CHAPTER 4

FINDINGS

4.1 INTRODUCTION

The primary purpose of the study was to add the understanding of the effect towards
students lifestyle between rural schools and urban schools. Discussion of the findings
will be according to research objectives. Demographic characteristics of the respondents
under study include gender, types of schools, race, age, distance from schools and
parent's occupation. The independent variables were focusing on the academic, sports,
attitude, environment and family background; whereas dependent variable was on self-
concept on students lifestyle. The data were analyzed using the Statistical Package for
the Social Sciences (SPSS) version 18.0, presented using frequencies, percentage, cross
tabulation and chart. Cross tabulation analysis was used to describe and get a clear
picture of descriptive information about the survey data such as demographic information
and variable under study.
4.2 RESPONDENTS PROFILE

Table 4.1 showed the profile of the respondents under study. The result showed that
about of the respondents 55.0 % were female and the rest of 45.0 % were male. Racial
composition of the sample was 86 (35.8%) of the respondents were Malay, 81 (33.8 %)
were Chinese, 65 (27.1%) were Indian and 8 (3.3%) were others or Multiracial.

Table 4.1 Respondents Profile

Item N %
Gender Male 108 45.0
Female 132 55.0

Type Of Schools Rural 120 50

Urban 120 50
Race Malay 86 35.8
Chinese 81 33.8
Indian 65 27.1
Others 8 3.3

Age 13-15 years old 86 35.8

16-18 years old 154 64.2

Distance From Below than 5 kilometers 127 52.9
Schools
6-10 kilometers 87 36.3

11 kilometers and above 26 10.8

Parent's Service sector 86 35.8
Occupation
 Industry sector 76 31.7

Agriculture/
forestry/fishing/hunting sector 36 15.0

Self-employment 42 17.5

The gender of respondents stated that 55.00% were female and the rest of 45.00%
were female. Statistics revealed that commerce department was comprised by female
clearly showed on pie chart on Figure 4.1.
 Figure 4.1 Gender

The type of schools stated that 50 % from rural school, while the others 50% is from
town school. Statistics revealed that the type of schools was comprised by rural and town,
clearly showed on a pie chart on Figure 4.2.
 Figure 4.2 Types of School

Racial composition of the sample was 86 (35.8%) of the respondents were Malay, 81
(33.8 %) were Chinese, 65 (27.1%) were Indian and 8 (3.3%) were others or
Multiracial. Statistics revealed that race was comprised by malay, chinese, indian and
others clearly showed on pie chart on Figure 4.3.
 Figure 4.3 Race

The age of respondent was divided into two catogeries that is 13-15 years old and 16-
18 years old. The composition of the age in the sample was 86 (35.83%) of the
respondents were 13-15 years old while the other 154 (64.2%) respondents was in the
range of 16-18 years old. Statistics revealed that age was comprised by female clearly
showed on pie chart on Figure 4.4.
 Figure 4.4 - Age

The distance from schools was divided into three catogeries that is below than 5
kilometer, 6-10 kilometers and 11 kilometers and above. The composition of the distance
from schools in the sample was 127 (52.9%) of the respondents were below than 5
kilometers, 87 (36.3%) of the respondents were 6-10 kilometers while the other 26
(10.8%) respondents was 11 kilometers and above far away from house to school.
Statistics revealed that distance from schools was comprised by the distance from the
house to school clearly showed on pie chart on Figure 4.5.

