STATISTICAL ANALYSIS OF STUDENTS’ EXPENDITURE IN TERTIARY INSTITUTIONS

(A CASE STUDY OF IMT ENUGU 2004/2005 SESSIONS)

 

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ABSTRACT

        The aims of this project are to describe the various ways in which students spend their money and to advise them on how to spend their money judiciously.

About three hundred and sixty questionnaires were distributed randomly to six schools and one hundred and forty valid returns of questionnaires were gathered.

From the analyses, it was discovered that despite the hard earned income of parents, most students insist on spending their money extravagantly.  This is mostly found commonly   the female students.  According to the data age was identified as one of the major factors which influence the spending habit of students.  Students below twenty – five years spend higher than students above twenty-five years.  We also noted that students whose parents are wealthy spend much higher than students whose parents are averagely rich.

Finally, students should judiciously spend money only on important items and should avoid ostentations spending.

 

 

TABLE OF CONTENTS

TITLE PAGE

APPROVAL PAGE

DEDICATION

ACKNOWLEDGEMENTS

ABSTRACT

APPENDICES

LIST OF T ABELS

TABLE OF CONTENTS

CHAPTER ONE

• INTRODUCTION
• AIMS AND OBJECTIVE
• DEFINITION OF TERMS AND CONCEPTS

CHAPTER TWO

2.0   LITERATURE REVIEW

CHAPTER THREE

• SOURCE OF DATA
• SAMPLING FRAME

TABLE 1  THE DISTRIBUTION OF REGULAR STUDENTS

• SAMPLING PLAN
• REASONS FOR STRATIFICATION
• METHOD OF DATA COLLECTION
• PROBLEMS ENCOUNTERED DURING DATA COLLECTION
• PILOT SURVEY
• ASSUMPTION FOR STRATIFICATION
• TABLE 2 ALLOCATION OF QUESTIONNAIRES (PILOT SURVEY) TO THE SIX SCHOOLS A ND THEIR VALID RETURNS
• DETERMINATION OF VARIANCE
• DETERMINATION OF SAMPLE SIZE
• THEORITICAL FRAME WORK

CHAPTER FOUR

ANALYSIS

• ANALYSIS INVOLVING TEST OF TWO MEANS
• ANOVA INVOLVING TEST OF TWO MEANS

CHAPTER FIVE

FINDINGS, RECOMMENDATION AND CONCLUSION

REFERENCES

APPENDIX

QUESTIONNAIRE

 

 

CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF TH STUDY

        Spending is referred to the total expenditure of an individual, government or an organization.

Having said this, government can spend money for projects like building of schools, construction of roads, establishments of electricity, etc and these erupt development in our country.  Parents also later for the need of their children and enrich them with huge sums of money as pocket money.  Some of the student’s need which propel them to spend could be enumerated thus: school fees, hotel fees, feeding, transport fares, drinks and educational materials, etc.

Taking you years backs, Nigeria had a good economy.  Government and parents spent much of their money without any pains.  Students and that time used money recklessly because there was a good economy and balanced with monetary value in the market.

From 1980 till now, we have been experiencing our increasing an unexpected inflation of goods

 

1.3   DEFINITION OF TERMS AND CONCEPTS STATUS 

It is the social or professional position of somebody in relation to others:

Income:

This is the earning of an individual in taking part in production of goods and services.

Expenditure is broken into meaningful and logical categories namely:

A      Food:

It is anything we eat for the nourishment and growth of the body.

B      Clothing and Foot-Wears

Clothing are those things that we use to cover our body because of cold and diseases. While foot – wears are those things that we wear on our feet so as to prevent us from wound and diseases.

1. Drinks

It is either alcoholic or non-alcoholic liquor.

1. Make-ups

These include such thing as powder, pomerde, up-sticks, eye-pencil, etc.

1. Educational Materials

These are materials used for academic works like books, mathematical sets, drawing sheets, calculators, etc.

1. Projects

This includes field-works, research – work, term paper, etc.

1. Hobbies

It is occupation for one’s leisure time, for example reading, sports and listening to music.

1. Entertainment

This includes film show, parties, cinema, which we use for enjoyment and relaxation of the body.

 

 

 

CHAPTER TWO

2.0   LITERATURE REVIEW

        Some people had said their opinion and contribution on this project.  They had recommended that students should spend judiciously and should avoid unnecessary spending.

According to professor Lionel Robbins, a renowned social scientist and an economist, in are of his works.  “Fundamentals of Economics (1993)”, noted that human wants were not satiable, but the resources with which to satisfy them were scarce.  In this respect, one has to make a good scale of preference and choose    the most important to maximize utility.

