1.099 1.556
Minimum 1 1 1 1 1
Maximum 6 7 6 4 7
4.1.2 FREQUNCY TABLES AND BAR CHARTS:
1. Age:
Frequency Percent
Valid 16-20 39 26.0
21-25 108 72.0
26-30 3 2.0
Total 150 100.0
Table 4. 3: Scholars’ Age Frequency
Figure 4. 1: Bar Chart of Scholars’ Age

2. Gender
Table 4. 4: Scholars’ Gender Frequency
Figure 4. 2: Bar Chart of Scholars’ Gender
3. Scholars’ Current Field of Study
Frequency Percent
Valid BE 79 52.7
BCA 14 9.3
BBA 45 30.0
BA 12 8.0
Total 150 100.0
Table 4. 5: Scholars’ Current Field of Study Figure 4. 3: Scholars’ Current Field of Study
4. Sources from which Scholars were sent:
Frequen
cy
Percen
t
Valid University 37 24.7
NGO/ Any
Government
Corporation
5 3.3
Based on Kankor 50 33.3
Directly Exam
Taken by
Embassy/Counsel
58 38.7
Total 150 100.0
Table 4. 6: Receipt of Scholarship Frequency Figure 4. 4: Bar Chart for Receipt
Scholarship
Frequency Percent
Valid Male 136 90.7
Female 14 9.3
Total 150 100.0

5. Scholars’ Overall, Knowledge of English:
Frequency Percent
ValidBeginner 30 20.0
Elementary 54 36.0
Pre-Intermediate 42 28.0
Intermediate 21 14.0
Upper-Intermediate 2 1.3
Advance 1 .7
Total 150 100.0
Table 4. 7: Scholars’ Level of English Frequency Figure 4. 5: Bar Chart of Scholars’
Level of English
6. Major Reasons for which Scholars left Afghanistan:
Frequency Percent
Valid
Better Education 100 66.7
Political Instability 11 7.3
Family Pressure 19 12.7
Pressure from University 12 8.0
Job Opportunity 3 2.0
Enjoyment 1 .7
Not Certain 4 2.7
Total 150 100.0
Table 4. 8: Reasons of Leaving Afghanistan
Figure 4. 6: Bar Chart for Reasons of Leaving Afghanistan

7. Scholars’ Previous Stream of Study
Frequency Percent
ValidNo 26 17.3
Art 11 7.3
Commerce 48 32.0
Science 65 43.3
Total 150 100.0
Table 4. 9: Scholars’ Previous Stream of Study
Figure 4. 7: Bar Chart of Scholars’
Previous Stream of Study
8. Scholars’ Plans for Staying in India
Frequency Percent
ValidNo 86 57.3
Political Instability 30 20.0
Not Certain 15 10.0
Better Quality of Life 3 2.0
Job Opportunity 5 3.3
Self-Development 8 5.3
Better Education 3 2.0
Total 150 100.0
Table 4. 10: Frequency of Scholars’ Plans
Figure 4. 8: Bar Chart for Scholars’
Plans for Staying in India
9. Scholars' Plan for their Future:
Frequency Percent
ValidWhite Collar Job 39 26.0
Start My Own
Business
27 18.0
Software Developer 8 5.3
Academician 10 6.7
Not Certain 52 34.7
Further Studies 14 9.3
Total 150 100.0
Table 4. 11: Frequency Scholars’ Plan for Future Figure 4. 9: Bar Chart of Scholars’
Plan for Future

10. In Which Field Are You Interested In:
Frequency Percent
Valid Arts 11 7.3
Commerce 72 48.0
Science 67 44.7
Total 150 100.0
Table 4. 12: Frequency of Scholars’
Field of Interest
Figure 4. 10: Bar Chart of Scholars’
Field of Interest
11. Academic Achievements:
Scholars from four fields viz., BBA, BA, BCA and BE were asked to state
their academic respective achievements, including certificates, ranks (in top 50s) and
awards. We came across scholars who had multiple achievements viz., ranks, awards
and certificates; awards and ranks; awards and certificates, hence we termed them as
“Extraordinary Achievements”.
Table 4. 13: Statistics for Academic Achievements
of Scholars
N Valid 150
Missing 0
Mean 1.35
Median 1.00
Std. Deviation .883
Figure 4. 11: Bar chart of academic
achievements of scholars
Table 4. 14: Frequency of academic achievements
of scholars
Attributes FrequencyPercent
Valid
None 120 80.0
Only Certificate(s) 20 13.3
Only Rank(s) 2 1.3
Rank(s) and Certificate(s) 3 2.0
Extraordinary Achievements 5 3.3
Total 150 100.0

