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Report on the level of knowledge among students of the Campus of the University of Nottingham Malaysia

Presented by:

Name: Wisdom Iheukwumere LCME

Supervised by: Ms Alison Abraham

Summary

The survey objectives are to investigate the level of knowledge among local and foreign students studying in the University of Nottingham campus in Malaysia, and to investigate the differences in the level of knowledge among students of the University of Nottingham studying in different faculties, which include: Engineering, Sciences, and enterprises, and between students from different regions studying in the University of Nottingham.

These objectives were achieved by conducting a survey of different regions within the campus. The survey is the first of its kind to focus specifically on interregional comparative study on the level of knowledge among students of different nationalities.

The survey was conducted by questionnaire. The questionnaire covered different aspects Domain knowledge and the research process, including the questions of the following areas: geography, economics, history, science, sports and entertainment.

The result challenges the general opinion is held and the expectation that business students are knowledgeable in economics, as it is in your area building specialization. It could also be argued on the average score of Bioscience students in the domain of science knowledge.

There are only small differences in overall knowledge scores of students of different regions and each region compensated for their low scores with their scores on other domains of knowledge where they have comparative advantages. From the result, this report has met its goals and objectives

Introduction

For centuries, people have been very interested to know whether there are differences in the level of knowledge among the various races. This has been a controversial issue that has generated many conflicting opinions, one of the first researchers to venture into the comparative research was "Alfred Binet and others that were of particular interest in the study of intelligence as a construct. However, their results have generated much interest and asked to Other research on the controversy between nature and culture to try to understand the basis of intelligence and knowledge. Another researcher who has so much attention to the differences in psychological and biological equipment is "Geert Hofstede in his cross-cultural study, although limited to some areas of interest such as masculinity / femininity, risk / uncertainty, Individualism / Collectivism, Power distance etc. differences between cultures. In short, this study refers to the survey on the comparison of students' knowledge in general regarding with their regions and field of study. The study was intended to draw inference based on the analysis of the response of the population sample drawn from the University of Nottingham, students on campus in Malaysia and the recommendation was made on how to promote general knowledge of students.

It is designed to encourage students who study in a particular area of the world or the discipline to acquire broader knowledge and general to have the international focus, especially with the irresistible trend of globalization. This correctly implies that students are more than ever the challenge of generalists possess "knowledge without need to compromise their "knowledge of specialists, such as engineering, life sciences and business students, which places in your area or discipline in a broader cultural context in relation to the influences of transnational, global dynamics and socio-cultural times and the education system early.

Methodology

The study used survey methods to assess student's general knowledge in five subject areas as: history, economics, geography, science, sports and entertainment. Samples were randomly drawn from the University of Nottingham Malaysian students studying Foundations and Bachelor of Engineering, Biosciences and business. The age of respondents ranges from 16 to 24, with most respondents in the 19-21 age range years.

Respondents were randomly selected to complete the questionnaire, either on the ground or have responded and returned within the time average of 30 minutes later. The results were analyzed by region (South-East Asia, South Asia, West Africa, East Africa and Southern Africa) and of course of study (engineering, Biomedical Sciences and Business) to allow researchers to test specific hypotheses and to compare the level of knowledge among students University of Nottingham. Five researchers from Business Class Foundation who conducted the research and contributed significantly in the course of the investigation.

Answers: A combined total of thirty (30) foundations, undergraduate and graduate students at the University of Nottingham responded to the questionnaire, giving a response rate 100% overall. A total of 30 questions were asked, in Section 6 including History, Geography, Science, Economics and Recreation. Some questions structured so that there is only one correct answer from the options while others are open questions, but with a definite (correct) answer to such questions. Examples of questions posed in the questionnaire in each of the categories include: Economy-the question was, when is the most expensive country to live in terms of cost of life? For History ", which is the most infamous dictator that led to the bombing of Western Germany? Geography-'which For most populous country? For sports and entertainment, "What team did the actor in the formal world of Zinedine Zidane played for years in his career? For science-'which of the following vitamin is abundant in citrus fruits?

Discussion of results

The analysis of the survey on general knowledge between the University of Nottingham Malaysia Campus students, representing three faculties (Engineering, Business Studies and Biology) as presented in this study shows the following distribution of general knowledge. The result of the survey were analyzed to compare the level of knowledge among students of the three powers, and also among students from five different regions were the population of the study sample. The result indicates that significant differences exist between regions in their knowledge domains.Table 1: Comparative table of students from five regions in Asia and Africa

The result in Table 1 shows that students from Southeast Asia the highest score of 80%, South Africa (77%) and East Africa (77%) have more historical knowledge than their counterparts West Africa got 62% and South Asia (62%). A similar trend is described in the knowledge of the geography in Southeast Asia, East Africa and South Africa were classified with an average of 62% in the sub level of geographical knowledge, well ahead of the lagging regions: South Asia (46%) and West Africa (42%).