Kenneth C. Agbasi (1988), Head of computer science of Nnamdi Azikiwe University, Awka at the commission of IBM computer commended the effort of National Association of Computer Science Student (NACOSS).  In his work he said “the president hard never wasted the departmental money but he used it to purchase computer for the departmental usage”.

Obasi P.V. (1992) made a research on “ students’ expenditure on consumption of food beverages” her work was generally good, particularly her analysis, she verified that students’ expenditure on carbonated and non-carbonated food beverages was independent of sex.  From her analysis of variance, she said that quantities of carbonated drinks consumed by students depends on school and the rate at which male students taken alcohol beverages was high.  In her recommendations, she said that students should abstain from alcohol such as: beer, rum, etc, because of their adverse effect on health.

Finally, not much research work has been done on this project available written works on this project are few and students should know how to spend them money on those items need and also their parents should support their fully financial and in other things which will help them towards their studies.

 

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.1   SOURCE OF DATA

        This survey is carried out in the Institute of Management and Technology Enugu.  Primary data is used and questionnaires are distributed to the six schools at randomly.

 

3.2   SCOPE OF STUDY

        The scope of study covered only the regular students of IMT, Enugu of 2004/2005 session.

 

3.3   SAMPLING FRAME

        It is  the comprehensive lists of all the regular students of Institute of Management and Technology, Enugu from 2004/2005 session, and obtained from admission’s office.

TABLE 1:         THE DISTRIBUTION OF REGUALR STUDENTS

S/NO	SCHOOLS	NO OF STUDENTS
1 2 3 4 5 6	RAM COMM ARTS FIN. STUDIES ENGR TECH SSYTE	6154 3490 7270 4474 2009 192
	TOTAL	23589

 

 

3.4   SAMPLING PLAN

        Stratified random sampling is used for this survey.  According to John E. Frend (Fourth Edition), 1988 when population can be sub divided in a number of subpopulation, or strata each of which is relatively uniform or homogeneous.

In this kind of sampling, we divide the population into a number of non-overlapping homogenous subpopulation to which we their allocated certain portions of the total sample.

 

3.5   REASONS FOR STRATIFICATION

        Stratification was used because the different schools can be regarded as homogeneous subpopulations in which the units (students) are non-overlapping.  A student belongs to one and only one stratain (school).

Stratification provides estimates of population parameters with high degree of precision.

Administrative convenience also necessitated the use of stratification.

In stratified random sampling we may apply different sampling methods to be considered more quotable than different sections of population.

 

3.6   METHOD OF DATA COLLECTION

        Questionnaire technique is used to obtain data from students. Three hundred and sixty questionnaires were distributed randomly to each school for the students to fill about one hundred and fourty valid returns were gathered.

 

3.7   PROBLEMS ENCOUNTERED DURING DATA COLLECTION

Many problems were encountered during data collection stage.  The first was the problem of going to campus II repeatedly to collect data from Admissions Office IMT, Enugu.

Secondly, there was the problem of non-response. Some students’ refused to fill the questionnaires, claiming that they had no time. Some students filled the questionnaire wrongly and ticked more than once one some spaces.

 

3.8   PILOT SURVEY

From practical point of view, a small pre-test method was carried out on the survey.  It has helped to decide upon effective techniques of asking questions which helped to improve the quality of the questionnaires.  It also showed problems and troubles that would come out before the main survey.

The sample size was estimated from the pilot survey.  A total of eighty questionnaires were distributed to the six schools proportionally, using Nigeria’s allocation formular given as:

n_n     =      nN_n

                  N

Where:

n      =      Sample size

N      =      Total number of students

n_n       =      The number of questionnaires allocated to

each school.

N_n    =      The total population in each school.

 

3.9   ASSUMPTION FOR STRATIFICATION

1. The stratum sizes are known
2. The frame for selecting a sample
3. The population units are non-overlapping

 

 

 

 

3.10 TABLE 2: ALLOCATION OF QUESTIONNAIRES (PILOT SURVEY) TO THE SIX SCHOOLS AND THEIR VALID RETURNS

S/NO	SCHOOLS	NO OF STUDENTS	ALLOCATIONS	VALID RETURNS
1 2 3 4 5 6	BAM COMM. ARTS FIN. STUDIES ENGR TECH SSVTE	6154 3490 7270 4474 2009 192	25 18 20 9 60 2	23 10 16 6 3 2
	TOTAL	23589	80	60

 

 

3.11 DETERMINATION OF VARIANCE

The summaration of average monthly feeding expenditure by the valid returns to students were recorded.  From the results, the variance was computed using the formular below.