Figure 4.5 Distance from schools

Parents occupation composition of the sample was 86 (35.8%) of the respondents

were in service sector, 76 (31.67 %) were in industry sector, 36 (15.00%) were in
agriculture, forestry, fishing or hunting sector and 42 (17.50%) were self-employment.
Statistics revealed that parents occupation was comprised by the rural and urban area
clearly showed on pie chart on Figure 4.3.
 Figure 4.6 Parents occupation

Trend of crosstabulation analysis was presented in Table 4.2. The results showed that
out of 20 male in rural area were malay, 17 male in rural area were chinese, 14 male in
rural area were indian. The rest were as multiracial students from rural area (3 student).
Besides that, out of 26 female in rural area were malay, 19 female in rural area were
chinese, 18 female in rural area were indian and the multiracial students from rural area
(3 student). In another area, which is urban area out of 15 male were malay, 23 male
were chinese, 16 male were indian. In female side, out of 25 were malay, 22 were
chinese, 17 were indian. The rest were as multiracial students which is 2 student only. It
is clear that most of Chinese students were study at urban school.

Table 4.2 Gender , Race and Types of schools Crosstabulation

Gender * Race * Types of schools Crosstabulation

Types_of_schools Race Total

malay chinese indian others
rural Gender male 20 17 14 3 54
female 26 19 18 3 66
Total 46 36 32 6 120
urban Gender male 15 23 16 0 54
female 25 22 17 2 66
Total 40 45 33 2 120

Trend of crosstabulation analysis was presented in Table 4.3. The results showed that
44 urban schools students which the distance from schools is below than 5 kilometer
their parents occupation was in service sector which is higher than the students which
come from the rural area. Besides that, out of the 13 students in rural area which is stay
about 6 to 10 kilometers from schools and they say their parents occupation were in the
agriculture, forestry,fishing or hunting sector. It is clear that most of the rural schools
students whereas their house distance is below 5 kilometers and their parents is from
service sector.
 Table 4.3 Distance from schools * Types of schools * Parent's occupation
Crosstabulation

Distance from schools * Types of schools * Parent's occupation Crosstabulation

Parent's_occupation Distance_from_schools Types_of_schools

rural urban Total
service sector below than 5 kilometers 8 44 52
6-10 kilometers 16 10 26
11 kilometers and above 8 0 8
32 54 86
industry sector below than 5 kilometers 12 28 40
6-10 kilometers 26 2 28
11 kilometers and above 8 0 8
46 30 76
agriculture/ below than 5 kilometers 10 3 13
forestry/fishing/hunting 6-10 kilometers 13 3 16
11 kilometers and above 7 0 7
sector 30 6 36

self-employment below than 5 kilometers 3 19 22

6-10 kilometers 6 11 17
11 kilometers and above 3 0 3
12 30 42

4.3 DESCRIPTIVE ANALYSIS

Descriptive analysis for 240 respondents was obtained from the questionnaires based
on frequency and mean of the main research variables. The intention is to answer the five
(5) main research questions. The result of the survey were also presented using suitable
chart. For exploratory research, a Cronbach Alpha greater than 0.6 is generally
considerate reliable (Hair et. al. 2006).
The result from Table 4.4 indicated that the Cronbach alpha for all the five independent
were reliable above 0.6. The value ranged from 0.683 to 0.781. In conclusion, the result
concluded that the measurement scales of the variables were stable to measure the
variables under study.

Table 4.4

Variables Number of items Cronbach Alpha

Academic 5 0.781

Sports 5 0.776

Attitude 5 0.700

Environment 5 0.683

Family Background 5 0.750

Inter-item correlation indicator for the variables under study adopted guideline by
Tabachnick & Fidell (2001) stated that coefficient must exceed 0.20 but do not exceed
0.9. The test is used to see if any of the items (questions) do not have responses that vary
in line with those of other questions across the population. Therefore item-correlation
analysis is used to decide whether or not a given item should be included in the set of
questionnaire for the variables under study.
Table 4.5 Showed the inter-item correlation value of item on Academic
 Inter-Item Correlation Matrix
I should
I should I need to spend less I need the
have the concentrate time ability to
initiative in class in Academic surfing the use
to order to achieveme Internet technology
improve understand nt and and using to find
my results lesson sports are that time to informatio
in taught by equally revise the n related to
academic teachers important subject education
(A1) (A2) (A3) (A4) (A5)
I should have the 1.000 .304 .370 .334 .376
initiative to improve
my results in academic
(A1)

