Business Research Methodology

Final Report
Business Research Methodology - BS308
On
BACHELOR OF SCIENCE (HONORS) IN
The effectiveness of
BUSINESS COMPUTING AND INFORMATION TECHNOLOGY
PADI e-Learning
Name: Graziella Berzghal

Class Code: BS308
Student ID: 02018808498
Facilitator: Dr. Teo Kim Heng
Name Graziella Berzghal

Class Code IT309
Student ID 020188080498
Facilitator Ms. Manian Latha
University of Wales
BS308-Business Research Methodology - Report on The Effectiveness of PADI e-Learning
Table of Content
Description Page
1.Abstract...................................................................................................................................7
2.Introduction.............................................................................................................................7
3.Literature Review....................................................................................................................9
e-Learning Definition..............................................................................................................9
Types of learning.....................................................................................................................9
Different Styles of learning...................................................................................................10
Growth of E-learning.............................................................................................................10
Advantages............................................................................................................................12
Disadvantages........................................................................................................................13
4.Purpose of the Research........................................................................................................15
5.Exploratory Research............................................................................................................16
6.Research Design....................................................................................................................17
7.Sample Design ......................................................................................................................18
8.Data Collection......................................................................................................................18
9.Data Analysis........................................................................................................................19
Descriptive Statistics.............................................................................................................20
Mode.............................................................................................................................................20
Median..........................................................................................................................................20
Mean.............................................................................................................................................21
Frequency and Percentage............................................................................................................23
Frequency average and Percentage...............................................................................................39
Descriptive Analysis and Standard Deviation..............................................................................41
Central Limit Theorem .........................................................................................................47
Definition: this theorem states: “As the sample size, n, increases, the distribution of the
mean, X, of a random sample taken from practically any population approaches a normal
distribution (with mean value, µ and a standard deviation, σ/√n)”....................................47
We applied the Central Limit Theorem on the relationship between question 42 “How much
time are you prepared to commit to study a PADI online course?“ and question 43 “If you
reflect back on this survey, would you be interested in taking PADI scuba diving as an
online course?”. We only retrieved the responses form Q42 to which they have answered
a YES in question 43 and recoded them:...........................................................................47
Formula to get the mean µ =∑X/N ..........................................................................................48
Applying the formula: µ = 14.26/11 = 1.2964.........................................................................48
Prepared by Graziella Berzghal Page 2/87

10-August-2009
University of Wales
We drew randomly from the population of 11 we drew earlier. We came up with 55 possible
samples as follows:.............................................................................................................48
The following table lists the sample means of the possible 55 samples and the frequency
distribution of these sample means with their respective probabilities:.............................48
Deduction:................................................................................................................................50
We can derive from this central Limit Theorem that from the 11 cohorts showed interest in
taking PADI course online, 4 will commit 0.5hrs/day to study the online course, 3 will
commit 0.71hrs/day, 9 will commit 1hrs/day, 12 will commit 1.21hrs/day, 3 will commit
1.421hrs/day, 12 will commit 1.51hrs/day, 9 will commit 1.71hrs/day and 3 will commit
21hrs/day............................................................................................................................50
Hypothesis.............................................................................................................................51
Question 43 is a Yes, No and Neutral type question: “If you reflect back on this survey,
would you be interested in taking PADI scuba diving as an online course?” The responses
to the question comprised of 11 Yes, 12 No and 8 Neutral. We have a sample population
of 31 cohorts. .....................................................................................................................51
We decided to run some hypothesis to evaluate if the tendency of the population would be
more in favor in responding YES using confidence limits of 90%, 95% and 99%...........51
Hypotheses were conducted with a one-tail Z test for an unknown Mean, using T statistics
with n-1 degrees of freedom (t distribution)......................................................................51
We calculated all the known variables and we have used the following t distribution formula
computed to 3 decimal points:...........................................................................................51
u = Mean (Unknown) X = 1.9032 S = 0.7897 n = 31..............................................................51
Hο : μ < 2..................................................................................................................................51
H1 : μ > 2..................................................................................................................................51
Hypothesis 90 %.......................................................................................................................51
Significance Level a = 0.1........................................................................................................51
Critical value t = 1.31 ..............................................................................................................51
t = 1.903 – u..............................................................................................................................51
0.790/5.568.........................................................................................................................51
u = 1.903 ± (1.31) 0.790/5.568.................................................................................................51
u = 1.903 ± 0.186.....................................................................................................................52
1.717 < u < 2.089 ...................................................................................................................52
Deduction:................................................................................................................................52

10-August-2009
University of Wales
Since our critical value = 1.31, there is enough evidence to reject our hypothesis in favor of
the null value since our u (population mean) is greater than our critical value.................52
Hypothesis 95 %.......................................................................................................................52
Significance Level a = 0.05......................................................................................................52
Critical value t = 1.70 ..............................................................................................................52
t = 1.903 – u..............................................................................................................................52
0.790/5.568.........................................................................................................................52
u = 1.903 ± (1.70) 0.790/5.568.................................................................................................52
u = 1.903 ± 0.241.....................................................................................................................52
1.662 < u < 2.144 ...................................................................................................................52
Deduction:................................................................................................................................52
Since our critical value = 1.70, there is enough evidence to accept our hypothesis. The u
(population mean) falls within the average therefore we can conclude that population
votes may have changed in favor of a YES since it is within the CI range. .....................52
Hypothesis 99 %.......................................................................................................................52
Significance Level a = 0.01......................................................................................................52
Critical value t = 2.46 ..............................................................................................................52
t = 1.903 – u..............................................................................................................................52
0.790/5.568.........................................................................................................................52
u = 1.903 ± (2.45) 0.790/5.568.................................................................................................52
u = 1.903 ± 0.349.....................................................................................................................52
1.554 < u < 2.252 ...................................................................................................................52
Deduction:................................................................................................................................52
Since both values of the u (population mean) falls within the limit of the critical value which
is = 2.45, there is enough evidence and we are more confident in accepting the hypothesis
that population votes may have changed to a YES. ..........................................................52
Regression Analysis and Correlation....................................................................................53
Regression Analysis......................................................................................................................53
1.Summary Analysis provides us with information in evaluating the relationship between the
age factor and internet usage. We can deduct from the R Square that the sample we have
is not complete, more data is needed to analyze the relationship more accurately however,
the Significance F tells us that there is a relationship between these two factors. The
percentage of the relationship is 30.65%............................................................................55

10-August-2009
University of Wales
As the graph 36 demonstrates, the relationship is of a negative value. We can deduct that the
older people get, the less time they will be spending on the internet. ...............................56
1.Summary Analysis provides us with information in evaluating the relationship between the
age factor and the willingness in studying PADI online course. We can deduct from the R
Square that the sample we have is not complete, more data is needed to analyse the
relationship more accurately however, the Significance F tells us that there is a
relationship betwee these two factors. The percentage of the relationship is 29.38%.......56
As the graph 38 demonstrates, even though the trend is upwards, the X line is equivalent to 1
= Yes, 2 = No, and 3 = Neutral. Therefore, we have a relationship and we can deduct that
the older people get, the less likely they will be interested in studying PADI online
course. ...............................................................................................................................59
Correlation....................................................................................................................................59
The correlation below is using the Data Analysis in Tools in Excel Menu. ...........................61
The correlation factor we see above is of -0.189796714 which tells us that there is a negative
relation between these two questions. The relation is not very strong because it is closer to
0. 0 is a no relation; the stronger the relation is the higher the number should be, either
positive or negative as in +1 or -1......................................................................................62
The correlation below is using the Data Analysis in Tools in Excel Menu. ...........................63
The correlation factor we see above is of 0.194758194 which tells us that there is a positive
relation between the two questions. The relation is not very strong because it is closer to
0. 63
0 is a no relation; the stronger the relation is the higher the number should be, either positive
or negative as in +1 or -1....................................................................................................63
10.Conclusion...........................................................................................................................64
11.References...........................................................................................................................67
12.Appendix A (Email)............................................................................................................69
13.Appendix B (Word Document)...........................................................................................70
Personal Information................................................................................................................70
Interests and Hobbies...............................................................................................................70
E-learning.................................................................................................................................71
Education Background and personal Development.................................................................71
Advantages and Challenges of e-learning................................................................................72
Using technology......................................................................................................................77

10-August-2009
University of Wales
Online Dive Training...............................................................................................................77

14.Appendix C (Online Survey)...............................................................................................79

10-August-2009
University of Wales
1. Abstract
There is a technological revolution taking place in higher education. Any digital resource or
digital media used for learning can be defined as e-Learning. One of the multiple digital
methods that may be used in e-Leaning is Online learning.
With the current growth and availability of online education programs, it is definitely no
trivial task to evaluate the convenience of such programs among busy people, or assessing the
effectiveness factors involved in e-Learning.
It is discovered that, in most websites, books, magazines and educational institutions which
promote e-learning, disadvantages and difficulties are not advertised. However, advantages
are well displayed to entice prospective customer and provide a competitive edge in today’s
learning industry. Enthusiast learners with a main objective in mind as a reward, a certificate,
a diploma or a degree, are oblivious to the journey they are embarking on.
This report will look to identify through a research study the effectiveness of e-Learning,
whether is it truly beneficial to the consumer or not. It will endeavor to identify online
education’s advantages and disadvantages. It will examine the convenience, flexibility, and
efficiency of an online education program.
The primary data collected from a survey will be analyzed to provide an assessment on the
Effectiveness of e-Learning within the diving community.
2. Introduction
We are in a period that can be described as an era of evolution and technology. The World
Wide Web has become an essential aspect of the global population who has access to a
computer and internet services.
Internet access today provides a broad number of services including communication,
information, online shopping, research and e-Learning. The services provided by the internet
are always growing giving increased and improved opportunities to users such as e-learning.