 

S²     =      n²     V (yest)     =      V(Y)

Where

n²             =      Sum of the n stratum

V(yest)      =      the variance of the overall mean

population

=      å  W_n²      S_h² (I – f_h)

h=i                 n_n

W_h    =      Stratum weight of the population size

S²     =      The total variance of the population

 

3.12 DETERMINATIONM OF SAMPLE SIZE

The estimated sample size was computed from the pilot survey.  For the estimation of the sample size n the formular below was used (Proportional allocation)

n      =            N S²  

S² + N e²/4

Where

N      =      The total number of students under study

S²     =      The population variance

e²     =      Error

n      =      The total number of questionnaires.

 

3.13 THEORITICAL FRAME-WORK

The analysis of variance (ANOVA) is used in order to compare the mean Vi of several independent populations, that is to test the equality of means.

 

3.14 ANALYSIS INVOLVING TEST OF TWO MEANS

This analysis was carried out o test for whether there is a significant difference betweens the two means of students expenditure.

 

 

 

 

CHAPTER FOUR

4.0   ANALYSIS

4.1   ANALYSIS INVOLVING TEST OF TWO MEANS

This analysis was performed in order to findout whether there is a significant difference betweens the two means of students’ expenditure on food.

1. H₀: m_A     =      m_B (female expenditure = male

expenditure)

H₁:   m_A      ¹      m_B     (Female expenditure ¹ male

expenditure)

Here n_A     =      35            ,       X_A       =      5463

S_A       =      5502                        n_B    =      35

X_B    =      3886                ,       S_B    =      4465

Z      =              X_A    –       X_B

S_A²   +      S_B²

n_A               n_B

 

 

 

 

Z      =              5463                –       3886

5502²       +      4465

35                     35

Z      =      1577

1197.71

 

Z      =      1.3   (computed Z = statistic)

 

Conclusion:

The critical Z = score at the 5% level of significance is 1.96 (from the normal distribution table).  Since the computed Z value is less than the table value, we accept H₀ and conclude that average female expenditure on food is not significantly different from average male expenditure on food.

2. To test whether there is a significant difference between male students average expenditure and female students average expenditure on clothing’s and foot wears.

 

H₀:   m_A     =      m_B (female expenditure = male

expenditure)

H₁:    m_A    ¹      m_B     (Female expenditure is not the

same as male expenditure)

Here n_A     =      35            ,       X_A       =      2149

S_A       =      2289                        n_B    =      35

X_B    =      2130                ,       S_B    =      2279

Z      =              X_A    –       X_B

S_A²   +      S_B²

n_A               n_B

 

Z      =              2149                –       2130

2289²       +      2279²

35                     35

Z      =      0.04 (computed Z = statistic)

 

Conclusion:

The critical Z = score at the 5% level of significance is 1.96 (from the normal distribution table).  Since the computed Z value is less than the table value, we accept H₀ and conclude that average female expenditure on clothing and footwear is not significantly different from average male expenditure on the items

3. To test whether there is a significant difference between female and male expenditure on drinks.

H₀:   m_A     =      m_B (female expenditure on drinks is

sacars)

H₁:   m_A      ¹      m_B     (They are not the same)

Here n_A     =      35            ,       X_A       =      437

S_A       =      470                  n_B    =      35

X_B    =      299          ,       S_B    =      310

Z      =              X_A    –       X_B

S_A²   +      S_B²

n_A               n_B

 

Z      =              432          –       299

470²         +      210²

35                     35

Z      =      133

95.17

Z      =      1.4   (computed Z = statistic)

 

Conclusion:

The critical Z = score at the 5% level of significance is 1.96 (from the normal distribution table).  Since the computed Z value is less than the table value, we accept H₀ and conclude that average female expenditure on drinks is not significantly different from average male expenditure on drinks.

4. To test whether there is a significant difference between female and male students’ expenditure on educational materials.

H₀:   m_A     =      m_B (female expenditure equal male

expenditure)

H₁:   m_A      ¹      m_B     (Female expenditure is not

equal to male expenditure)

Here n_A     =      35            ,       X_A       =      3885

S_A       =      13119                      n_B    =      35

X_B    =      2279                ,       S_B    =      265

Z      =              X_A    –       X_B

S_A²   +      S_B²

n_A               n_B

 

Z      =              3883                –       2279

13119²     +      2651²

35                     35

Z      =      1604

2262

 

Z      =      0.71 (computed Z = statistic)

 

Conclusion:

The critical Z = score at the 5% level of significance is 1.96 (from the normal distribution table).  Since the computed Z value is less than the table value, we accept H₀ and conclude that average female expenditure on educational material is not significantly different from male expenditure on educational material.

5. To test whether there is a significant difference between male students average expenditure and female students average expenditure on others.