I need to concentrate in .304 1.000 .525 .477 .419

class in order to
understand lesson
taught by teachers (A2)

Academic achievement .370 .525 1.000 .424 .495

and sports are equally
important (A3)

I should spend less .334 .477 .424 1.000 .601

time surfing the
Internet and using that
time to revise the
subject (A4)

I need the ability to use .376 .419 .495 .601 1.000

technology to find
information related to
education (A5)

It showed that there were values that were lower that 0.3, but no value that exceed 0.9.
Therefore, there were no item that was not relevance on measuring.
Table 4.6 Showed the inter-item correlation value of item on Sports
 Inter-Item Correlation Matrix
Sports
A complete activity will
sport impact on Sports Involveme
facilities my lifestyle equipment nt in
can give through a such as sports can
me more variety of Involvement club stronger
chances for direct and in sport can uniform me in
me in indirect affect the should be aspect of
selection of physiologic attendance of given to mentally
my al and me in poor and
favourite emotional. academic students for physically
sports (S1) (S2) classes (S3) free (S4) (S5)
A complete sport 1.000 .271 .360 .316 .377
facilities can give
me more chances for
me in selection of
my favourite sports
(S1)

Sports activity will .271 1.000 .540 .466 .417

impact on my
lifestyle through a
variety of direct and
indirect
physiological and
emotional.(S2)

Involvement in sport .360 .540 1.000 .423 .497

can affect the
attendance of me in
academic classes
(S3)

Sports equipment .316 .466 .423 1.000 .606

such as club uniform
should be given to
poor students for
free (S4)

Involvement in .377 .417 .497 .606 1.000

sports can stronger
me in aspect of
mentally and
physically (S5)
 It showed that there were values that were lower that 0.271, but no value that exceed
0.9. The values that have lower than 0.3 were between S1 and S2; and between S2 and
S1. Therefore, there were no item that was not relevance on measuring.

Table 4.7 Showed the inter-item correlation value of item on Attitude

 Inter-Item Correlation Matrix
A teacher
More has
socialize potential to
allow me acess a
easier to great deal
Strict communicat of
My goods discipline in e with School informatio
attitude is school can people and environment n that could
important form me a more aware play a help in
for the well behaved about event central role analysing a
pride of and polite happen to in student student's
schools student surrounding behavioural behaviour
(AT1) (AT2) (AT3) (AT4) (AT5)
My goods attitude 1.000 .292 .282 .233 .335
is important for the
pride of schools
(AT1)

Strict discipline in .292 1.000 .419 .234 .322

school can form me
a well behaved and
polite student (AT2)

More socialize .282 .419 1.000 .207 .404

allow me easier to
communicate with
people and more
aware about event
happen to
surrounding (AT3)

School .233 .234 .207 1.000 .570

environment play a
central role in
student behavioural
(AT4)

A teacher has .335 .322 .404 .570 1.000

potential to acess a
great deal of
 It showed that there were values that were lower that 0.207, but no value that exceed
0.9. The values that have lower than 0.3 were between AT1 and AT2; AT1 and AT3; AT1
and AT4; AT2 and AT1; AT2 and AT4, AT3 and AT4; AT4 and AT1; AT4 and AT2 and
between AT4 and AT3. Therefore, there were no item that was not relevance on
measuring.