However, results on the other hand, revealed that South Asia has the most knowledge about a region's economy another with the total score of 74%, West Africa (50%), South Africa (42%), East Africa (48%) and Southeast Asia (49%). In pattern relationship, students of West Africa showed impressive knowledge about the domain of science with a score of 60% ahead of four other regions, and in close followed by South Asia (58%), Southeast Asia (58%), South Africa (57%) and East Africa (52%).

However, the result is interpreted very of caution since there is no sign of unequal representation of these regions, which is likely to have dampening effect on the outcome of the result. In addition, an observation to be easily deciphered from the result is that there is only minimal significant differences in the overall knowledge score of students in these regions, each region compensated for their low scores to their scores in another area of knowledge where they have comparative advantages.

Furthermore, analysis Comparative results of study subjects showed a similar pattern of professional knowledge (see Table 2). Students from engineering disciplines marked significantly higher in science (64%) far ahead of business students (57%) and Biological Sciences (52%). Similarly, students of the discipline business had 80% score in history compared with their counterparts in engineering (71%) and Biological Sciences (58%) and also in sports and entertainment (62%), followed closely by engineering students (61%) and followed by students of Biosciences (58%), but at least behind in Economics domains of knowledge and geography.

Table 2: Comparison of students score in the three fields of study

Finally, students had Biosciences average score of 68% in economy and well ahead of students from other fields of study, engineering (53%) and Company (46%). Similarly, each faculty compensated for their areas of weakness in general knowledge areas that have edge.However competitive, the result defies the general opinion is held and the expectation that students in business are highly trained in the economy, since it is their core area of expertise. It could also be argued on the average score of students in Biological Sciences in the domain of science knowledge.

The results in table 3 shows that students make greater use of electronic means (Internet and television) in the acquisition of new knowledge of the written media (books, newspapers). The following chart shows how many respondents using electronic media as sources of knowledge about print media.

Table 3: Table of the preferred means for the election of supply of knowledge by students.

Implication Study: Only small sample of the University of Nottingham, students were used in the study and there was a fair representation. This hampers the generalization of the results and conclusions of the study. In addition, those who took the questionnaire home and returned at a later time may stem from their response friends or through the Internet, therefore the possibility of biases and errors in the study. The implication of this study is that students should be encouraged to gain a better understanding in other fields outside of their subject of study, but should be treated as a matter of obligation to a deeper knowledge in their area of specialization or field of study.

Conclusion

Based on the findings of the study, researchers are concluding by uttering the following recommendations for improve knowledge in general.

The university must improve their general studies courses to expose students to wide range of knowledge.

The university also should invest more in digital format (electronic) media in spreading knowledge in print media such books, and that is as wide as possible.

Because there are only minimal significant differences in the overall knowledge score of students different regions, as each region compensated for their low scores to their accounts in other domains of knowledge where they have comparative advantages, so that the result fulfilled its goals and objectives by conducting a comparative study between students from different schools and regions.

Recommendations future studies: The study has contributed to dozens of other ethnographic, anthropological and cross-cultural research on intelligence and knowledge and researchers recommend that this study of the need to be conducted with a larger sample should be systematically developed in all regions interest to remove any possibility of bias and support the findings of this study. Also, the study should be the future of gender differences in general knowledge among college students at the University of Nottingham, Malaysia campus.

Reference:

Hofstede, N. (1995). York International New Technical Communication: John Wiley and Sons

Hofstede, G. (1996). Cultures and Organizations: Software of the Mind: Intercultural Cooperation and its Importance for Survival New York, McGraw-Hill.

Hofstede, G. (1980). Culture consequences: International differences in work-related values. Newbury Park, CA: Sage.

Murdock, GP (1949). Social Structure, New York: Macmillan.

Murdock, GP 1967. Atlas Ethnography: an overview. Pittsburgh: University of Pittsburgh Press

Whiting & John WM (1986). Mc George Peter (1897-1985). American Anthropologist 682-686.

White, S. (2000). conceptual basis of IQ tests: Psychology, Public Policy and Law, 33-43.

Wolf, TH (1973). Alfred Binet. Chicago: University of Chicago Press.

Ziegler, RS (1992). Developmental Psychology, 28, 179-190.

About the Author

WISDOM ELEBA IHEUKWUMERE

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