Under the Supervision of: Mr. KHAIRUL HAZDI BIN YUSOF GROUP 7 Chua Liang Hong Allen Cha Ming Han Tai May Leng Najwa Mohamad Engku Sharmila Asyraf Ramli Leong Shih Kei Kim Jit Han Siti Sarah Fariha Firdaus Asheila Sin Kok Pei Under the Supervision of: Mr. KHAIRUL HAZDI BIN YUSOF

The study of relationship between Adversity Quotient (AQ) And Academic Performance (GPA) among year 1 to year 3 Biomedical Sciences undergraduates.

INTRODUCTION Adversity Quotient (AQ), is the science of human resilience. Resilience is the ability to adapt well to stress, adversity, trauma or tragedy. (Dr. Stoltz, 2000)

RESEARCH QUESTION Is there any relationship between Adversity Quotient (AQ) and Academic Performance (GPA) among year 1 to year 3 Biomedical Science undergraduates?

HYPOTHESIS There is a significant relationship between Adversity Quotient (AQ) and Academic Performance (GPA) among year 1 to year 3 Biomedical Science undergraduates.

GENERAL OBJECTIVE To study the relationship between Adversity Quotient (AQ) and Academic Performance (GPA) of the Biomedical Sciences undergraduates.

SPECIFIC OBJECTIVES To determine the profile of the undergraduates with regards of GENDER and YEAR OF STUDY. To determine the ACADEMIC PERFORMANCE (GPA) of the undergraduates according to year of study. To determine the ADVERSITY QUOTIENT (AQ) of the undergraduates according to year of study.

To compare ADVERSITY QUOTIENT (AQ) between the MALE AND FEMALE undergraduates. To compare ADVERSITY QUOTIENT (AQ) between each YEAR OF STUDY of the undergraduates. To determine the RELATIONSHIP between the ADVERSITY QUOTIENT (AQ) and the ACADEMIC PERFORMANCE (GPA) in each YEAR OF STUDY of the undergraduates. To determine the RELATIONSHIP between the ADVERSITY QUOTIENT (AQ) and the ACADEMIC PERFORMANCE (GPA) of the undergraduates.

METHODOLOGY STUDY DESIGN : Cross-sectional Study TARGET POPULATION : Biomedical science undergraduates of UKM KL campus, 2010/2011 Academic session. STUDY POPULATION : 1ST, 2ND, & 3RD year Biomedical science undergraduates of UKM KL campus, 2010/2011 Academic session.

SAMPLING METHOD : Stratified sampling method SAMPLING FRAME : The list of the 1ST, 2ND, & 3RD year Biomedical science undergraduates. SAMPLE UNIT : 1ST, 2ND, & 3RD year Biomedical science undergraduates.

Χ2 NP (1-P) Sample Size, n = ∆2 (N-1) + Χ2P (1-P) SAMPLE SIZE : In this study, the sample size is 159 respondents. According to Krejcie R.V. & Morgan D.W. (1970) : Χ2 NP (1-P) Sample Size, n = ∆2 (N-1) + Χ2P (1-P) Where : d.f. = 1, α = 0.05, Χ2 = 3.84 Degree of accuracy, ∆ = 0.05 Population proportion, P = 0.5 (assumed value) N = Population size * Sampling Error used in this study is 10%. d.f. = desired confidence level Significance level = 5% Degree of accuracy = 5%

Biomedical science undergraduates ACADEMIC PERFORMANCE (GPA) CONCEPTUAL FRAMEWORK Biomedical science undergraduates GENDER YEAR OF STUDY ADVERSITY QUOTIENT Control Origin & Ownership Reach Endurance ? ACADEMIC PERFORMANCE (GPA)

INCLUSION CRITERIA EXCLUSION CRITERIA 1. Year 1, Year 2 and Year 3 undergraduates that study Biomedical Science in the 2010/2011 academic session. 2. Undergraduates that had sat for all subjects in the final examination in the 2010/2011 academic session. 3. Undergraduates that had received results for final examination in the 2010/2011 academic session. EXCLUSION CRITERIA 1. Undergraduates that are absent for the final examination during the 2010/2011 academic session.

Bar Chart: Percentage of the Undergraduates’ Gender in each Year of Study

Bar Chart: Percentage of the Undergraduates’ Academic Performance in each Year of Study

Bar Chart: Percentage of the Undergraduates’ Adversity Quotient in each Year of Study

To compare the Adversity Quotient between gender. Mann-Whitney test: To compare the Adversity Quotient between gender. p value = 0.149 (p > 0.05)

Kruskal-Wallis test: To compare the Adversity Quotient between each year of study. p value = 0.120 (p > 0.05)

Spearman test: To determine the relationship between Adversity Quotient and academic performance of year 1 undergraduates. r value -0.207 p value 0.158

Spearman test: To determine the relationship between Adversity Quotient and academic performance of year 2 undergraduates. r value -0.015 p value 0.914

Spearman test: To determine the relationship between Adversity Quotient and academic performance of year 3 undergraduates. r value -0.017 p value 0.901

Spearman test: To determine the relationship between Adversity Quotient and academic performance of the undergraduates. r value 0.001 p value 0.991

CONCLUSIONS There is no significant difference between AQ and gender. There is no significant difference between AQ and the year of study. There is no significant relationship between AQ and academic performance (GPA) in each year of study. There is no significant relationship between AQ and academic performance (GPA).

Biomedical science undergraduates ACADEMIC PERFORMANCE (GPA) CONCEPTUAL FRAMEWORK Biomedical science undergraduates GENDER YEAR OF STUDY X X ADVERSITY QUOTIENT Control Origin & Ownership Reach Endurance X ACADEMIC PERFORMANCE (GPA)

RECOMMENDATIONS 1. Similar study on AQ according to their course and ethnic group. 2. Comparative study between undergraduates from public and private university.