Table 4.8 Showed the inter-item correlation value of item on Environment

 Inter-Item Correlation Matrix
Noisy
environme Students
Location of To create a School must nt cause will be
school will successful locate far deficits in changed
affect the student, a away from mental due to the
quality of comfortable pollution to concentrati influence
students in learning ensure that on leading of the
academic environment students are to student's surroundin
achieveme cannot be free from ill poor g in
nt ignored health performanc school
(E1) (E2) (E3) e (E4) (E5)
Location of school 1.000 .260 .295 .224 .368
will affect the quality
of students in
academic
achievement (E1)

To create a successful .260 1.000 .429 .253 .409

student, a
comfortable learning
environment cannot
be ignored (E2)

School must locate .295 .429 1.000 .247 .313

far away from
pollution to ensure
that students are free
from ill health (E3)

Noisy environment .224 .253 .247 1.000 .332

cause deficits in
mental concentration
leading to student's
poor performance
(E4)

Students will be .368 .409 .313 .332 1.000

changed due to the
influence of the
surrounding in school
(E5)

It showed that there were values that were lower that 0.224, but no value that exceed
0.9. The values that have lower than 0.3 were between E1 and E2; E1 and E3; E1 and
E4; E2 and E1; E2 and E4, E3 and E4; E4 and E1; E4 and E2 and between E4 and E3.
Therefore, there were no item that was not relevance on measuring.

Table 4.9 Showed the inter-item correlation value of item on Family Background
Inter-Item Correlation Matrix
Parents who
Parents Students are busy in
should send Students do not work cannot
their children cannot have a spend more
to tuition and concentrate comfortab time with
curriculum in to review le place children to
school so Size of their studies for review their
that they family will at home due studying work, sports
balance in influence the to siblings at home with them
the academic performance who are too because of and be a
and co- of students in crowded and the narrow guide for
curricular schools noisy space them
(F1) (F2) (F3) (F4) (F5)
Parents should 1.000 .291 .353 .350 .378
send their
children to tuition
and curriculum in
school so that
they balance in
the academic and
co-curricular (F1)

Size of family .291 1.000 .432 .455 .348

will influence the
performance of
students in
schools (F2)

Students cannot .353 .432 1.000 .361 .271

concentrate to
review their
studies at home
due to siblings
who are too
crowded and
noisy (F3)

Students do not .350 .455 .361 1.000 .524

have a
comfortable place
for studying at
home because of
the narrow space
(F4)

Parents who are .378 .348 .271 .524 1.000

 It showed that there were values that were lower that 0.271, but no value that exceed
0.9. The values that have lower than 0.3 were between F1 and F2; F2 and F1; F3 and F5;
and between F4 and F3. Therefore, there were no item that was not relevance on
measuring.

However, descriptive report using mean score, frequency, percentage and chart of each
of the independent and dependent variable focus in this study were presented below. This
study also included crosstabulation analysis and correlation analysis.

This study used Likert scale of four point that were 4 for strongly Agree; 3 for agree, 2
for disagree and 1 for strongly disagree. Mean scores of 1.49 or less were interpreted as
exhibiting high disagreement whereas mean scores of 4.0 were interpreted as exhibiting
high agreement for mean (Duru 2006).

4.3.1 ANALYSIS ON ACADEMIC

Analysis on academic was presented on Table 4.10 & 4.11. The overall mean of academic
was 3.0900 mean that majority of the respondents agree that academic played an
important role on students lifestyle . Out of 240 respondents, 206 (85.8%) of them
agreed and 23 (9.6%) were strongly agreed that analysis on academic was part of the
aspect they would focus on their lifestyle. But 21 (4.6%) were recorded as disagree with
the aspect of analysis academic.
Table 4.10 Means Statistic on Academic

Statistics
Mean Academic
N Valid 240
Missing 0
Mean 3.0900

Table 4.11 Frequency Analysis on Academic

Means Academic
Valid Cumulative
Frequency Percent Percent Percent
Valid disagree 11 4.6 4.6 4.6
agree 206 85.8 85.8 90.4
strongly 23 9.6 9.6 100.0
agree
Total 240 100.0 100.0

According to table 4.12 the frequency analysis for agree for urban school were 104
respondents while 102 of the respondents for rural school. Only 6 respondents from rural
school and 5 respondents from urban school disagree and from total respondents, 23
respondents from rural and urban school strongly agree that academic in rural school and
urban school will effect towards students lifestyle.