10-August-2009
University of Wales
E-Learning is any type of education/learning acquired through computer involving digital

technologies. Online learning is a type of e-learning using the internet as a media of
connection. This research will focus the discussion to those learning methods conducted
through an online internet media.
“E-learning cannot be ignored by those who are seriously committed to enhancing teaching
and learning” (E-learning in the 21st century). Institutions, organizations and association that
provide online education are growing in numbers. Such an organisation is PADI
(Professional Association of Diving Instructors).
PADI is a leading training organization within the diving community, who launched their
Online Program under the title of PADI e-Learning at the beginning of 2007.
Acknowledging the need of personal development for busy and active consumers in the areas
of leisure, outdoor and educational activity, and that, the online education is gaining a steady
growth world wide, PADI developed an interactive course for its Open Water Diver
certification.
E-learning is considered as an enhanced way of traditional learning. E-learning is most

popular amongst active people and people with a busy life style. This group of people
welcome the convenience of the e-learning approach in providing a more accessible way of
self development.
This paper will not answer all the questions related to e-learning; however, this study through
its research and findings will provide a more detailed analysis on the flexibility, convenience
and effectiveness of an online training program.
The report will start by providing a literature review on e-learning, moving into distributing a
survey, performing an analysis on the data collected, and by providing conclusions on the
hypothesis derived from the analysis.

10-August-2009
University of Wales
3. Literature Review
e-Learning Definition
As defined by Wikipedia (2009a), “Electronic learning (or e-Learning or eLearning) is a
type of Technology supported education/learning (TSL) where the medium of instruction is
through computer technology, particularly involving digital technologies.”
Mark Nichols http://akoaotearoa.ac.nz/sites/default/files/ng/group-661/n877-1---e-learning-

in-context.pdf explains that Online Learning is pure online learning uses e-learning tools in
a distance education mode. It uses technology (usually the internet) as the sole medium for all
student learning and contact. The term is often used synonymously with the terms
immediately above; however, it is best to reserve it to describe education facilitated only
through digital technology, usually the internet. An online course typically lacks both
physical learning materials and physical meetings, but the term is also used to describe the
online component of an on-campus or distance education course. The term is sometimes used
to refer to CD-Rom- or DVD based courses as well as web-based education.
Based on the findings in the report “Distance Education at Degree-Granting Postsecondary

Institutions: 2006–07”, issued by US Department of Education, it was discovered that the
designation of e-learning can have various meanings. Depending on the institutions that are
providing them, a distance education can be considered as an e-learning since it provides
some online courses as it can include in-class courses. This type of education would be
defined as a hybrid/blended online program. Some other institutions considered online
courses as courses in which 100 percent of the program was delivered online.
Types of learning
According to the report: Distance Education at Degree-Granting Postsecondary Institutions:
2006-07, “Sixty-one percent of 2-year and 4-year institutions reported offering online
courses, 35 percent reported hybrid/blended courses, and 26 percent reported other types of
college-level credit-granting distance education courses in 2006–07. Among institutions that
offered online courses, 62 percent reported that 100 percent of the instruction in those courses
must be online.”

10-August-2009
University of Wales
Different Styles of learning

There are many methods of gaining training and instruction. Some of the traditional methods
include academic schools, centers for higher education, institutions with in-house training
classes, procuring manuals and self-study guides. Many organizations and institutions offer
these learning methods to their employees or learners. However, in some situations, any form
of e-Learning may be more advantageous to them than these traditional methods.
In many ways, researchers may argue the fact that one way is more advantageous than the
other. Individuals have different ways of learning; some are more comfortable in the
traditional way. By example, having a book in hand and flipping through can prove easier
than searching online. Other people prefer online studies. Same example applies; an online
search can prove easier and more manageable than having a book in hand.
“A Personal learning environment could allow a learner to configure and develop a learning
environment to suit and enable their own style of learning” (Personal Learning Environments
- the future of eLearning?). Learners are more inclined to choose a method of learning that
will make their learning experience more advantageous.
People are incorporating the use of computers in their everyday life. They are discovering
new uses of the technologies for learning which include instant messaging, file sharing, social
networking, blogging. With digital services widely available, changing in needs and goals
can be more adaptable to online learners.
E-learning environments require more discipline and more independence for learners, such
environments can be advantageous for some and strenuous for others. With an independent
learning method comes responsibility. Self pacing would be a major discipline in meeting
deadlines.
Growth of E-learning
As per Wikipedia (2009a), “e-learning is capturing a large portion of learning activities both
in academics and in industry.”
The following table shows statistics in the growth of e-learning in the Postsecondary
Institutions, taken from the same report of the US Department of Education.

10-August-2009
University of Wales
Over the last few years, e-Learning has gained an international attention and importance, and
has grown in popularity. It became attractive to people with certain requirements and, busy
and demanding schedules, consequently online education is becoming a standard program to
some colleges and universities.
Nowadays, individuals spend occasional periods of formal education and training throughout
their working life.
Distance education has grown in an explosive rate:

• Illinois College and University www.ivc.illinois.edu reports on its website that more
than 163,000 enrollments in 9,082 online class sections for the Fall 2008 term.

10-August-2009
University of Wales
Enrollment in Online Courses reported big increase since 1999, as the graph of Graph
1 shows.
Graph 1. Online Enrollment for Illinois College and University
• The University of Maryland, Universisty College, had over 189,000 online course
enrollments for the Fiscal year 2008.
http://www.umuc.edu/ip/PDFs/UMUCFY08FactBook.pdf it currently offers close to
750 stateside courses online.
• In the State University of New York system (http://sln.sunny.edu), has supported

more than 3000 SUNY faculty in their transition from the traditional to the online
classroom.
Such an online education has its advantages and its draw backs. Advantages of online
education are having a greater impact on our society today. Through the research some
advantages and disadvantages have been discovered:
Advantages
• Student-centered with a schedule that works around their life style.
• Flexible: Learning at your own pace and on your own schedule, with pause session
available.

10-August-2009
University of Wales
• Convenient: Unlimited access, on demand availability, 24 hours a day, 7 days a week.

Not bound to a specific day or time to physically attend classes
• User friendly: using functions such as Search function in a study guide, the copy and
paste function, etc.
• Technology: E-learning also offers individualized instruction, which print media
cannot provide, it offers videos, prescriptive lessons, chats, tele-conferencing, etc.
• Individualism: by taking responsibility of self learning and successfully completing
the online course alone, builds up self confidence and self knowledge.
• Self-directed learning abilities that can serve the learners over a life time
• Environment friendly: reducing overall carbon output by avoiding travel and
reduction of paper usage by using virtual notes instead of traditional paper notes.
Some of the pre-mentioned e-learning advantages are listed on universities websites such as
U21Global who promote on its website; e-Learning Advantages,
http://www.u21global.edu.sg/Education/FAQs/eLearningAdvantages titled “What are the
advantages of e-learning?” noting that the learner does not have to follow a prescribed pattern
and there is more scope for learning according to the students own preferred style.
In summary of the advantages a deduction can be made and we can state the following: “If
your busy lifestyle does not allow you to attend on-campus classes, online education is an
ideal solution” (U21Global).
Even though it looks appealing from the point of view of convenience, effectiveness, user
friendly etc. e-Learning has its draw backs too, such as the lack of human contact, cost,
inability to receive technical advice and more importantly the negative attitude held towards
online distance learning.
Disadvantages
• Difficult to have an online education with remote regions that have a limited
technology, as acquiring a computer, being able to access the internet, acquire certain
software, which can be a learning curve on its own, slow and unreliable Internet
connections.

10-August-2009
University of Wales
• Social interaction: hard to gain help and technical advice, Instructor may not be
available on demand, and learner may miss social interaction.
• Cost. The actual cost of online distance education is not as low as many people may
think. The cost of simply running appropriate computer systems and an Internet
connection is expensive enough let alone when you have to pay for other multimedia
material, as stated in My Yclopedia 2004.
• Lack of printed workbooks or reference material makes it difficult for some.
• Motivation for learners with poor studying habits may not meet deadlines and fall
behind.
As with anything else, the benefits and limitations, pros and cons play a major role in online
education. As we discovered, many institutions that offer online program praise the
advantages of e-learning, however, most of them do not provide any explanation on its
disadvantages, maybe because the advantages outweigh the disadvantages!
The pro's and con's of e-learning vary depending on personal goals, on program availability,
on target audience and on organizational infrastructure and culture.
Wikipedia (http://en.wikipedia.org/wiki/E-learning): “By 2006, nearly 3.5 million students
were participating in on-line learning at institutions of higher education in the United States”.
With a statement like Wikipedia’s, it is indisputable that e-learning, disregarding the
advantages and disadvantages, is rapidly growing as a form of training delivery and most are
finding that the clear benefits of e-learning will guarantee it a role in their overall learning
strategy.
With such growth in the e-Learning, it’s definitely no trivial task in evaluating the online
education to assess whether it is truly beneficial to the consumer. The e-Learning program of
the Professional Association of Diving Instructors or widely known as PADI, is the leading
organization within the diving community, has been chosen as a case study for this research.
The research will focus on convenience, flexibility, and efficiency. It will assess whether
people with busy schedule will be attracted to the option of learning the theoretical part of
PADI Open Water Dive provided as an e-Learning online program on there website .