12. Scholars’ Academic Respective Abilities:
Table 4. 15: Statistics for Scholars’ Abilities of four fields
BBA Scholars'
Academic
Respective
Abilities
BCA Scholars'
Academic
Respective
Abilities
BA Scholars'
Academic
Respective
Abilities
BE Scholars'
Academic
Respective
Abilities
N
Valid 45 14 12 79
Missing 105 136 138 71
Mean 2.11 2.14 2.33 2.025
Median 2.00 2.00 2.00 2.000
Std. Deviation .859 .770 .778 .7157
Range 3 3 3 4.0
Source: SPSS output Frequency
12.1 BBA (Bachelors of Business Administration):
Table 4. 16: Frequency representing BBA’ Abilities Figure 4. 12: Bar Chart representing
BBA’ Abilities
Frequency Percent
Valid Very Poor 9 6.0
Poor 27 18.0
Average 4 2.7
Good 5 3.3
Excellent 0 0
Total 45 30.0
Missing System 105 70.0
Total 150 100.0
9
27
4 5 0
0
5
10
15
20
25
30
Frequency
Scholars' Ability Rating
BBA Scholars' Academic Respective Abilities
Bar Chart

12.2 BA (Bachelors of Arts):
Table 4. 17: Frequency representing BA’ Abilities Figure 4. 13: Bar Chart representing
BA’ Abilities s
12.3: BCA (Bachelors of Computer Application):
Frequency Percent
Poor 9 6.0
Average 2 1.3
Good 1 .7
Excellent 0 0
Total 14 9.3
Total 150 100.0
Table 4. 18: Frequency representing BCA’ Abilities Figure 4. 14: Bar Chart representing
BCA’ Abilities
12.4: B.E (Engineering Fields:
Table 4. 19: Frequency representing BCA’ Abilities Figure 4. 15: Bar Chart representing
BCA’ Abilities
Frequency Percent
Valid Very Poor 1 .7
Poor 7 4.7
Average 3 2.0
Good 1 .7
Excellent 0 0
Total 12 8.0
Total 150 100.0
Frequency Percent
Poor 62 41.3
Average 0 0
Good 5 3.3
Excellent 1 .7
Total 79 52.7
Total 150 100.0
1
7
3
1 0
0
1
2
3
4
5
6
7
8
Frequency
BA Scholars' Academic Respective Abilities
Bar Chart
2
9
2 1 0
0
2
4
6
8
10
Very
Poor
Poor Average Good Excellent
Frequency
BCA Scholars' Academic Respective Abilities
Bar Chart
11
62
0 5 1
0
10
20
30
40
50
60
70
Very
Poor
Poor Average Good Excellent
Frequency
BA Scholars' Academic Respective Abilities
Bar Chart

13. Average Scholars’ Academic Abilities:
We have assessed scholars’ academic abilities based on eleven specific skills
given in Table 2.2. by using Likert Scale and approached finding the median of all four
fields’ responds.
Frequency Percent
Poor 105 70.0
Average 9 6.0
Good 12 8.0
Excellent 1 .7
Total 150 100.0
Table 4. 20: Frequency representing All Scholars’
Abilities Figure 4. 16: Bar Chart representing
All Scholars’ Abilities
23
105
9 12
1
0
20
40
60
80
100
120
Frequency
Average Academic Respective Abilities of Scholars
Bar Chart

4.2 TESTING HYPOTHESIS:
4.2.1 HYPOTHESIS 1:
“Scholars’ time allocation for their studies influence their examination
results”.
Table 4. 21 Scholars’ exam result frequency
Frequency Percent Cumulative Percent
Valid Pass 77 51.3 51.3
Second Class 50 33.3 84.7
First Class 16 10.7 95.3
Distinction 7 4.7 100.0
Total 150 100.0
Table 4. 22: Frequency of time allocation for study
Valid None 16 10.7 10.7
One Hour 82 54.7 65.3
Two Hours 21 14.0 79.3
Three Hours 24 16.0 95.3
More than Three Hours 7 4.7 100.0
Total 150 100.0
The above two tables indicate the class based average exam results of scholars and the
per day time allocation of hours for study.
H1= Scholars’ time allocation for their study influences their examination results.
Let µ be the relationship between scholars’ time allocation for studying/reading and
examination result.
Null hypothesis: Scholars’ time allocation for studying/reading has no
influence on their examination results, i.e.