Table 4.12 Frequency Analysis on Academic - Crosstabulation

 Means A * Types_of_schools Crosstabulation

Types_of_schools
rural urban Total
Means A disagree 6 5 11
agree 102 104 206
strongly 12 11 23
agree
Total 120 120 240

The result was clearly showed using pie chart on Figure 4.7. As the pie chart shows,
slice that indicates agree on academic aspect was the biggest among other categories.

Means Academic

Figure 4.7 Means Academic

Analysis was then continued on analysis by item for each of the variable. Table 4.13
shown the analysis by item for the academic. The following observations were made.
There was a high agreement on item A2 and A3. Item A2 (I need to concentrate in class
in order to understand lesson taught by teachers.) had the highest frequency with 193
(80.42) of the respondents agreed with the item. Item A3 had the second highest with
188 (78.33) agreed with the statement. In addition, item A5 had the third highest
agreement with 179 (74.58), followed by item A1 154 (64.2) and item A4 153 (63.75).
However, the highest mean score was shown on item A4 (3.21), followed by item A5
(3.12), item A2 (3.06), item A3 (3.03) and lastly item A1 (3.02).

Table 4.13 Analysis by Item on Academic

Ite Item Frequency (%) Mean

m SD D A SA
no
A1 I should have the 7 (2.91) 30 (12.5) 154 (64.2) 49 3.02
initiative to improve (20.42)
my results in
academic.
A2 I need to concentrate 2 (0.83) 13 (5.42) 193 32 3.06
in class in order to (80.42) (13.33)
understand lesson
taught by teachers.
A3 Academic 3 (1.25) 18 (7.5) 188 31 3.03
achievement and (78.33) (12.92)
sports are equally
important.
A4 I should spend less 5 (2.10) 10 (4.16) 153 72 3.22
time surfing the (63.75) (30.00)
Internet and using
that time to revise
the subject.
A5 I need the ability to 4 (1.66) 10 (4.16) 179 47 3.12
use technology to (74.58) (19.58)
find information
related to education.

4.3.2 ANALYSIS ON SPORT

Analysis on sport was presented on Table 4.14 & 4.15. The overall mean of sport was
3.0900, mean that majority of the respondents agree that analysis on sport played an
important role on students lifestyle. Out of 240 respondents, 204 (85%) of them agreed
and 24 (10%) were strongly agreed that analysis on sport was part of the aspect they
would focus on their sport. But 12 (5%) were recorded as disagree with the aspect of
sport.

Table 4.14 Means Statistic on Sport

Statistics
Mean S
N Valid 240
Missing 0
Mean 3.0900

Table 4.15 Frequency Analysis on Sport

Means Sport
Valid Cumulative
Frequency Percent Percent Percent
Valid disagree 12 5.0 5.0 5.0
agree 204 85.0 85.0 90.0
strongly 24 10.0 10.0 100.0
agree
Total 240 100.0 100.0
 Based on the Table 4.16,frequency analysis for agree for urban school were 103
respondents while 101 of the respondents for rural school. Only 6 respondents from rural
school and 6 respondents from urban school disagree and from total respondents, 24
respondents from rural and urban school strongly agree that sports in rural school and
urban school will effect towards students lifestyle.

Table 4.16 Frequency Analysis on Sport - Crosstabulation

Means S * Types of schools Crosstabulation

Count
Types_of_schools
rural urban Total
Means S disagree 6 6 12
agree 101 103 204
strongly 12 12 24
agree
Total 120 120 240

The result was clearly showed using pie chart on Figure 4.8. As the pie chart shows, slice
that indicates agree on sport aspect was the biggest among other categories.
 Figure 4.8 Means Sport
Analysis was then continued on analysis by item for each of the variable. Table 4.17
shown the analysis by item for the analysis of sport. The following observations were
made. There was a high agreement on item S2 and S3. Item S2 (Sports activity will
impact on my lifestyle through a variety of direct and indirect physiological and
emotional.) had the highest frequency with 191 (79.6) of the respondents agreed with the
item. Item S3 had the second highest with 187 (77.79) agreed with the statement. In
addition, item A5 had the third highest agreement with 179 (74.58), followed by item S5
179 (74.6) and item S1 153 (63.8). However, the highest mean score was shown on item
S4 (3.24), followed by item S5 (3.12), item S2 and S3 were (3.05) and lastly item S1
(3.00).