10-August-2009
University of Wales
The focal point of this research is the effectiveness of the online study among people with
busy and active life style. It will attempt to demonstrate that convenience and flexibility is
huge attraction in e-Learning.
4. Purpose of the Research

With so many institutions posting and promoting their e-learning programs over the Internet,
and based on the initial findings of advantages and disadvantages of such an education, as
highlighted in the preliminary literature review, the research has investigated the impact of e-
Learning online education with the aim of evaluating its Effectiveness in attracting prospect
customers with an active life style. Taking the literature review into consideration, the
following objectives have been developed for this research:
• To investigate that convenience increases the attraction of e-Learning.

• To investigate that efficiency plays a part in the attraction of customers to e-Learning.
• To investigate that flexibility is a major tool in the effectiveness of e-Learning.
With the results of this research we achieve a deeper understanding of the subject matter and
have provided an answer in evaluating if the advantages outweigh the disadvantages.

10-August-2009
University of Wales
5. Exploratory Research
Even though there is documentation available on this subject, the goal of conducting an
exploratory research allowed us to gain more information and identified some key decision
aspects of the potential e-learner’s attraction to e-learning.
The group targeted for this research is based on people who have a busy or active life style
with a continuing education as a focus. This group encompasses working people, students or
simply people with an active life style who are looking into upgrading their knowledge and
benefit from the flexibility of e-learning to better themselves.
Our exploratory research drew on interviewing respondents through a form of an e-survey

questionnaire. The results have identified the “why”, “how” and “when” e-learning is a
possible attraction among the targeted group.
The objective of this exploratory research is to gather preliminary information that will help
define our aim to evaluate the effectiveness of e-Learning in attracting prospect students with
an active life style, and suggest hypotheses about the subject matter.
The exploratory research has assisted us in determining the preferred research design, data
collection method, data analysis and the selection of subjects.

10-August-2009
University of Wales
6. Research Design
Based on the exploratory research, and with all the different types of research methods such
as, Experiments, Secondary data studies, Observation and Surveys, the most appropriate
method to collect data for our research is a Survey type. Respondents are a group of people
that was targeted to meet certain research criteria. (Chapter 6 defines the targeted sample of
the population)
Due to the time constraint of this research, the following two media formats were used as a
mean to reach the targeted respondents:
• E-mail: with an attached word document of the survey form
• Web-Page: using Google Docs integrated survey form.
The above mentioned media formats are considered the most effective method of achieving a
survey at the least cost. Both of these methods were applied. 88 people were targeted, 8 email
rejection. 31 responded: 3 through the word document and 28 results came through
GoogleDoc online survey form.
Due to some internet connection problems, e-mails were sent out few times.
The methodology of the survey form is that of a multiple choice questionnaire providing the
respondent a reasonable range of answers to make a selection, refer to Appendix B. By
choosing this method, we can endeavor to eliminate all the indecisive answers by the
respondent.

10-August-2009
University of Wales
7. Sample Design
This research is about e-learning and online education, and the fact that the number of
elements in a population cannot be individually identified; it was decided that the sample
design is that of a non-random/non-probability sample. The sample design is defined as a
Judgmental or Purposive Sample.
The primary consideration in this sampling is the judgment that the group of the targeted
population follows certain criteria in which they were considered for this research.
Such criteria include: Age Group, Students, Working people, Active people, etc. with an
attraction to continuing personal development.
88 respondents were targeted by this survey, 31 responses were collected for data analysis
With the completion of the data collection, an analysis and an evaluation were performed and
the results and conclusions are provided in this report.
8. Data Collection
A data collection plan has been developed to assist us in achieving our goal by providing
clear, timely and accurate information. Different types of scales were used in developing the
questionnaire: Nominal Scale, Likert Scale and Attitudinal Scale survey design was
constructed and applied. The plan was executed using the actual sample as the main study;
and there was no pre-testing phase.
Due to time constraints, respondents were given a one week period of time to complete the
survey and return it. During that week, data collection and test analysis has started.
A check list was developed to ensure that, the minimum required number which consisted of
30 respondents have returned their survey, the data was coded and logged upon receipt and
stored into an Excel Workbook in a timely manner.

10-August-2009
University of Wales
An email reminder was sent after 2 weeks to the respondents who haven’t submitted their
survey encouraging them to do so.
9. Data Analysis
An editing process was performed on the collected data to ensure consistency, accurate
information and to determine if any data was required to be omitted from the analysis.
The collected data went through a coding process and was interpreted, categorized and
recorded. A set of data was converted into graphical in which we can identify some patterns
and numerical format that was computed using Microsoft Excel Spreadsheets in providing
statistics.
Data analysis was executed to derive the final expected parameters that were considered to
support our investigation. Here follows is a brief description of the statistics and analysis:
• Descriptive Statistics, such as Mean, Median, Mode, Frequency and Percentage,
Frequency Average and Percentage, Descriptive Analysis and Standard Deviation.
• Central Limit Theorem and Confidence Interval
• Hypothesis once all the possible parameters are applied on the independent variable,
hypothesis will be constructed and submitted in the report.
o Correlation Analysis that is used to study the causal relationship between two
variables investigated in this research.
o Regression Analysis a linear equation line that can be derived using
calculation to forecast the value of a dependant variable when the independent
value has been assigned randomly.

10-August-2009
University of Wales
Descriptive Statistics
Mode
The mode of a sample is the value, which occurs most frequently in the sample.
Table 2 provides the Mode for all the questions in the survey.
Mode
Question# Value Mode Frequency Question# Value Mode Frequency
Q1 Female 2 16 Q22 Advantage 1 22
Q2 Age 31 - 60 3 22 Q23 Disadvantage 2 12
Q3 Not a student 3 26 Q24 Disadvantage 2 22
Q4 Full Time 1 21 Q25 Advantage 1 21
Q5 South East Asia 7 15 Q26 Advantage 1 17
Q6 1 - 3 times 1 19 Q27 Disadvantage 2 20
Q7 Swimming 3 14 Q28 Neutral 3 11
Q8 Yes 1 30 Q29 Agree 2 14
Q9 CD-DVD 1 29 Q30 Agree 2 10
Q9 Online 2 29 Q31 Yes 1 31
Q10 Online 2 19 Q32 Yes 1 31
Q11 Bachelor 4 13 Q33 4 to 10 hours 2 13
Q12 Yes 1 21 Q34 Search Function 1 18
Q13 Yes 1 27 Q35 Yes 1 26
Traditional
Q14 Classroom 2 17 Q36 Yes 1 21
Q15 Both 3 16 Q37 Yes 1 19
Q16 Positive 1 16 Q38 No 2 22
1 to 3 hours per
Q17 day 1 16 Q39 Advantage 1 16
Q18 Yes 1 18 Q40 Advantage 1 26
Q19 No 2 13 Q41 Advantage 1 30
Q20 Advantage 1 28 Q42 None 4 11
Q21 Advantage 1 28 Q43 No 2 12
Table 2 Mode
Median
The median of a sample is the value for which one-half (50%) of the observations (when
ranked) will lie above that value and one-half will lie below that value. When the number of
values in the sample is even, the median is computed as the average of the middle values.
Table 3 provides the median for all the questions in the survey.
Median
Question# Answers CodedData Question# Answers CodedData
Q1 Female 2 Q22 Advantage 1
Q2 Age 31 - 60 3 Q23 Disadvantage 2
Q3 Not a student 3 Q24 Disadvantage 2
Q4 Full Time 1 Q25 Advantage 1
Q5 South East Asia 7 Q26 Advantage 1

10-August-2009
University of Wales
Q6 1 - 3 times 19 Q27 Disadvantage 2

Q7 Swimming Q28 Neutral 3
Q8 Yes 1 Q29 Neutral 3
Q9 CD-DVD 1 Q30 Neutral 3
Q9 Online 2 Q31 Yes 1
Q10 Online 2 Q32 Yes 1
Q11 Bachelor 4 Q33 4 to 10 hours 2
Q12 Yes 1 Q34 Search Function 1
Q13 Yes 1 Q35 Yes 1
Q14 Traditional Classroom 2 Q36 Yes 1
Q15 Both 3 Q37 Yes 1
Q16 Positive 1 Q38 No 2
Q17 1 to 3 hours per day 1 Q39 Advantage 1
Q18 Yes 1 Q40 Advantage 1
Q19 No 2 Q41 Advantage 1
Q20 Advantage 1 Q42 Up to 30 Month 3
Q21 Advantage 1 Q43 No 2
Table 3 Median
Mean
For a data set, the mean is the sum of the observations divided by the number of observations.
Some refers to it s average.
Table 4 provides the mean for all the questions in the survey.
Mean
Coded Coded
Question# Data Question# Data
Q1 1.5161 Q22 1.4839
Q2 2.7097 Q23 1.9032
Q3 2.7742 Q24 2.0968
Q4 2.0323 Q25 1.6129
Q5 5.1290 Q26 1.8065
Q6 1.9032 Q27 2.0968
Q7 N/A Q28 2.6774
Q8 1.0323 Q29 2.8065
Q9 N/A Q30 3.0323
Q10 2.5806 Q31 1.0000
Q11 4.1613 Q32 1.0000
Q12 1.3226 Q33 2.5161
Q13 1.1290 Q34 1.8065
Q14 2.2581 Q35 1.1613
Q15 2.2903 Q36 1.3226
Q16 1.9677 Q37 1.3871
Q17 2.1613 Q38 1.7097
Q18 1.6774 Q39 1.4839
Q19 2.1290 Q40 1.1613
Q20 1.1613 Q41 1.0323
Q21 1.1935 Q42 2.6129
Q43 1.9032
Table 4 Mean

