APPLICATION OF CORRELATION AND CASE STUDY
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The document presents a study on the correlation between personal entrepreneurial competency and the academic performance of business administration students in operations management. It describes various types of correlations, methodologies employed, and results indicating that while students showed improvement over exams, specific competency areas like opportunity seeking and self-confidence were identified as weaknesses. The findings support the hypothesis that no significant relationship exists between overall academic performance and personal entrepreneurial competency ratings.
APPLICATION OF CORRELATION AND CASE STUDY
- 2. CORRELATION SUBMITTED TO- Dr. Vikas saxena SUBMITEED BY- GROUP -1 Aditi Prasad (820001) Bhavya Sachdev (820004) Ankush Sharma (820002) Bipin Kumar (820005) Anshu Sharma (820003) Jatin Kumar (820006)
- 3. CONTENTS 1. INTRODUCTION 2. TYPES OF CORRELATION 3. KARL PEARSON’S COEFFICIENT OF CORRELATION 4. RANK CORRELATION 5. TOPIC OF STUDY 6. OBJECTIVE OF THE STUDY 7. LITERATURE REVIEW 8. HYPOTHESIS 9. METHODOLOGY 10. RESULT AND DISCUSSION 11. CONCLUSION
- 4. INTRODUCTION Definition Association between two or more variable is termed as correlation ● The word correlation is made of co (meaning- together) and relation. ● Correlation is a single number that describes the degree of relationship between two variable. TYPES OF CORRELATION 1. Positive correlation 2. Negative correlation 3. No correlation
- 5. CORRELATION COEFFICIENT 1.KARL PEARSON’S Karl Pearson’s correlation coefficient between two variables X and Y , is denoted by r(X, Y ) or rXY , is a measure of linear relationship between them and is defined as: r(X, Y ) = Cov(X, Y ) /σX σY ➢ Limits are: |r(X, Y )| ≤ 1 or −1 ≤ r(X, Y ) ≤ 1. ➢ Hence correlation coefficient cannot exceed unity numerically. It always lies between −1 and +1. ➢ If r = +1, the correlation is perfect and positive. ➢ If r = −1, correlation is perfect and negative.
- 6. 2. RANK CORRELATION ● Spearman's Rank Correlation Coefficient ● It is a nonparametric measure of association between two variable X and Y is given by the rank correlation coefficient where, di = xi − y ➢ Limits are: |ρ| ≤ 1 or −1 ≤ ρ ≤ 1. ➢ Spearman’s rank correlation coefficient ρ is nothing but Personinan correlation coefficient between the ranks. ➢ It is easy to understand and apply as compared with Karl Pearson’s formula.
- 7. CASE STUDY :- A CORRELATION STUDY OF PERSONAL ENTREPRENEURIAL COMPETENCY AND THE ACADEMIC PERFORMANCE IN OPERATIONS MANAGEMENT OF BUSINESS ADMINISTRATION STUDENTS. JAKE M. LAGUADOR LYCEUM OF THE PHILIPPINES UNIVERSITY BATANGAS CITY, PHILIPPINES
- 8. ABSTRACT ● This study aimed to determine the Academic Performance of the Business Administration 3rd Year students in Operations Management course in terms of the result of their Prelim Exam, Midterm Exam, and Semi-Final Exam. ● It also analyzed the Personal Entrepreneurial Competency rating. The BSBA – HRDM students obtained low score in Prelim and Midterm examination where they find it difficult to answer Math problems ● The demand for quality and information seeking revealed significant relationship in two major examinations in Operations Management.
- 9. INTRODUCTION An entrepreneur is one who organizes, manages, and assumes the risks of a business enterprise. Thus, entrepreneurship is undeniably an important source of income, an important strategy for creating new jobs and hastening the economic recovery and growth of the nation. Operations management is an area of management concerned with managing the process that converts inputs in the forms of materials, labor, and energy into outputs in the form of goods and services. This study analyze the Personal Entrepreneurial Competency rating in terms of opportunity seeking, persistence, commitment to work contract, demand for quality and efficiency, risk taking, goal setting, information seeking, systematic planning and monitoring, persuasion and networking, and self – confidence.
- 10. OBJECTIVES OF THE STUDY ● To determine the Academic Performance of the BSBA – HRDM 3rd Year students in Operations Management ● To determine the Personal Entrepreneurial Competency rating of the BSBA – HRDM ● To determine the significant relationship between the Academic Performance in Operations Management of the BSBA – HRDM and their Personal Entrepreneurial Competency ratings. ● To propose an action plan to enhance the entrepreneurial competency of the BSBA – HRDM students.
- 11. HYPOTHESIS This study was guided by the hypothesis: - There is no significant relationship between the Academic Performance in Operations Management of the BSBA – HRDM and their Personal Entrepreneurial Competency ratings.
- 12. METHODOLOGY - This study utilized the descriptive type of research method wherein the quantitative analysis was employed. - Personal Entrepreneurial Competency (PEC) Self-Rating Questionnaire was adapted from Management Systems International (MSI) and McBer Team as cited by Azarcon, et. al. (2008). - A documentary analysis of the major examinations from prelim to semi-final of the 33 BSBA – HRMD students in Operations Management course was taken. - Frequency count, percentage, rank, weighted mean and Pearson-Product Moment Correlation Coefficient were the statistical tools used to analyze and interpret the data gathered.
- 13. RESULTS & DISCUSSION ● Table 1 shows the percentage of students obtaining below 75% or failing marks keeps on decreasing through Prelim, Midterm and Semi-Final exams. ● Students performing better in semifinals as compared to other terms implies that they have strong ability to memorize facts but lack mathematical skills.
- 14. Table 3 presents the result of the Personal Entrepreneurial Competency where Goal setting obtained the highest score(20.4) and given rank 1, whereas they obtained least scores in opportunity seeking, self-confidence and risk – taking respectively which are considered their weaknesses. ● Demand for quality shows significant relationship with the Prelims score with r value of -0.273 and p-value less than the level of significance ● Those students who obtain higher scores in Demand for Quality, they also obtain high score in Prelim Exam
- 15. CONCLUSION ● Highest score in Goal setting implies that they have the entrepreneurs’ ability to set realistic and attainable objectives. ● The demand for quality and information seeking revealed significant relationship in two major examinations in Operations Management. ● The rest of the eight (8) factors cannot be considered a good factor in determining the academic performance of the students in Operations Management Course. ● Hence, the hypothesis that there is no significant relationship between the Academic Performance in Operations Management and their Personal Entrepreneurial Competency ratings, holds true.