Table 4.17 Analysis by Item on Academic

Ite Item Frequency (%) Mean

m SD D A SA
no
S1 A complete sport 8 (3.3) 32 (13.3) 153 (63.8) 47 (19.6) 3.00
facilities can give
more chances for me
 in selection of my
favourite sports.
S2 Sports activity will 2 (0.8) 16 (6.7) 191 (79.6) 31 (12.9) 3.05
impact on my lifestyle
through a variety of
direct and indirect
physiological and
emotional.
S3 Involvement in sport 2 (0.8) 18 (75) 187 33 (13.8) 3.05
can affect the (77.79)
attendance of me in
academic classes.
S4 Sport equipment such 5 (2.1) 10 (4.2) 147 (61.3) 78 (32.5) 3.24
as club uniform should
be given to poor
students for free.
S5 Involvement in sports 4 (1.7) 10 (4.2) 179 (74.6) 47 (19.6) 3.12
can stronger me in
aspect of mentally and
physically.

4.3.3 ANALYSIS ON ATTITUDE

Analysis on attitude was presented on Table 4.18 & 4.19. The overall mean of attitude
was 3.0958, means that majority of the respondents agree that analysis on attitude played
an important role on students lifestyle . Out of 240 respondents, 203 (84.6%) of them
agreed and 26 (10.8%) were strongly agreed that analysis on attitude was part of the
aspect they would focus on their sttitude. But 10 (4.2%) were recorded as disagree with
the aspect of attitude and the others 1 (0.4%) students strongly disagree with this aspect.

Table 4.18 Means Statistic on Attitude

 Statistics

Means AT
N Valid 240
Missing 0
Mean 3.0958

Table 4.19 Frequency Analysis on Attitude

Means Attitude
Valid Cumulative
Frequency Percent Percent Percent
Valid strongly 1 .4 .4 .4
disagree
disagree 10 4.2 4.2 4.6
agree 203 84.6 84.6 89.2
strongly agree 26 10.8 10.8 100.0
Total 240 100.0 100.0

Based on the table 4.20, frequency analysis for agree for rural school were higher than
urban school which had 102 respondents from rural while 101 of the respondents for
urban school. There was only 1 respondents from urban school strongly disagree, and
total of 10 respondents from rural and urban school disagree and total of 26 respondents
from rural and urban school strongly agree that attitude in rural school and urban school
will effect towards a students lifestyle.

Table 4.20 Frequency Analysis on Attitude - Crosstabulation

Means AT * Types of schools Crosstabulation
Types_of_schools
rural urban Total
Means strongly 0 1 1
AT disagree
disagree 6 4 10
agree 102 101 203
strongly agree 12 14 26
Total 120 120 240
The result was clearly showed using pie chart on Figure 4.9. As the pie chart shows, slice
that indicates agree on attitude aspect was the biggest among other categories.

Figure 4.9 Means Attitude

Analysis was then continued on analysis by item for each of the variable. Table 4.21
shown the analysis by item for the attitude. The following observations were made.
There was a high agreement on item AT 2 and AT5. Item AT2 (Strict discipline in school
can form me a well behaved and polite student.) had the highest frequency with 181
(75.41) of the respondents agreed with the item. Item AT 5 had the second highest with
179 (74.58) agreed with the statement. In addition, item AT3 had the third highest
agreement with 179 (74.58), followed by item AT 1 165 (68.75) and item AT4 152
(63.33). However, the highest mean score was shown on item AT 2 (3.13), followed by
item AT 5 (3.11), item AT 4 (3.09), item AT1 (3.08) and lastly item AT3 (3.07).