10-August-2009
University of Wales
In table 5, we provided a calculated example of Mean, Mode and Median for question # 2
“Which age group do you belong to:”
Respondents
2. Which age group do Value
#Respondents you belong to: (Column X)
1 20 - 30 25
2 20 - 30 25
3 20 - 30 25
Values Frequency
4 20 - 30 25
5 20 - 30 25 25 9
6 20 - 30 25
45.5 22
7 20 - 30 25
8 20 - 30 25
The Mode is 45.5 because
9 20 - 30 25 we have 22 appearances in
10 31 - 60 45.5 the frequency column
11 31 - 60 45.5
12 31 - 60 45.5
13 31 - 60 45.5
14 31 - 60 45.5
15 31 - 60 45.5
16 31 - 60 45.5 = Median # 16
17 31 - 60 45.5
18 31 - 60 45.5
19 31 - 60 45.5
20 31 - 60 45.5
21 31 - 60 45.5
22 31 - 60 45.5
23 31 - 60 45.5
24 31 - 60 45.5 The Mean is 39.4 because
25 31 - 60 45.5 total of the average of each
26 31 - 60 45.5 respondent divided by the
27 31 - 60 45.5 number of respondents
28 31 - 60 45.5 = Sum(X / Y) or using the
excel formula
29 31 - 60 45.5
AVERAGE(Column X)
30 31 - 60 45.5
31 31 - 60 45.5
Total mid age value = 39.4
Table 5 Calculated Mean, Mode and Median

10-August-2009
University of Wales
Frequency and Percentage

In providing frequency and percentage we can evaluate the tendency of the answers. We have
determined the frequency of answers for most of the questions and provided the equivalent
percentage in tables and presented each table with a graph.
1. Gender Q1 Gender
M ale
Respondents 48%
Frequency Percentage
Value
Male 15 48%
Female 16 52%
Total 31 100.00%
Table 6. Gender
Fe m ale
52%
Pie Graph 2. Gender
2. Which age group do you belong to: Q2 Age group Be tw e e n

Respondents 20 and 30
Frequency Percentage
Value 29%
Be tw e en
13 - 19 0 0%
31 and 60
20 - 30 9 29% 71%
31 - 60 22 71%
60+ 0 0%
Total 31 100.00%
Table 7. Age Group
Pie Graph 3. Age Group
3. Are you a student? Q3 Student? Full Tim e Part Tim e

Stude nt Stude nt
Respondents Value Frequency Percentage 6% 10%
Not a
Full Time Student 2 6%
Student
Part Time Student 3 10% 84%
Not a Student 26 84%
Total 31 100.00%
Table 8. Student?
Pie Graph 3. Age Group
4. What is your current employment status

Respondents Value Frequency Percentage
Employment Full time 21 68%
Employment Part time 0 0%
Self-employed 3 10%
Retired 2 6%
Do not work 5 16%
Total 31 100.00%
Table 9. Employed?

10-August-2009
University of Wales
Q4 Work status
25
20 Employment Full time

21
15
Employment Part time
Self-employed
10
Retired
5
5
Do not work
0 3 2
0
1
Column Graph 9. Employed?
5. In which region do you reside:

North America 5 16%
Central America 0 0%
South America 0 0%
Middle East 10 32%
Europe 0 0%
Africa 0 0%
South East Asia 15 48%
North Asia 0 0%
Australia/Pacific 1 3%
Total 31 100.00%
Table 10. Region
Q5 Location / Region
North America 3%
16%
Central America
South America 0%
Middle East
Europe
Africa 49%
South East Asia
32%
North Asia
Australia/Pacific
Pie Graph 10. Region

10-August-2009
University of Wales
7. Do you practice any type of the following outdoor activities?

Hiking 6 19%
Cycling 7 23%
Swimming 14 45%
Scuba Diving 9 29%
Snorkeling 4 13%
Skiing 6 19%
I do not practice 4 13%
Other 5 16%
Total 55 177.42%
Table 11. Outdoor Activities
Q7 Outdoor activities
Hiking 16% 19%
Cycling 13%
Swimming 23%
Scuba Diving 19%
Snorkeling
Skiing
13%
I do not practice
Other 45%
29%
Pie Graph 11. Outdoor Activities
8. Have you heard of e-learning

Yes 30 97%
No 1 3%
Total 31 100.00%
Table 12. Heard of E-learning
9. If you have heard of e-learning, in your opinion what does it mean:
Learning through a media such as a CD-DVD Rom 29 45%
Learning through the Internet (Online learning) 29 45%
Learning through the Internet and a traditional classroom (Hybrid learning) 5 8%
Learning in a traditional classroom 2 3%
Total 65 100.00%
Table 13. Opinion on E-learning

10-August-2009
University of Wales
10. If you have experienced e-learning, what type was it:

CD-DVD Rom 2 6%
Online 19 61%
Hybrid 0 0%
Did not experience e-learning 10 32%
Total 31 100.00%
Table 14. What type of E-learning experience
Q10 E-learning experience

70%
60%
50%
61%
40%
30%
32%
20%
10% 6% 0%
0%
CD-DVD Rom Online Hybrid Did not experience
Percentage 6% 61% 0% 32%
Column Graph 12. E-Learning experience
11. What is the highest level of educational achievement you have attained?

High School Diploma 4 13%
College 3 10%
Associate Diploma 0 0%
Bachelor Degree 13 42%
Graduate Diploma 1 3%
Masters 9 29%
PhD 0 0%
Other 1 3%
Total 31 100.00%
Q11 Highest level of education
Table 15. Education Level
14
12 13
10
8 9
6
4
2 4
1 0 3
0 1
0
Other
PhD
Bachelor Degree
Masters
Graduate
Diploma
Associate
High School
College
Diploma
Diploma

10-August-2009
Column Graph 13. Education Level

University of Wales
12. Have you carried out any continued learning?

Yes 21 68%
No 10 32%
Total 31 100.00%
Table 16. Experienced Continued Education
13. Continued education can be applied in many fields to attain personal

development objectives such us: College Diploma, University Degree, it can
even be applied to acquire certificates in hobbies and interested skills such as
photography course or Scuba Diving, etc… Is continued education of any
interest to you?

Yes 27 87%
No 4 13%
Total 31 100.00%
Table 17. Interested in Continued Education
Q13 Interest in conitnuing education
No
13%
Yes
87%
Pie Graph 14. Interested in Continued Education

10-August-2009
University of Wales
14. Which method of continued learning have you carried out to achieve
personal development?

E-learning 4 13%
Traditional classroom 17 55%
Combination of both 8 26%
Not Applicable 2 6%
Total 31 100.00%
Table 18. Method experienced in Continued Education
15. Which method of continued learning would you prefer to achieve personal
development?
E-learning 9 29%
Traditional classroom 5 16%
Combination of both 16 52%
Not Applicable 1 3%
Total 31 100.00%
Table 19. Continued Education Preference
Q15 Method of preference for continued education
18 60%
16
50%
14
12 40%
10 Frequency
Frequency
30%
8 Percentage
6 20%
4
10%
2
0 0%
E-learning Traditional Combination of Not Applicable
classroom both
Column Graph 15. Continued Education Preference

16. How would you describe your e-learning experience if any:
Positive 16 52%
Negative 0 0%
Not Applicable 15 48%
Total 31 100.00%
Table 20. Attitude towards E-learning experience

10-August-2009
University of Wales
17. How much time are you prepared to commit to continued learning?
1 to 3 hours per day 16 52%
Up to 10 hours a week 7 23%
Up to 30 hours a month 1 3%
More than 30 hours a month 1 3%
None 6 19%
Total 31 100.00%
Table 21. Time to Commit to continued Education
Q17 Time to commit for continued education
19%
1 to 3 hours per day
Up to 10 hours a week
3%
3% Up to 30 hours a month
52%
More than 30 hours a month
None
23%
Pie Graph 16. Time to commit on Continued Education
18. An independent learner is a student who does not need supervision and can
learn by himself. Do you believe you are or can be an independent learner?