H0: µ = 0
Alternative hypothesis: Scholars’ time allocation for studying/reading has
influence on their examination results, i.e.
H1: µ ≠ 0
The alternative hypothesis is in the form of inequality; therefore, a two-tailed
test has to be applied.
Level of significance ɑ = 0.01, which is ɑ/2 = 0.005 for two-tailed test.
Before going for any statistical analysis on any variable, initially, a researcher
has to check whether the measurement scales, which have been used to indicate the
research variables are reliable or not, hence, we have used Cronbach’s Alpha reliability
analysis.
CRONBACH’S ALPHA:
Table 4. 23: Reliability Statistics Table 4. 24: Item Statistics
Cronbach's
Alpha
Cronbach's
Alpha Based
on
Standardized
Items N of Items
.840 .850 2
Cronbach’s alpha is a measure of internal consistency, that is, how closely
related a set of items are as a group, the above two tables show the reliability analysis
for our two research variables viz. level of English and exam results. The test shows a
very good result of 0.850 which is more than the average of 0.7 suggesting that the
measures used for the variables are reliable.
The differences between the Scholars’ time allocation for studying/reading and
examination results are not normally distributed and a relationship has to be found.
Mean
Std.
Deviation N
Average Exam
Result in the
Previous Semesters
1.69 .845 150
How much time
have you allotted for
study?
2.49 1.035 150

Table 4. 25: Normality Test
How much time have
you allotted for
study?
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Average Exam
Result in the
Previous Semesters
None . 16 . . 16 .
One Hour .404 82 .000 .643 82 .000
Two Hours .241 21 .003 .803 21 .001
Three Hours .299 24 .000 .812 24 .000
More than Three
Hours
.504 7 .000 .453 7 .000
a. Lilliefors Significance Correction
As from the above histogram and table representing the significance level of all
the variables being below 0.05 which is 0.000 (0.0005) suggesting the violation of
assumption of normality, means that the distribution is non-normal. However, it further
points out to use non-parametric tests for the analysis. However, there seems a variation
from other significance values in case of one variable (Two Hours) 0.003 which is yet
again below 0.005.
Figure 4. 17: Kolmogorov Smirnov Normality test summary

A Spearman’s correlation coefficient (rho) test has been used to find out the
relationship and correlation coefficient amongst hypothesized variables, as both the
variables were ordinal. The values of each of the variables are assigned ranks from
smallest to largest.
Table 4. 26: Spearman’s rho Correlations
Average
Exam Result
in the
Previous
Semesters
How much
time have
you allotted
for study?
Spearman's rho Average Exam Result in
the Previous Semesters
Correlation
Coefficient
1.000 .658**
Sig. (2-tailed) . .000
N 150 150
How much time have
you allotted for study?
Correlation
Coefficient
.658**
1.000
Sig. (2-tailed) .000 .
N 150 150
**. Correlation is significant at the 0.01 level (2-tailed).
Average Exam Result in the Previous Semesters * How much time have you allotted for study?
Cross tabulation
% within Average Exam Result in the Previous Semesters
How much time have you allotted for study?
TotalNone
One
Hour
Two
Hours
Three
Hours
More than
Three Hours
Average Exam
Result in the
Previous Semesters
Pass 20.8% 67.5% 10.4% 1.3% 100.0%
Second
Class
58.0% 18.0% 24.0% 100.0%
First Class 6.3% 25.0% 62.5% 6.3% 100.0%
Distinction 14.3% 85.7% 100.0%
Total 10.7% 54.7% 14.0% 16.0% 4.7% 100.0%
Table 4. 27: Exam result and time allocation crosstab
From the above statistics, charts and tables, we can state that, scholars who have
contributed most of their time to study were more likely to get first class and distinction,
in contrast those who haven’t allotted any time either, were more likely to drug into the