Table 4.21 Analysis by Item on Attitude

Item Item Frequency (%) Mean

no SD D A SA
AT1 My good attitude is 5 (2.08) 20(8.33) 165(68.75) 50(20.83) 3.08
important for the
pride of schools.
AT2 Strict discipline in 2(0.83) 11(4.58) 181(75.41) 46(19.17) 3.13
school can form me a
well behaved and
polite student.
AT3 More socialize allow 4(1.67) 17(7.08) 178(74.17) 41(17.08) 3.07
me easier to
communicate with
people and more
aware about event
happen to
surrounding.

AT4 School environment 12(5) 15(62.5) 152(63.33) 61(25.42) 3.09

play a central role in
student behavioural.
AT5 A teacher has 3(1.25) 13(5.42) 179(74.58) 45(18.75) 3.11
potential to access a
great deal of
information that
 could help in
analysing a students
behaviour.

4.3.4 ANALYSIS ON ENVIRONMENT

Analysis on environment was presented on Table 4.22 & 4.23. The overall mean of
practice was 3.03, means that majority of the respondents agree that analysis on
environment played an important role on students lifestyle. Out of 240 respondents, 206
(85.8%) of them agreed and 21 (8.8%) were strongly agreed that analysis on environment
was part of the aspect they would focus on their lifestyle. But 13 (5.4%) were recorded as
disagree with the aspect of sport.

Table 4.22 Means Statistic on Environment

Statistics
Means E
N Valid 240
Missing 0
Mean 3.03

Table 4.23 Frequency Analysis on Environment

 Means Environment
Valid Cumulative
Frequency Percent Percent Percent
Valid disagree 13 5.4 5.4 5.4
agree 206 85.8 85.8 91.3
strongly 21 8.8 8.8 100.0
agree
Total 240 100.0 100.0

Related to table 4.24 Frequency analysis for agree for rural school were 104
respondents while 102 of the respondents for urban school. Only 7 respondents from rural
school and 6 respondents from urban school disagree and from total respondents, 21
respondents from rural and urban school strongly agree that environment in rural school
and urban school will effect towards students lifestyle.

Table 4.24 Frequency Analysis on Environment - Crosstabulation

Means E * Types_of_schools Crosstabulation

Count
Types_of_schools
rural urban Total
Means E disagree 7 6 13
agree 104 102 206
strongly 9 12 21
agree
Total 120 120 240
 Figure 4.10 Means Environment

Analysis was then continued on analysis by item for each of the variable. Table 4.25
shown the analysis by item for the environment. The following observations were made.
There was a high agreement on item E2 and E3. Item E2 (To create a successful student,
a comfortable learning environment cannot be ignored.) had the highest frequency with
192 (80) of the respondents agreed with the item. Item E3 had the second highest with
182 (75.83) agreed with the statement. In addition, item E5 had the third highest
agreement with 180 (75), followed by item E1 153 (63.75) and item E4 148 (61.67).
However, the highest mean score was shown on item E4 (3.25), followed by item E5
(3.12), item E2 (3.04), item E1 (3.00) and lastly item E3 (2.98).

Table 4.25 Analysis by Item on Environment

Item Item Frequency (%) Mean

no SD D A SA
E1 Location of school 8(3.3) 32(13.3) 153(63.7 47(19.58) 3.00
will affect the 5)
 quality of students
in academic
achievement.
E2 To create a 2(0.83) 16(6.67) 192(80) 30(12.5) 3.04
successful student,
a comfortable
learning
environment cannot
be ignored.
E3 School must locate 4(1.67) 26 182 28(11.67) 2.98
far away from (10.83) (75.83)
pollution to ensure
that students are
free from ill health.
E4 Noisy environment 4(1.67) 10(4.17) 148 78(32.50) 3.25
cause deficits in (61.67)
mental
concentration
leading to students
poor performance.
E5 Students will be 4(1.67) 10(4.17) 180(75) 46(19.17) 3.12
changed due to the
influence of the
surrounding in
school.
4.3.5 ANALYSIS ON FAMILY BACKGROUND