Yes 18 58%
No 5 16%
Neutral 8 26%
Total 31 100.00%
Table 22. Independent Learner
Q18 Independent learner
20 Yes
No
58% Neutral
15
26%
10
16%
5
0
1
Neutral
2
No
Yes
Line Graph 17. Independent Learner

10-August-2009
University of Wales
19. Will you loose your motivation if you are studying alone
Yes 7 23%
No 13 42%
Neutral 11 35%
Total 31 100.00%
Table 22. Motivation and Studying Alone
20. Convenience of studying at any time 24/7

Frequenc
Respondents Value Percentage
y
Advantage 28 90%
Disadvantage 1 3%
Neutral 2 6%
Total 31 100.00%
Table 23. Convenience 24/7
Q20 Convenience 24/7
30
20
10
0
Advantage Disadvantage Neutral
Percentage 90% 3% 6%
Frequency 28 1 2
Column Graph 18. Convenience 24/7
21. Flexibility of being able to study anywhere where you have access to
computer and internet connection

Advantage 28 90%
Disadvantage 0 0%
Neutral 3 10%
Total 31 100.00%
Table 24. Flexibility to study anywhere

10-August-2009
University of Wales
Q21 Flexibility to study anywhere
30
25
20
15 28
10
5
3
0 0
Advantage Disadvantage Neutral
Column Graph 19. Flexibility to Study anywhere
22. No pre-set schedule, you can set your own pace of study
Advantage 22 71%
Disadvantage 3 10%
Neutral 6 19%
Total 31 100.00%
Table 25. Own Pace
23. Attending a classroom study with fixed schedule

Advantage 11 35%
Disadvantage 12 39%
Neutral 8 26%
Total 31 100.00%
Table 26. Classroom with fixed schedule
24. E-learning study may lack a social interaction with other student. What you
consider it?
Advantage 3 9%
Disadvantage 22 67%
Neutral 8 24%
Total 33 100.00%
Table 27. Social Ineraction

10-August-2009
University of Wales
25. E-learning can provide you with videos and prescriptive lessons. How would
perceive them
Advantage 21 68%
Disadvantage 1 3%
Neutral 9 29%
Total 31 100.00%
Table 28. Videos and Prescriptive lessons
26. Having a book in hand to study in today's digital era, in your opinion is an

Advantage 17 55%
Disadvantage 3 10%
Neutral 11 35%
Total 31 100.00%
Table 29. Book in hand
27. In e-learning, direct interaction with the instructor can be minimal

Advantage 4 13%
Disadvantage 20 65%
Neutral 7 23%
Total 31 100.00%
Table 30. Minimal with Instructor interaction
Q27 Minimal direct interaction with instructor
70%
60%
65% Advantage
50%
40% Disadvantage
30% Neutral
20%
23%
10%
13%
0%
1
Column Graph 20.Minimal Interaction with Instructor

10-August-2009
University of Wales
28. The cost of online education might be more expensive to traditional form of
education. Would your interest in taking an online course be negatively
affected?
Strongly Agree 4 13%
Agree 10 32%
Neutral 11 35%
Disagree 4 13%
Strongly Disagree 2 6%
Total 31 100.00%
Table 31. Cost of Online versus traditional
29. An assignment or a project may be set for a group of 3 to 5 students;

however you are alone on the course and you don’t have that convenience.
Knowing that in advance, would it affect you negatively to participate on an
online course
Strongly Agree 1 3%
Agree 14 45%
Neutral 7 23%
Disagree 8 26%
Total 31 100.00%
Table 32. Alone on Project
Q29 Will you be affected negatively if you are alone on a project

that is meant for 3-5 persons
50%
45%
Strongly Agree
45% 40%
Agree
35%
Neutral
30%
25% Disagree
26%
20% Strongly Disagree
23%
15%
10%
3% 5%
3% 0%
1
Column Graph 21. Alone on Project

10-August-2009
University of Wales
30. In online education, when you have a question, you will have to post it to
your instructor through email or an online forum. Sometimes, the response
might take up to 24 hours. Do you think it will affect your choice to participate
in e-learning course negatively?
Strongly Agree 1 3%
Agree 10 32%
Neutral 9 29%
Disagree 9 29%
Total 31 100.00%
Table 33. Email Responses by Instructor
Q30 Time lag in response by instructor through email
35%
30% Strongly Agree
32%
29% 29%
25% Agree
20% Neutral
15% Disagree
10% Strongly Disagree
6%
5%
3% 0%
1
Column Graph 22. Email Responses by Instructor
31. Are you comfortable using computers?

Frequenc
y
Yes 31 100%
No 0 0%
Total 31 100.00%
Table 34. Comfortable using PC
32. Are you comfortable surfing the Internet?

Frequenc
y
Yes 31 100%
No 0 0%
Total 31 100.00%
Table 35. Comfortable using Internet

10-August-2009
University of Wales
33. How many hours do you spend in an online environment per week? (Online
environment such as chat sessions, discussion rooms, blogs, facebook, twitter…)
1 to 3 hours 6 19%
4 to 10 hours 13 42%
11 to 18 hours 5 16%
19 hours and more 4 13%
None 3 10%
Total 31 100.00%
Table 36. Time spent online
Q33 Time spent on online environment
10%
19%
13% 1to 3 hours
4 to 10 hours
11to 18 hours
19 hours and more
16%
None
42%
Pie Graph 23. Time spent online
34. When searching for information, do you prefer using the search function
provided in any tool on your computer or online, or do you prefer going
through a book or study guide?

Search Function 18 58%
Book in Hand 1 3%
Both 12 39%
Total 31 100.00%
Table 37. Search function versus book
35. Would you consider an online course to develop

your interests and hobbies
Frequenc
y
Yes 26 84%
No 5 16%
Total 31 100.00%
Table 38. Interest in hobbies and interests development

10-August-2009
University of Wales
Q35 Interest in conitnuing education to

develop interests and hobbies
Yes
No
16%
84%
Pie Graph 24. Interest in hobbies and interests development
36. Have you heard of PADI (Professional Association of Diving Instructors)

Yes 21 68%
No 10 32%
Total 31 100.00%
Table 39. Have you heard of PADI
37. Are you aware of PADI scuba diving training

Frequenc
y
Yes 19 61%
No 12 39%
Total 31 100.00%
Table 40. Aware of PADI training
38. Are you a certified scuba diver

Frequenc
y
Yes 9 29%
No 22 71%
Total 31 100.00%
Table 41. Certified Diver
39. PADI online training program will not allow you to move to the next
chapter until you finish the one you are studying. In your opinion, is it an:

Advantage 16 52%
Disadvantage 15 48%
Total 31 100.00%
Table 42. PADI next Chapter

10-August-2009
University of Wales
Q39 PADI online training do not allow you

to move to the next chapter before
finishing this one
Advantage
52%
48% Disadvantage
Graph 25. PADI next chapter
40. The online training program will keep on reminding you that you have
missed a question in quizzes and assessments. In your opinion, is it an:

Advantage 26 84%
Disadvantage 5 16%
Total 31 100.00%
Table 43. PADI Reminder on quizzes
Q40 PADI online training to finish quizzes

and assessments
16% Advantage
Disadvantage
84%
Pie Graph 26. PADI Quizzes
41. The online training program will remind you where you stopped in the last
session In your opinion, is it an:

Advantage 30 97%
Disadvantage 1 3%
Total 31 100.00%
Table 44. PADI next Cahpter

10-August-2009
University of Wales
Q41 PADI online training will remind

where you stopped in the last session
3%
Advantage
97%
Disadvantage
Pie Graph 27. PADI last session stop
42. How much time are you prepared to commit to study a PADI online course?
A typical study time line required to cover the theory course material is about
20 hours.
1 to 3 hours per day 9 29%
Up to 10 hours a week 5 16%
Up to 30 hours a month 6 19%
None 11 35%
Total 31 100.00%
Table 45. Time to commit PADI online course
Q42 Time to commit for PADI online course
29%
35% 1 to 3 hours per day
Up to 30 hours a month
None
16%
19%
Pie Graph 28. Time to commit PADI online course
43. If you reflect back on this survey, would you be interested in taking PADI
scuba diving as an online course?

Yes 11 35%
No 12 39%
Neutral 8 26%
Total 31 100.00%
Table 46. Interest in Studying PADI OWC online

10-August-2009
University of Wales
Q43 Are you interested in PADI online course

14
12 39%
35%
10
8
26%
6 12
11
4 8
0
Yes No Neutral
Column Graph 29. Interest in Studying PADI OWC online
Frequency average and Percentage
42. How much time are you prepared to Hours Mid

commit to study a PADI online course? per day Frequency Value fXM Percentage
1 to 3 hours per day 2 9 2 18 29%
Up to 10 hours a week 1.42 5 1.42 7.1 16%
Up to 30 hours a month 1 6 1 6 19%
None 0 11 0 0 35%
Table 47. Q42 Frequency Average
Q42 Time to commit for PADI online course
29%
35% 1 to 3 hours per day
Up to 30 hours a month
None
16%
19%
Doughnut Graph 29. Q42 Frequency Average

10-August-2009
University of Wales
33. How many hours do you

spend in an online Mid
environment per week? Frequency Value fXM Percentage
1 to 3 hours 6 2 12 19%
4 to 10 hours 13 7 91 42%
11 to 18 hours 5 14.5 72.5 16%
19+ 4 28 112 13%
None 3 0 0 10%
Q33. How many hours do you spend in an

online environment per week?
10%
19% 1 to 3 hours
13% 4 to 10 hours
11 to 18 hours
19+
None
16%
42%
Doghnut Graph 30. Q33 Frequency Average
6. indoor sports activities Mid

per week Frequency Value fXM Percentage
1 to 3 times 19 2 38 61%
4 and more 3 5 15 10%
Daily 2 7 14 6%
Do not exercise 7 0 0 23%
Q6 Indoor Sports activity per week
23%
1 to 3 times
4 and more
6%
Daily
61% Do not exercise
10%
Doghnut Graph 31. Q6 Frequency Average