mud of failure. 20.80% of those who had not contributed their time for study were
having only pass results followed by 1 to more than 15 backlogs.
RESULT AND DISCUSSION:
The relationship between the time allotted for study and exam results was
investigated using the Spearman’s rho correlation coefficient (ρ). The ρ value in the
table is ρ=0.000 (which is 0.0005) is quite less than the level of significance i.e. α=0.05
on each side of the distribution. As such there is statistically significance that exists
between the variables. Moreover, there exist a strong positive relationship i.e. rs=0.658
between the time allocation and exam results as shown in the above table. However,
there seems to be more strong correlation in Pearson’s R ρ=0.739 but we are not taking
into consideration that value. Therefore, it leads us to conclude that above statistics
provide sufficient evidence to support the relationship between the exam results and
time allocation for study. Hence, the null hypothesis is rejected and we are able to
accept the alternative hypothesis, that there is influence of time allocation for
studying/reading on students’ exam results.
Figure 4. 18: Bar Chart of exam result and time allocation for study

4.2.2 HYPOTHESIS 2:
There is significant difference between scholars’ exam result and the interest in
their current field of study.
Let µ be the relationship between scholars’ interest and examination result.
Null hypothesis: Exam result is independent of interest in current field
(exam result and interest are not related), i.e.
H0: µ = 0
Alternative hypothesis: Examination result is not independent of interest in
current field (exam result and interest are related), i.e.
H1: µ ≠ 0
Table 4. 28: Tests of Normality
Whether you are
interested in your
current field of
study?
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Average Exam
Result in the
Previous Semesters
No .388 67 .000 .655 67 .000
Yes .243 83 .000 .818 83 .000
As the significance level of all the variables is below 0.05 which is 0.000 but
more than 0 suggesting the violation of assumption of normality, means that the
distribution is non- normal. However, it further points out to use non-parametric tests
for the analysis.
The difference between the interest and examination results are not normally
distributed and a relationship has to be found.

Figure 4. 19: Kolmogorov Smirnov normality test
As the data set of variables kept under study were both ordinal and nominal,
hence, we preferred using cross tab Chi square test with post hoc analysis.
Cross tabulation, Chi square with Post Hoc Test:
Table 4. 29: Cross tabulation for interest in current field and exam result
Average Exam Result in the Previous
Semesters
TotalPass
Second
Class
First
Class Distinction
Whether you are
interested in your
current field of
study?
No Count 43.00 21.00 2.00 1.00 67.00
Expected Count 34.39 22.33 7.15 3.13 67.00
% within Whether
you are interested in
your current field of
study?
64.18 31.34 2.99 1.49 100.00
Adjusted Residual 2.8281 -.4645 -2.7383 -1.6559
Yes Count 34.00 29.00 14.00 6.00 83.00
Expected Count 42.61 27.67 8.85 3.87 83.00
% within Whether
you are interested in
your current field of
study?
40.96 34.94 16.87 7.23 100.00
Adjusted Residual -2.8281 .4645 2.7383 1.6559
Total Count 77 50 16 7 150
Expected Count 77.0 50.0 16.0 7.0 150.0
% within Whether
you are interested
in your current field
of study?
51.3% 33.3% 10.7% 4.7% 100.0%
Source: SPSS output cross tab analysis

The above table shows the row percentage and the adjusted residual values
between each variable. Under the null hypothesis that the 2 variables are independent,
the adjusted residuals will have a standard normal distribution, i.e. have a mean of 0
and standard deviation of 1. So, an adjusted residual that is more than 1.96 (2.0 is used
by convention) indicates that the number of cases in that cell is significantly larger than
would be expected if the null hypothesis were true, with a significance level of 0.05.
An adjusted residual that is less than -2.0 indicates that the number of cases in
that cell is significantly smaller than would be expected if the null hypothesis were true.
Agresti has noted that as the degrees of freedom for the chi-square increases
(with increasing numbers of rows and/or columns in the cross-tabulation), it will be
increasingly likely that at least one of the cells will have a large adjusted standardized
residual by chance alone (Agresti, 2002).
Refraining from interpreting these residuals when the chi-square test of
independence is not significant would be one way of controlling overall Type I error in
interpreting the residuals, although Agresti seems to advocate not being overly
restricted by the chi-square result in examining the table. The reader is directed to
Agresti for a consideration of the issues involved in such interpretations.
(To see the adjusted Z values, chi square values and ρ values for each categorical
variable, refer to Appendix A 1)
BONFERRONI CORRECTION:10
The Bonferroni corrected value for the above statistics is 0.00625 from which
we have to compare this value against each cell’s ρ value as given in the above table.
10 The Bonferroni correction is an adjustment made to P values when several dependent or
independent statistical tests are being performed simultaneously on a single data set.

