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An Investigation on How the Mode of Transport Affect Study, Leisure, Social Activities, and Academic Performance of Undergraduate Students

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Submitted By theshab90
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An investigation on how the mode of transport affect study, leisure, social activities, and academic performance of undergraduate students

Abstract
This study seeks to investigate how mode of transport influences the activities of undergraduate students, and whether it impacts their academic performance. The activity patterns of 50 KPTM students are analysed. The respondent profile indicates that slightly more than half are females; between 21-24 years old; and currently pursuing their bachleor degree. In terms of lifestyle, large majority are average and above average financially; with 2 to 4 siblings; using private transport; and exercise irregularly. In terms of study-related activities, their academic performances are self-reported as average and above average; fair and good class attendance; only sometimes or never late for class; and considered to be more focused and attentive by their preferences to seat between the front-middle and the middle-back rows. In terms of time spent (hours per week) on the core activities, on average the students reported to study 20.6 h/week; to have leisure time for 24.6 h/week; social activities for 40.4 h/week; and working 3.4 h/week. The major findings of this study reveal that mode of transport does play an important role in student’s study, leisure, and social activities. The findings indicate that those students with private transport tend to spend slightly less time on self-study (20.4-20.8 h/week) and miss slightly more classes because the private transport provide convenience to other forms of attractions, leaving less time for study. In terms of gender, female students using public transport and walking/cycling tend to spend more time on self-study (21.2-21.3 h/week) than male students (20.1–20.9 h/week). This suggests that female students tend to be more diligent and put more effort into learning. However, for…...

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