10-August-2009
University of Wales
Descriptive Analysis and Standard Deviation
There are two ways of producing the Standard Deviation:

n
• Using the following formula ∑ (x i − x) 2 or,
σ = i =1
n −1
• Using the Descriptive Analysis from the Data Analysis tool provided in Excel Tools
menu
Question 20. Convenience of studying at any time 24/7 Using formula
X Xi Xbar Xi-Xbar (Xi-Xbar)*(Xi-Xbar)
1 3 1.1613 1.8387 3.380853278
2 1 1.1613 -0.1613 0.026014568
3 1 1.1613 -0.1613 0.026014568
4 1 1.1613 -0.1613 0.026014568
5 2 1.1613 0.8387 0.703433923
6 1 1.1613 -0.1613 0.026014568
7 1 1.1613 -0.1613 0.026014568
8 3 1.1613 1.8387 3.380853278
9 1 1.1613 -0.1613 0.026014568
10 n 1 31 1.1613 -0.1613 0.026014568
11(n-1) 1 30 1.1613 -0.1613 0.026014568
12 X 1 1.1613 -0.1613 0.026014568
13 8.193548 1.1613
1 -0.1613 0.026014568
14
∑(X-X) 2 1 1.1613 -0.1613 0.026014568
15 1 1.1613 -0.1613 0.026014568
16 1 1.1613 -0.1613 0.026014568
Standard
17 Deviation
1 1.1613 -0.1613 0.026014568
Formula
18 1 1.1613 -0.1613 0.026014568
19 1 1.1613 -0.1613 0.026014568
20 n 1 1.1613 -0.1613 0.026014568
21
22
∑ ( xi − x )
1
1
2
1.1613
1.1613
-0.1613
-0.1613
0.026014568
0.026014568
σ = i=1
23 n −11 1.1613 -0.1613 0.026014568
24 1 1.1613 -0.1613 0.026014568
25 1 1.1613 -0.1613 0.026014568
26 1 1.1613 -0.1613 0.026014568
σ = 8.193548
27 1 1.1613 -0.1613 0.026014568
30
28 1 1.1613 -0.1613 0.026014568
29 1 1.1613 -0.1613 0.026014568
30 σ = 10.2731181.1613 -0.1613 0.026014568
31 1 1.1613 -0.1613 0.026014568
Mean σ =1.1613 0.5226 Total 8.193548387
Variance = 0.273118
Std Dev =
2.0000
0.522607
1.5000
1.0000
Series1
0.5000
0.0000
1 2 3 4 5 6
Prepared
7 8
by
9
Graziella
10 11
Berzghal
12 Page 41/87
-0.5000 10-August-2009
Variance = (total (Xi-Xbar)*(Xi-Xbar)) / (total cohorts - 1)
Line Graph 32. Q20 Standard Std Dev = square root of variance
Deviation
University of Wales
Question 20. Convenience of studying at any time 24/7 Descriptive Analysis using Excel
tool
Respondent# Answers Descriptive Analysis derived from

1 3 Tools
2 1 Mean 1.161290323
3 1 Standard Error 0.093863023
4 1 Median 1
5 2 Mode 1
6 1 Standard Deviation 0.522607194
7 1 Sample Variance 0.27311828
8 3 Kurtosis 9.435381974
9 1 Skewness 3.221696524
10 1 Range 2
11 1 Minimum 1
12 1 Maximum 3
13 1 Sum 36
14 1 Count 31
15 1
16 1
17 1
18 1 Response Pattern Code
19 1 Advantage 1
20 1 Disadvantage 2
Neutral 3
21 1
22 1
23 1
24 1
25 1
26 1
27 1
28 1
29 1 Advantage 28
30 1 Disadvantage 1
31 1 Neutral 2
31 31

10-August-2009
University of Wales
Question 21. Flexibility of being able to study anywhere where you have access to computer
and internet connection. Using Formula
1 3 1.1935 1.8065 3.26326743
2 1 1.1935 -0.1935 0.037460978
3 1 1.1935 -0.1935 0.037460978
4 1 1.1935 -0.1935 0.037460978
5 3 1.1935 1.8065 3.26326743
6 1 1.1935 -0.1935 0.037460978
7 1 1.1935 -0.1935 0.037460978
8 3 1.1935 1.8065 3.26326743
9 1 1.1935 -0.1935 0.037460978
n 31
10 1 1.1935 -0.1935 0.037460978
(n-1) 30
11 1 1.1935 -0.1935 0.037460978
X
12 1 1.1935 -0.1935 0.037460978
10.83871
13 2 1 1.1935 -0.1935 0.037460978
∑(X-X)
14 1 1.1935 -0.1935 0.037460978
15 1 1.1935 -0.1935 0.037460978
16
Standard 1
Deviation 1.1935 -0.1935 0.037460978
17 1 1.1935 -0.1935 0.037460978
18 1 1.1935 -0.1935 0.037460978
n
19
20 ∑ 1
( xi − x )
1
2 1.1935
1.1935
-0.1935
-0.1935
0.037460978
0.037460978
σ 21= i=1
n1− 1 1.1935 -0.1935 0.037460978

22 1 1.1935 -0.1935 0.037460978
23 1 1.1935 -0.1935 0.037460978
24 1 1.1935 -0.1935 0.037460978
25 σ = 1 10.83871 1.1935 -0.1935 0.037460978
26 1 30 1.1935 -0.1935 0.037460978
27 1 1.1935 -0.1935 0.037460978
28 1 1.1935 -0.1935 0.037460978
29 1 1.1935 -0.1935 0.037460978
30 σ = 1 0.36129 1.1935 -0.1935 0.037460978
31 1 1.1935 -0.1935 0.037460978
Mean σ 1.1935 = 0.6011 Total 10.83870968
Variance = 0.36129
Std Dev = 0.601074
Std Dev = square root of variance
2.0000
1.5000
1.0000
0.5000
0.0000
1 2 3 4 5 6 7 8 9 10 11 12
-0.5000
Line Graph 33. Q21 Standard Deviation

10-August-2009
University of Wales
Question 21. Flexibility of being able to study anywhere where you have access to computer
and internet connection. Descriptive Analysis using Excel tool
Respondent# Answers
1 3
2 1
3 1
4 1
5 3
6 1
7 1 Descriptive Analysis derived from
8 3 Tools
9 1 Mean 1.193548387
11 1 Median 1
12 1 Mode 1
15 1 Kurtosis 6.653764954
16 1 Skewness 2.868427266
17 1 Range 2
18 1 Minimum 1
19 1 Maximum 3
20 1 Sum 37
21 1 Count 31
22 1
23 1
24 1
25 1
26 1
27 1
28 1
29 1
30 1
31 1
31 31
Response Pattern Code

Advantage 28 Advantage 1
Disadvantage 0 Disadvantage 2
Neutral 3 Neutral 3

10-August-2009
University of Wales
Question 25. E-learning can provide you with videos and prescriptive lessons. How would
perceive them. Using Formula
1 3 1.6129 1.3871 1.924037461
2 1 1.6129 -0.6129 0.375650364
3 1 1.6129 -0.6129 0.375650364
4 3 1.6129 1.3871 1.924037461
5 2 1.6129 0.3871 0.149843913
6 1 1.6129 -0.6129 0.375650364
7 3 1.6129 1.3871 1.924037461
8 3 1.6129 1.3871 1.924037461
9 1 1.6129 -0.6129 0.375650364
n 31
10 1 1.6129 -0.6129 0.375650364
(n-1) 30
11 3 1.6129 1.3871 1.924037461
X
12 1 1.6129 -0.6129 0.375650364
25.35484
13 2 1 1.6129 -0.6129 0.375650364
∑(X-X)
14 3 1.6129 1.3871 1.924037461
15 3 1.6129 1.3871 1.924037461
16
Standard 1
Deviation 1.6129 -0.6129 0.375650364
17 1 1.6129 -0.6129 0.375650364
18 1 1.6129 -0.6129 0.375650364
n
19
20 ∑ 1
( xi − x )
1
2 1.6129
1.6129
-0.6129
-0.6129
0.375650364
0.375650364
σ 21= i=1
n1− 1 1.6129 -0.6129 0.375650364

22 1 1.6129 -0.6129 0.375650364
23 1 1.6129 -0.6129 0.375650364
24 1 1.6129 -0.6129 0.375650364
25 σ = 1 25.35484 1.6129 -0.6129 0.375650364
26 3 30 1.6129 1.3871 1.924037461
27 1 1.6129 -0.6129 0.375650364
28 1 1.6129 -0.6129 0.375650364
29 1 1.6129 -0.6129 0.375650364
30 σ = 1 0.845161 1.6129 -0.6129 0.375650364
31 3 1.6129 1.3871 1.924037461
Mean σ =1.6129
0.919327
Total 25.35483871
Variance = 0.845161
Std Dev = 0.919327
Std Dev = square root of variance
1.5000
1.0000
0.5000
0.0000
1 2 3 4 5 6 7 8 9 10 11 12
-0.5000
-1.0000
Line Graph 34. Q22 Standard Deviation

10-August-2009
University of Wales
Question 25. E-learning can provide you with videos and prescriptive lessons. How would
perceive them. Descriptive Analysis using Excel tool
Respondent# Answers
1 3
2 1
3 1
4 3
5 2
6 1
7 3 Descriptive Analysis derived from
8 3 Tools
9 1 Mean 1.612903226
11 3 Median 1
12 1 Mode 1
15 3 Kurtosis -1.255462968
16 1 Skewness 0.882456979
17 1 Range 2
18 1 Minimum 1
19 1 Maximum 3
20 1 Sum 50
21 1 Count 31
22 1
23 1
24 1
25 1
26 3
27 1
28 1
29 1
30 1
31 3
31 31
Response Pattern Code