Table 4. 30: Chi-Square Tests
Value Df
Asymptotic
Significance (2-sided)
Pearson Chi-Square 13.349a
3 .004
Likelihood Ratio 14.716 3 .002
Linear-by-Linear Association 12.262 1 .000
N of Valid Cases 150
a. 2 cells (25.0%) have expected count less than 5. The minimum expected count is 3.13.
The table above shows that Chi square value (when reading this table, we are
interested in the results of the Pearson Chi-Square row) of 13.349 (df=311, N=150),
ρ<0.05 which is 0.004 is significant at 3 degree of freedom, showing that there is
significant difference in the observed and expected frequencies. (See Chapter two for
chi square assumptions)
Table 4. 31: Symmetric Measures
Value
Asymptotic
Standard
Errora
Approximate
Tb
Approximate
Significance
Nominal by
Nominal
Phi .298 .004
Cramer's V .298 .004
Interval by Interval Pearson's R .287 .069 3.643 .000c
Ordinal by Ordinal Spearman
Correlation
.276 .075 3.497 .001c
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.
The above table shows the Symmetric Measures for, nominal by nominal,
ordinal by ordinal and Interval by Interval values.
The relationship between the exam results and interest was investigated using
chi square and cross tabulation analysis. Table 3.24 shows the chi square result at 0.05
11
df= (R-1)*(C-1) = (2-1)*(4-1) = 3

level of significant, α=0.004 suggesting that the test is significant and the variables are
not independent. It may, however, be noted that there exists a positive correlation taking
into consideration the ordinal by ordinal case, Spearman’s rho correlation value being
rs =0.276 which shows a positive correlation amongst the variables with significant
value ρ<0.05 which is quite good at 0.001. As such it provides sufficient evidence to
support that the null hypothesis has to be rejected and accept the alternative hypothesis
that exam results are dependent on interest in current field of study. The chi-square
suggests that both interest and exam results are dependent and related.
Figure 4. 20: Bar Chart for interest in current field and exam result

4.2.3 HYPOTHESIS 3:
Scholars’ interest in streams and their current field of study are not independent
(are related).
Let µ be the relationship between scholars’ interested stream and scholars’ current field
of study.
Null hypothesis: Scholars’ interest in streams and their current field of
study are independent (not related)., i.e.
H0: µ = 0
Alternative hypothesis: Scholars’ interest in streams and their current field of
study are not independent (are related)., i.e.
H1: µ ≠ 0
The alternative hypothesis is in the form of inequality; therefore, a two-tailed test has
to be applied.
The differences between the Scholars’ interested stream and their current field of study
are not normally distributed and a relationship has to be found.

Table 4. 32: Crosstabulation of current field of study and filed of interest
In Which Field Are You
Interested In?
TotalArts Commerce Science
Current Field of Study BE Count 1 35 43 79
Expected Count 5.8 37.9 35.3 79.0
% within Current Field
of Studying
1.3% 44.3% 54.4% 100.0%
Adjusted Residual -3.0 -1.0 2.5
BCA Count 0 6 8 14
Expected Count 1.0 6.7 6.3 14.0
of Studying
0.0% 42.9% 57.1% 100.0%
Adjusted Residual -1.1 -.4 1.0
BBA Count 4 28 13 45
Expected Count 3.3 21.6 20.1 45.0
of Studying
8.9% 62.2% 28.9% 100.0%
Adjusted Residual .5 2.3 -2.5
BA Count 6 3 3 12
Expected Count .9 5.8 5.4 12.0
of Studying
50.0% 25.0% 25.0% 100.0%
Adjusted Residual 5.9 -1.7 -1.4
Total Count 11 72 67 150
Expected Count 11.0 72.0 67.0 150.0
of Studying
7.3% 48.0% 44.7% 100.0%
The above table shows the row percentage the actual counts, the expected counts
and the adjusted residual values between each variable. Under the null hypothesis that
the 2 variables are independent, the adjusted residuals will have a standard normal
distribution, i.e. have a mean of 0 and standard deviation of 1. So, an adjusted residual
that is more than 1.96 (2.0 is used by convention) indicates that the number of cases in
that cell is significantly larger than would be expected if the null hypothesis were true,