Here n_A     =      35            ,       X_A       =      2259

S_A       =      3422                        n_B    =      35

X_B    =      1703                ,       S_B    =      1849

Z      =              X_A    –       X_B

S_A²   +      S_B²

n_A               n_B

 

Z      =              2259                –       1703

3422²       +      1844

35                     35

Z      =      556

657

 

Z      =      0.85

 

Conclusion:

The critical Z = score at the 5% level of significance is 1.96 (from the normal distribution table).  Since the computed Z value is less than the table value, we accept H₀ and conclude that male expenditure on others are not the same to females’ expenditure on others.

 

4.2   ANOVA

        To compare the mean Vi of several independent populations, that is to test the equality of means.

TABLE AVERAGE MONTHLY SPENDING OF STUDENTS’ IN RELATION TO THEIR PARENTS’ STATUS

Parents’ Status	Food	Clothing and food wears	Educational materials	Drinks	Other
Civil Servant Teaching Trading (Business) Others	3409   3309 6005   3718	3988   4266 7739   3166	3245   3030 3405   2768	267   308 455   292	2461   1909 3813   1732
Tj	16441	19159	12448	1322	9913

 

Xijk  =      m + ai + bj + eij

Assumptions

1. åxij_k =      åxij_k         =      åxij_k         =      0
2. åai =      åbj           =      0
3. åeij W      N(o,e²)

Calculations of the sum of squares

1. SST =      åxij²         =      243130067
2. SSm = T²     . . .   =      C

N

=      59283²

20

C      =      175723704.5

3. SSA =      SSai =      åTi²  –       C      =      Ci – C

k

=      13370² + 12820² + 21417² + 11676²

6

=      187625233      –       175723704.5

=      11901528.5

4. SSB = SSbj =      åTj²  –       C = Cj – C

=      16441² + 19159² + 12448² + 1322² + 9913

4

=      892341719

4

=      223085429.8   –       175723704.5

=      47361725.25

5. SSE =      SSeij                =      Cij – C – Ci – Cj

=      243130067 + 175723704.5 – 187625233 – 223085429.8

=      8143158.7

ANOVA TABLE

MS	SV	d.f	SS
2975382 15787241 678592	Constant (m) Parents’ status (ai) Item (bj) Error Total F – ration 4.38 23.26	1 4 3 12 20	175723704.5 11901528.5 47361725.25 8143108.7 243130067

Conclusion:

Since the f-ratio is greater than the table value, we reject H₀ and conclude that the average spending of students from various parents’ status is not same.  And also since fcal = 23.26 m 3.49 = F (0.05,), (3,12) we reject H₀ and conclude that the average expenditure of students on items are not same.

TABLE AVERAGE MONTHLY SPEEDING OF STUDENTS BY AGE GROUP

Age	Food		Drinks		Others	Total
Under 20 yrs 20-24 yrs 25-29 yrs 30-above	5960 6218 3205 2965	2733 2148 1798 1700	524 476 257 239	4253 5553 2468 2828	2835 2685 2243 2130	17305 17080 9971 9862
Tj	18348	8379	1496	15402	10893	54218

 

 

 

 

Xijk  =      m + ai + bj + eij

Assumptions

1. åxij_k =      åxij_k         =      åxij_k         =      0
2. åai =      åbj           =      0
3. åeij W      N(o,e²)

Calculations of the sum of squares

1. SST =      åxij²         =      206575518
2. SSm = T²     . . .   =      C

N

=      54218²

20

C      =      146979576.2

3. SSA =      SSai =      åTi²  –       C      =      Ci – C

k

=      17305² + 17080² + 9971² + 9862²

5

=      787869310

5

=      157573862      –       146979576.2

=      10594285.8

4. SSB = SSbj =      åTj²  –       C = Cj – C

=      18348² + 8379² + 1496² + 15102² + 10893²

4

=      755822614

4

=      18895563.5     –       146979576.2

=      41976077.3

5. SSE =      SSeij                =      Cij – C – Ci – Cj

=      206575518 + 146979576.2 – 157573862        –         188955653.5

=      7025578.7

ANOVA TABLE

SV	d.f	S.S	M.S
Constant (m) Age – Group  (ai) Item (bj) Error	1 4 3 12	146979576.2 10594285.8 41976077.3 7025578.7	2648571.45 13992029.77 585464.89
Tj	20	206575518

 

sF – ratio

4.52

23.90

Conclusion:

Since the calculated value is greater than the table value we reject H₀ and conclude that the average spending of students from various age-group is not same.  And also since the calculated value is greater than the table value we reject H₀ and conclude that average expenditure of students and items are not the same.