Advantage 21 Advantage 1
Disadvantage 1 Disadvantage 2
Neutral 9 Neutral 3

10-August-2009
University of Wales
Central Limit Theorem

Definition: this theorem states: “As the sample size, n, increases, the distribution of the
mean, X, of a random sample taken from practically any population approaches a normal
distribution (with mean value, µ and a standard deviation, σ/√n)”.
We applied the Central Limit Theorem on the relationship between question 42 “How much
time are you prepared to commit to study a PADI online course?“ and question 43 “If you
reflect back on this survey, would you be interested in taking PADI scuba diving as an online
course?”. We only retrieved the responses form Q42 to which they have answered a YES in
question 43 and recoded them:
Q43 Q42 Results Q42 = Yes Q43
2 1 0
1 2 2
3 1 0
2 4 0
1 3 3
1 1 1
3 1 0
2 4 0
1 2 2
2 4 0
3 2 0
2 4 0
1 1 1
3 3 0
2 4 0
3 1 0
1 1 1
1 4 4
2 2 0
2 4 0
2 4 0
2 4 0
1 3 3
1 3 3
3 4 0
2 1 0
1 2 2
2 4 0
3 3 0
1 3 3
3 1 0
New Q42 hrs/day #
2 1.42 1
3 1 2
1 2 3

10-August-2009
University of Wales
2 1.42 4
1 2 5
1 2 6
4 0 7
3 1 8
3 1 9
2 1.42 10
3 1 11
New Count total
11 14.26
Formula to get the mean µ =∑X/N
Applying the formula: µ = 14.26/11 = 1.2964
X ∑ X∑
1.42 1 2.42
1 2 3
2 3 5
1.42 4 5.42
2 5 7
2 6 8
0 7 7
1 8 9
1 9 10
1.42 10 11.42
1 11 12
14.3 11 Totals
We drew randomly from the population of 11 we drew earlier. We came up with 55 possible
samples as follows:
1,2
1,3 2,3
1,4 2,4 3,4
1,5 2,5 3,5 4,5
1,6 2,6 3,6 4,6 5,6
1,7 2,7 3,7 4,7 5,7 6,7
1,8 2,8 3,8 4,8 5,8 6,8 7,8
1,9 2,9 3,9 4,9 5,9 6,9 7,9 8,9
1,10 2,10 3,10 4,10 5,10 6,10 7,10 8,10 9,10
1,11 2,11 3,11 4,11 5,11 6,11 7,11 8,11 9,11 10,11
The following table lists the sample means of the possible 55 samples and the frequency
distribution of these sample means with their respective probabilities:
Sample Means
Sample
Sample (H) ∑X Probability ∑X X Probability
X (H)
1,2 2.42 1.21 1/12 4,6 3.42 1.71 1/9
1,3 3.42 1.71 1/9 4,7 1.42 0.71 1/3
1,4 2.84 1.42 1/3 4,8 2.42 1.21 1/12
1,5 3.42 1.71 1/9 4,9 2.42 1.21 1/12
1,6 3.42 1.71 1/9 4,10 2.84 1.42 1/3

10-August-2009
University of Wales
1,7 1.42 0.71 1/3 4,11 2.42 1.21 1/12

1,8 2.42 1.21 1/12 5,6 4.00 2 1/3
1,9 2.42 1.21 1/12 5,7 2.00 1 1/9
1,10 2.84 1.42 1/3 5,8 3.00 1.5 1/12
1,11 2.42 1.21 1/12 5,9 3.00 1.5 1/12
2,3 3.00 1.5 1/12 5,10 3.42 1.71 1/9
2,4 2.42 1.21 1/12 5,11 3.00 1.5 1/12
2,5 3.00 1.5 1/12 6,7 2.00 1 1/9
2,6 3.00 1.5 1/12 6,8 3.00 1.5 1/12
2,7 1.00 0.5 1/4 6,9 3.00 1.5 1/12
2,8 2.00 1 1/9 6,10 3.42 1.71 1/9
2,9 2.00 1 1/9 6,11 3.00 1.5 1/12
2,10 2.42 1.21 1/12 7,8 1.00 0.5 1/4
2,11 2.00 1 1/9 7,9 1.00 0.5 1/4
3,4 3.42 1.71 1/9 7,10 1.42 0.71 1/3
3,5 4.00 2 1/3 7,11 1.00 0.5 1/4
3,6 4.00 2 1/3 8,9 2.00 1 1/9
3,7 2.00 1 1/9 8,10 2.42 1.21 1/12
3,8 3.00 1.5 1/12 8,11 2.00 1 1/9
3,9 3.00 1.5 1/12 9,10 2.42 1.21 1/12
3,10 3.42 1.71 1/9 9,11 2.00 1 1/9
3,11 3.00 1.5 1/12 10,11 2.42 1.21 1/12
4,5 3.42 1.71 1/9
Frequency Distribution
Sample Mean Frequency Probability
0.5 4 4/55
0.71 3 3/55
1 9 9/55
1.21 12 12/55
1.42 3 3/55
1.5 12 12/55
1.71 9 9/55
2 3 3/55

10-August-2009
University of Wales
14
Frequency
12
Sample Mean
10
2
0.5 1.42 1.5 1.71 2
1 1.21
0 0.71
Line Graph 35. Q42/Q43 Standard Deviation
Deduction:
We can derive from this central Limit Theorem that from the 11 cohorts showed interest in
taking PADI course online, 4 will commit 0.5hrs/day to study the online course, 3 will
commit 0.71hrs/day, 9 will commit 1hrs/day, 12 will commit 1.21hrs/day, 3 will commit
1.421hrs/day, 12 will commit 1.51hrs/day, 9 will commit 1.71hrs/day and 3 will commit
21hrs/day.

10-August-2009
University of Wales
Hypothesis
Question 43 is a Yes, No and Neutral type question: “If you reflect back on this survey,
would you be interested in taking PADI scuba diving as an online course?” The responses to
the question comprised of 11 Yes, 12 No and 8 Neutral. We have a sample population of 31
cohorts.
We decided to run some hypothesis to evaluate if the tendency of the population would be
more in favor in responding YES using confidence limits of 90%, 95% and 99%.
Hypotheses were conducted with a one-tail Z test for an unknown Mean, using T
statistics with n-1 degrees of freedom (t distribution).
We calculated all the known variables and we have used the following t distribution formula
computed to 3 decimal points:
u = Mean
X -µ X = Sample Mean
S = Sample Std.Dev
t= n = Sample population
t = Critical Value of t distribution
Respondent
S / √n
Descriptive Statistics Code Answers
Value
Mean 1.903226 Yes 1 11
Standard Deviation 0.789719 No 2 12
Range 2 Neutral 3 8
Minimum 1
Maximum 3
Sum 59
Count 31
u = Mean (Unknown) X = 1.9032 S = 0.7897 n = 31
Hο : μ < 2
H1 : μ > 2
Hypothesis 90 % Reject at
0.01
Significance Level a = 0.1
Critical value t = 1.31
t = 1.903 – u
0.790/5.568
u = 1.903 ± (1.31) 0.790/5.568 0 1.31
1.717 2.089

10-August-2009
University of Wales
u = 1.903 ± 0.186
1.717 < u < 2.089
Deduction:
Since our critical value = 1.31, there is enough evidence to reject our hypothesis in favor of
the null value since our u (population mean) is greater than our critical value.
0.05
Significance Level a = 0.05
t = 1.903 – u
0.790/5.568
u = 1.903 ± (1.70) 0.790/5.568
0 1.70
u = 1.903 ± 0.241 1.662
2.144
1.662 < u < 2.144
Deduction:
Since our critical value = 1.70, there is enough evidence to accept our hypothesis. The u
(population mean) falls within the average therefore we can conclude that population votes
may have changed in favor of a YES since it is within the CI range.
Significance Level a = 0.01 0.01

t = 1.903 – u
0.790/5.568
u = 1.903 ± (2.45) 0.790/5.568
0 2.46
u = 1.903 ± 0.349
1.554
1.554 < u < 2.252 2.252
Deduction:
Since both values of the u (population mean) falls within the limit of the critical value which
is = 2.45, there is enough evidence and we are more confident in accepting the hypothesis
that population votes may have changed to a YES.

10-August-2009
University of Wales
Regression Analysis and Correlation
Regression Analysis
With the use of the Regression Analysis statistic, we would like to evaluate the following:
1. The relationship between the age factor and the number of hours spent on the internet
by our sample population. We will use question 2 “Which age group do you belong
to” and question 33 “How many hours do you spend in an online environment per
week? (Online environment such as chat sessions, discussion rooms, blogs, facebook,
twitter…)”
2. The relationship between the age factor and the interest in taking PADI online course.
We will use question 2 “Which age group do you belong to” and question 43. If you
reflect back on this survey, would you be interested in taking PADI scuba diving as an
online course?
Q2 Average Age
Respondent Value Code Average
13 - 19 1 16
20 - 30 2 25
31 - 60 3 45.5
60+ 4 62.5
Q33 Hours per day spent on the Internet
change to
Respondent Value Code
hours per day
1 to 3 hours per day 1 2
Up to 10 hours a week 2 1.42
Up to 30 hours a month 3 1
More than 30 hours a month 4 1.25
None 5 0
Q43 Interest in PADI online

Respondent Value Code # Respondent Q2 Q33 Q43
Yes 1 1 # Respondent
45.5 1.42 Q2 2 Q33 Q43
No 2 2 45.5 17 1.42 16 1 2 1
Neutral 3 3 45.5 18 2 16 3 1.42 1
4 45.5 19 1.25 16 2 1.42 2
5 45.5 20 2 45.5 1 0 2
6 45.5 21 2 45.5 1 0 2
7 16 22 2 45.5 3 1.42 2
8 45.5 23 3 16 2 1.42 1
9 45.5 24 1.25 16 1 1.42 1
10 45.5 25 1.25 16 2 1.42 3
11 45.5 26 1 45.5 3 1 2
12 by Graziella
Prepared 27 1 45.5 2 1.42
45.5 Berzghal 1
Page 53/87
45.5 28
13 10-August-2009 1.25 16 1 1.42 2
14 45.5 29 2 45.5 3 1 3
15 45.5 30 0 16 2 1.42 1
16 45.5 31 1.42 45.5 3 1.42 3
University of Wales