with a significance level of .05. An adjusted residual that is less than -2.0 indicates that
the number of cases in that cell is significantly smaller than would be expected if the
null hypothesis were true. (To see the adjusted Z scores, chi squared values and ρ values
for each categorical variable refer to Appendix A 2).
BONFERRONI CORRECTION:
The Bonferroni corrected value for the above statistics is 0.0042 from which we
have to compare this value against each cell’s ρ value as given in the above table.
Table 4. 33: Chi-Square Tests
Value Df
Asymptotic
Significance (2-sided)
Pearson Chi-Square 44.172a
6 .000
Likelihood Ratio 30.841 6 .000
Linear-by-Linear Association 18.945 1 .000
a. 3 cells (25.0%) have expected count less than 5. The minimum expected count is .88.
The table above shows that Chi square value of 44.172 (df=6, N=150), ρ<0.05
which is 0.0005 is significant at 6 degree of freedom, showing that there is significant
difference in the observed and expected frequencies.
Table 4. 34: Symmetric Measures
Value
Asymptotic
Standard
Errora
Approximate
Tb
Approximate
Significance
Interval by
Interval
Pearson's R -.357 .080 -4.643 .000c
Ordinal by
Ordinal
Spearman Correlation -.313 .080 -4.002 .000c
a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.
The above table shows the Symmetric Measures for, ordinal by ordinal and
Interval by Interval values.

The relationship between the interested stream and current field of study was
investigated using chi square and cross tabulation analysis. Table 3.27 presents the chi
square value and the test results at 0.05 level of significance. The test probed at
α=0.0005 suggesting that the test is significant. As such it provides sufficient evidence
to support our alternative hypothesis that interest in current field of study and scholars’
current field of study are related, hence, we reject the null hypothesis. It may, however,
be noted that there exists a negative correlation taking into consideration the ordinal by
ordinal case, Spearman’s rho correlation value being rs =-0.313 which shows a negative
correlation amongst the variables with significant value ρ<0.05 which is quite good at
0.0005. Suggesting the variables are not positively correlated, though, dependent.
Figure 4. 21: Bar chart for current field of study and interest in fields
As from the above crosstab table and bar chart it plainly clarifies that there is a
negative correlation amongst the variables being studied, as (44.3%) of B.E students
being from a science background shows interest in commerce, which is quite a large
proportion of scholars. Nevertheless, in case of BCA (57.1%) showed interest in

science stream which is again more than half proportion. Whilst, (28.9%) of BBA
scholars had interest in science stream and (25%) of BA scholars showed interest in
science and (25%) in commerce.

4.2.4 HYPOTHESIS 4:
There is significant difference between scholars’ level of English and their academic
respective abilities.
Let µ be the relationship between scholars’ level of English and scholars’ ability.
Null hypothesis: There is no significant difference between scholars’ level
of English and their academic respective abilities, i.e.
H0: µ = 0
Alternative hypothesis: There is significant difference between scholars’ level of
English and their academic respective abilities, i.e.
H1: µ ≠ 0
The alternative hypothesis is in the form of inequality; therefore, a two-tailed test has
to be applied.
Level of significance ɑ = 0.01, which is ɑ/2 = 0.005 for two tailed-test.
The differences between the Scholars’ level of English and academic abilities
are not normally distributed and a relationship has to be found.
Table 4. 35: Case Processing Summary
Overall, How Good
Are You in English?
Cases
Valid Missing Total
N Percent N Percent N Percent
Average Scholars'
Ability
Beginner 30 100.0% 0 0.0% 30 100.0%
Elementary 54 100.0% 0 0.0% 54 100.0%
Pre-Intermediate 42 100.0% 0 0.0% 42 100.0%
Intermediate 21 100.0% 0 0.0% 21 100.0%
Upper-Intermediate 2 100.0% 0 0.0% 2 100.0%
Advance 1 100.0% 0 0.0% 1 100.0%

Overall, How Good
Are You in English?
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Average Scholars'
Ability
Beginner .441 30 .000 .619 30 .000
Elementary .344 54 .000 .676 54 .000
Pre-Intermediate .474 42 .000 .530 42 .000
Intermediate .266 21 .000 .872 21 .010
Upper-Intermediate .260 2 .
b. Average Scholars' Ability is constant when Overall, How Good Are You in English? = Advance. It has been
omitted.
The above two tables show the normality test of whether the data is normally
distributed or not, hence, we have analyzed the data through Kolmogorov-Smirnov test.
The test revealed significance level for the variables which is below 0.05 shows quite a
good significant result, suggesting the violation of assumption of normality, means that
the distribution is non-normal.
In order to test our hypothesis, we have to use a non-parametric test; as both our
variables are ordinal by ordinal, hence, we have used Spearman’s rho correlation
coefficient test.