Analysis on family background was presented on Table 4.26 & 4.27. The overall mean
of practice was 3.03, means that majority of the respondents agree that analysis on
environment played an important role on students lifestyle. Out of 240 respondents, 206
(85.8%) of them agreed and 21 (8.8%) were strongly agreed that analysis on environment
was part of the aspect they would focus on their lifestyle. But 13 (5.4%) were recorded as
disagree with the aspect of sport.

Table 4.26 Means Statistic on Family Background

Statistics
Mean_F
N Valid 240
Missing 0
Mean 3.0567
 Table 4.27 Frequency Analysis on Family Background

Means Family background

Valid Cumulative
Frequency Percent Percent Percent
Valid disagree 14 5.8 5.8 5.8
agree 207 86.3 86.3 92.1
strongly 19 7.9 7.9 100.0
agree
Total 240 100.0 100.0
Based on the table 4.24, Frequency analysis for agree for rural school were higher
than urban school which had 105 respondents from rural while 102 of the respondents for
urban school. There was only 6 respondents from urban school and 8 respondents from
rural school disagree that family background in rural school and urban school will effect
towards a students lifestyle, and total of 19 respondents from rural and urban school
strongly agree that family background in rural school and urban school will effect
towards a students lifestyle.

Table 4.24 Frequency Analysis on Family Background - Crosstabulation

Means F * Types of schools Crosstabulation

Count
Types_of_schools
rural urban Total
Means F disagree 8 6 14
agree 105 102 207
strongly 7 12 19
agree
Total 120 120 240
 Figure 4.11 Means Family Background
Analysis was then continued on analysis by item for each of the variable. Table 4.25
shown the analysis by item on family background. The following observations were
made. There was a high agreement on item F3 and F2. Item F3 (Students cannot
concentrate to review their studies at home due to siblings who are too crowded and
noisy.) had the highest frequency with 182 (75.8) of the respondents agreed with the item.
Item F2 had the second highest with 178 (74.2) agreed with the statement. In addition,
item F5 had the third highest agreement with 176 (73.3), followed by item F1 166 (69.2)
and item F4 152 (63.3). However, the highest mean score was shown on item F4 (3.18),
followed by item F5 (3.08), item F1 (3.04), item F2 (3.01) and lastly item F3 (2.98).

Table 4.25 Analysis by Item on Family Background

Item Item Frequency (%) Mean

no SD D A SA
F1 Parents should 6(2.5) 23(9.6) 166(69.2) 45(18.8) 3.04
send their children
to tuition and
curriculum in
 school so that they
balance in the
academic and co-
curricular.
F2 Size of family will 4(1.7) 24(10) 178(74.2) 34(14.2) 3.01
influence the
performance of
students in schools.
F3 Students cannot 4(1.7) 26(10.8) 182(75.8) 28(11.7) 2.98
concentrate to
review their studies
at home due to
siblings who are
too crowded and
noisy.
F4 Students do not 4 (1.7) 17(7.1) 152(63.3) 67(27.9) 3.18
have a comfortable
place for studying
at home because of
the narrow space.
F5 Parents who are 4(1.7) 16(6.7) 176(73.3) 44(18.3) 3.08
busy in work
cannot spend more
time with children
to review their
work, sports with
them and be a
guide for them.
 4.4 SUMMARY

This chapter describes the quantitative results from the analysis of questionnaires
submitted to the respondents. Findings showed that all aspect will influence the students
lifestyle. The most student in rural and urban area say that attitude is the most important
aspect in students lifestyle. As a conclusion, students lifestyle will included in the aspect
of academic, sport, attitude, environment and family background.