Average
Scholars'
Ability
Overall, How
Good Are You
in English?
Spearman's rho Average Scholars' Ability Correlation
Coefficient
1.000 .398**
N 150 150
Overall, How Good Are
You in English?
Correlation
Coefficient
.398**
1.000
N 150 150
The relationship between the level of English and scholars’ academic respective
abilities was investigated using the Spearman (rho) correlation coefficient (ρ). The ρ
value in the table is 0.0005 which is quite less than the level of significance i.e. α=0.05
on each side of the distribution. There is statistically significance that exists between
the variables. Moreover, there exist a strong positive relationship i.e. ρ=0.398 between
the level of English and scholars’ academic respective abilities as shown in the above
table. Therefore, it leads us to conclude that above statistics provide sufficient evidence
to support the relationship between the level of English and scholars’ academic
respective abilities is significant and there exist a positive correlation coefficient.
Hence, we can reject null hypothesis that scholars’ level of English has no influence on
their academic abilities and accept the alternative hypothesis.
According to our cross tabulate analyses we have found 20% scholars with
Beginner level in English had Very Poor academic abilities. Astonishingly, 76.7%
scholars who were Beginner level in English were Poor in their academic abilities.
Nonetheless, 68.5% who were Poor in their abilities came from Elementary background
in English.

Figure 4. 23: Bar chart for academic abilities and level of English

4.2.5 HYPOTHESIS 5:
There is a positive correlation between scholars’ level of English and exam
result.
Overall, How Good
Are You in English?
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Average Exam
Result in the
Previous Semesters
Beginner .528 30 .000 .347 30 .000
Elementary .366 54 .000 .706 54 .000
Pre-Intermediate .234 42 .000 .821 42 .000
Intermediate .292 21 .000 .842 21 .003
Upper-Intermediate .260 2 .
b. Average Exam Result in the Previous Semesters is constant when Overall, How Good Are You in English? =
Advance. It has been omitted.
As the significance level of all other variables is below 0.05 which is 0.0005
shows quite a good significant result, suggesting the violation of assumption of
normality, means that the distribution is non-normal.
Figure 4. 24: Histogram chart for normality test

Let µ be the relationship between English level and exam results.
Null hypothesis: there is no correlation between Scholars’ level of English
and exam results, i.e.
H0: µ = 0
Alternative hypothesis: there is a correlation between Scholars’ level of English
and exam results, i.e.
H1: µ ≠ 0
Level of significance ɑ = 0.01, which is ɑ/2 = 0.005 for two-tailed test, therefore,
a non-parametric correlation between two variables test Spearman’s correlation
coefficient (rho) test has to be performed.

Overall, How
Good Are You
in English?
Average
Exam Result
in the
Previous
Semesters
Spearman's rho Overall, How Good Are
You in English?
Correlation
Coefficient
1.000 .536**
N 150 150
Average Exam Result in
the Previous Semesters
Correlation
Coefficient
.536**
1.000
N 150 150
The relationship between the English Level and exam results was investigated
using the Spearman’s (rho) correlation coefficient (ρ). The ρ value in the table is 0.0005
which is quite less than the level of significance i.e. α=0.05 on each side of the
distribution. However, if we look into the two stars right above the value of significance
and its interpretation, the SPSS has taken the α=0.01. There is statistically significance
that exists between the variables. Moreover, there exist a strong positive relationship
i.e. rs=0.536 between the English level and exam results as shown in the above table.
Therefore, it leads us to conclude that above statistics provide sufficient
evidence to support the relationship between the English level and exam results. Hence,
the null hypothesis is rejected and we are able to accept the alternative hypothesis, that
scholars who had great knowledge in English were having more great results, on the
contrary, those who had beginner level knowledge were having only passing marks,
followed by one to fifteen backlogs.

Table 4. 40: Cross tabulation
% within Average Exam Result in the Previous Semesters.
Overall, How Good Are You in English?
Total
Beginne
r
Elementar
y
Pre-
Intermediat
e
Intermediat
e
Upper-
Intermediat
e
Advanc
e
Average
Exam
Result in
the
Previous
Semester
s
Pass 35.1% 41.6% 20.8% 2.6% 100.0
%
Second
Class
6.0% 34.0% 36.0% 20.0% 2.0% 2.0% 100.0
%
First
Class
31.3% 43.8% 25.0% 100.0
%
Distinctio
n
14.3% 71.4% 14.3% 100.0
%
Total 20.0% 36.0% 28.0% 14.0% 1.3% 0.7% 100.0
%
Above statistics and chart clearly enunciates that, those scholars who had great
knowledge of English were more likely to have high results than those of who had less
knowledge in English. 35.1% and 41.6% having Beginner and Elementary level in
English language respectively, acquired only passing marks followed by some
backlogs. However, as the percentage of English level increases, there we can see
upsurge in exam results too, as they have a positive correlation.
Figure 4. 26: Bar chart of exam results and level of English

4.2.6 HYPOTHESIS 6:
There is statistically significant difference between scholars’ backlogs (ATKTs)
and the interest in their current field of study
Null hypothesis: There is statistically significant difference between
scholars’ backlogs (ATKTs) and the interest in their
current field of study.
Alternative Hypothesis: There is statistically significant difference between
scholars’ backlogs (ATKTs) and the interest in their
current field of study.
Before going for the analysis, we have to check whether the data is normally
distributed or not.
Table 4. 41: Tests of Normality
Whether you are
interested in your
current field of
study?
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
How many backlogs
do you have in the
previous semesters?
No .419 67 .000 .674 67 .000
Yes .265 83 .000 .791 83 .000
The Kolmogorov Smirnov normality distribution suggests whether the data for
testing is normally distributed or not, as looking to the above table’s statistics; the
significance level of all the variables is below 0.05 which is 0.000 (but more than 0)
suggesting the violation of assumption of normality, means that the distribution is non-
normal.
We have used Mann-Whitney U test as to find out the significant difference
between the two groups.

Mann-Whitney Test
Table 4. 42: Ranks
Whether you are interested
in your current field of
study? N Mean Rank Sum of Ranks
How many backlogs do you
have in the previous
semesters?
No 67 86.19 5775.00
Yes 83 66.87 5550.00
Total 150
Table 4. 43: Test Statisticsa
How many backlogs do you have in the
previous semesters?
Mann-Whitney U 2064.000
Wilcoxon W 5550.000
Z -2.974
Asymp. Sig. (2-tailed) .003
a. Grouping Variable: Whether you are interested in your current field of study?
An examination of the findings in Table 3.37 shows that the results of the Mann
Whitney U test applied to the number of backlogs of the scholars in the interested and
not interested groups revealed a statistically significant difference at the level of
U=2064.00 ρ<.05 (Z=-2.974; p=0.003<.05).
The rank average of the number of backlogs in interested group scholars was
66.87, while the students in the not interested group had backlogs rank average of 86.19.
The analyses had shown significant difference between the rank averages of the
interested group and not interested group’s number of backlogs; however, an
examination of the rank averages of their not interested group had higher number of
backlogs than those in the interested group as the result indicates that there exists
significant difference between the number of backlogs of those who were interested in
their current field of study and those who were not interested.

4.3 CROSS TABULATION AND CORRELATION:
Table 4. 44: Interested subjects:
Valid Economics 29 19.3 19.3
Politics 7 4.7 24.0
Engineering 41 27.3 51.3
Computer Science 15 10.0 61.3
Information Technology 2 1.3 62.7
Pure Science (i.e. Physics, Calculus
etc.)
8 5.3 68.0
Accountancy 9 6.0 74.0
Literature 2 1.3 75.3
Web Designing/ Developer 3 2.0 77.3
Management/ Administration
Psychology
Application Developer
Language
34
0
0
0
22.7
0
0
0
100.0
Total 150 100.0
We have approached asking scholars to let us know about their interest in a
specific subject, in a view to determine the frequency of interested subjects and to
explore the relation among current field of study and their interested subjects/fields.
Table 3.38 represents the frequency and percentages of scholars’ interested subjects,
majority of the scholars described their interest in Engineering,
Management/Administration and Economics consisting of 27.3%, 22.7% and 19.3%
respectively.

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