10-August-2009
University of Wales
1. Summary Analysis provides us with information in evaluating the relationship

between the age factor and internet usage. We can deduct from the R Square that the
sample we have is not complete, more data is needed to analyze the relationship more
accurately however, the Significance F tells us that there is a relationship between these
two factors. The percentage of the relationship is 30.65%
SUMMARY OUTPUT for Q2 & Q33

Regression Statistics
Multiple R 0.1897967
R Square 0.0360228
Adjusted R Square 0.0027822
Standard Error 13.592776
Observations 31
ANOVA
df SS MS F Significance F
Regression 1 200.228 200.228 1.083698848 0.306473
Residual 29 5358.143 184.7635
Total 30 5558.371
Q33 Residual Plot

Coefficient Standar Lower Upper Lower Upper
s d Error t Stat P-value 95% 95% 95.0% 95.0%
20 6.05113 7.05641 30.3233 30.3233
10
Intercept 42.699337 5 8 9.21563E-08 8 55.0753 8 55.0753
Residuals
Q33 0 -4.208183 4.04240 -1.04101 0.30647307 -12.4758 4.05947 -12.4758 4.059472

-10 0 0.5 1 9 1.5 2 2.5 3 3 3.5 2
-20
-30 RESIDUAL OUTPUT for Q2 & Q33
Predicted Q33
Observation Q2 Residuals Observation Predicted Q2 Residuals
1 36.723717 8.776283 17 34.282971 -18.283
2
XY (Scatter) Graph 36.36.723717 8.776283Plot
Q2 and Q33 Residual 18 36.723717 -20.7237
3 34.282971 11.21703 19 36.723717 -20.7237
4 37.439108 8.060892 20 42.699337 2.800663
5 34.282971 11.21703 21 42.699337 2.800663
6 34.282971 11.21703 22 36.723717 8.776283
7 34.282971 -18.283 23 36.723717 -20.7237
8 30.074789 15.42521 24 36.723717 -20.7237
9 37.439108 8.060892 25 36.723717 -20.7237
10 37.439108 8.060892 26 38.491154 7.008846
11 38.491154 7.008846 27 36.723717 8.776283
12 38.491154 7.008846 28 36.723717 -20.7237
13 37.439108 8.060892 29 38.491154 7.008846
14 34.282971 11.21703 30 36.723717 -20.7237
15 42.699337 2.800663 31 36.723717 8.776283
16 36.723717 8.776283

10-August-2009
University of Wales
Q2
Q33 Line Fit Plot Predicted Q2
Linear (Predicted Q2 )
50
45
40
35
30
Q2
25
20
15
10
5
Q33
0
0 0.25 0.5 0.75 1 1.25 1.5 1.75 2 2.25 2.5 2.75 3 3.25
XY (Scatter) Graph 37. Q2 and Q33 Relationship
As the graph 36 demonstrates, the relationship is of a negative value. We can deduct that the
older people get, the less time they will be spending on the internet.
1. Summary Analysis provides us with information in evaluating the relationship

between the age factor and the willingness in studying PADI online course. We can
deduct from the R Square that the sample we have is not complete, more data is needed to
analyse the relationship more accurately however, the Significance F tells us that there is
a relationship betwee these two factors. The percentage of the relationship is 29.38%
SUMMARY OUTPUT for Q2 & Q43

Regression Statistics
Multiple R 0.1947589
R Square 0.037931
Adjusted R Square 0.0047562
Standard Error 13.579315 10-August-2009
Observations 31
University of Wales
ANOVA
df SS MS F Significance F
Regression 1 210.8348 210.8348 1.143369176 0.293761
Residual 29 5347.536 184.3978
Total 30 5558.371
Coefficient Standar Lower Upper Lower Upper

s d Error t Stat P-value 95% 95% 95.0% 95.0%
6.45356 4.73328 17.3475 43.7455 17.3475
Intercept 30.546552 2 5 5.32128E-05 3 7 3 43.74557
3.13938 1.06928 0.29376140 9.77766
Q43 3.3568966 6 4 6 -3.06387 2 -3.06387 9.777662

10-August-2009
University of Wales
Q43 Residual Plot

RESIDUAL OUTPUT for Q2 & Q33
20 Predicted Residual
Residuals
Observation
0 Q2 s Observation Predicted Q2 Residuals
10 137.260345 2 8.239655 3 17 4 33.903448 -17.9034
-20
2 33.903448 11.59655 18 33.903448 -17.9034
-40
3 40.617241 4.882759 19 37.260345 -21.2603
4 37.260345 Q438.239655 20 37.260345 8.239655
5 33.903448 11.59655 21 37.260345 8.239655
6 33.903448 11.59655 22 37.260345 8.239655
XY (Scatter)
7 Graph 38.40.617241
Q2 and Q43 Residual
-24.6172Plot 23 33.903448 -17.9034
8 37.260345 8.239655 24 33.903448 -17.9034
9 33.903448 11.59655 25 40.617241 -24.6172
10 37.260345 8.239655 26 37.260345 8.239655
11 40.617241 4.882759 27 33.903448 11.59655
12 37.260345 8.239655 28 37.260345 -21.2603
13 33.903448 11.59655 29 40.617241 4.882759
14 40.617241 4.882759 30 33.903448 -17.9034
15 37.260345 8.239655 31 40.617241 4.882759
16 40.617241 4.882759
Q43 Line Fit Plot

50
45
40
35
Q2
30
25
20
15
1 2 3 4
Q43 Q2
Predicted Q2
Linear (Predicted Q2 )
Linear (Q2 )

10-August-2009
XY (Scatter) Graph 39. Q2 and Q43 Relationship
University of Wales
As the graph 38 demonstrates, even though the trend is upwards, the X line is equivalent to 1
= Yes, 2 = No, and 3 = Neutral. Therefore, we have a relationship and we can deduct that the
older people get, the less likely they will be interested in studying PADI online course.
Correlation
With the use of the Correlation Analysis statistic, we would like to evaluate the following:
1. The correlation coefficient between the age factor and the number of hours spent on
the internet by our sample population. We will use question 2 “Which age group do
you belong to” and question 33 “How many hours do you spend in an online
environment per week? (Online environment such as chat sessions, discussion rooms,
blogs, facebook, twitter…)”
2. The correlation coefficient between the age factor and the interest in taking PADI
online course. We will use question 2 “Which age group do you belong to” and
question 43 “If you reflect back on this survey, would you be interested in taking
PADI scuba diving as an online course?”
Q2 Average Age
Respondent Value Code Average
13 - 19 1 16
20 - 30 2 25
31 - 60 3 45.5
60+ 4 62.5
Q33 Hours per day spent on the Internet
change to
hours per day
1 to 3 hours per day 1 2
Up to 10 hours a week 2 1.42
Up to 30 hours a month 3 1
More than 30 hours a month 4 1.25
None 5 0
Q43 Interest in PADI online

Yes 1
No 2
Neutral 3 Prepared by Graziella Berzghal Page 59/87
10-August-2009
University of Wales
# Respondent Q2 Q33 Q43 # Respondent Q2 Q33 Q43

1 45.5 1.42 2 17 16 2 1
2 45.5 1.42 1 18 16 1.42 1
3 45.5 2 3 19 16 1.42 2
4 45.5 1.25 2 20 45.5 0 2
5 45.5 2 1 21 45.5 0 2
6 45.5 2 1 22 45.5 1.42 2
7 16 2 3 23 16 1.42 1
8 45.5 3 2 24 16 1.42 1
9 45.5 1.25 1 25 16 1.42 3
10 45.5 1.25 2 26 45.5 1 2
11 45.5 1 3 27 45.5 1.42 1
12 45.5 1 2 28 16 1.42 2
13 45.5 1.25 1 29 45.5 1 3
14 45.5 2 3 30 16 1.42 1
15 45.5 0 2 31 45.5 1.42 3
16 45.5 1.42 3
1. Correlation between Age and Time spent on the Internet

10-August-2009
University of Wales
Q2 X Q33 Y XY X*X Y*Y

45.5 1.42 64.61 2070.25 2.0164
45.5 1.42 64.61 2070.25 2.0164
45.5 2 91 2070.25 4
45.5 1.25 56.875 2070.25 1.5625
45.5 2 91 2070.25 4 We can calculate the correlation coefficient
45.5 2 91 2070.25 4
between set X and set Y.
16 2 32 256 4
45.5 3 136.5 2070.25 9
45.5 1.25 56.875 2070.25 1.5625 n ∑XY − (∑X )( ∑Y )
r=
45.5 1.25 56.875 2070.25 1.5625 [ n(∑X ) −(∑X ) 2 ] [ n(∑Y 2 ) − (∑Y ) 2
2
45.5 1 45.5 2070.25 1

45.5 1 45.5 2070.25 1
45.5 1.25 56.875 2070.25 1.5625
45.5 2 91 2070.25 4
r= 31 (1520.7) - (1145)*(42.46)
45.5 0 0 2070.25 0 SQRT(31(47849.5)-((1145)*1145)) *
45.5 1.42 64.61 2070.25 2.0164 SQRT(31(69.4632)-(( 42.46)* 42.46)))
16 2 32 256 4
16 1.42 22.72 256 2.0164 r= - 1475
16 1.42 22.72 256 2.0164 415.1018 * 18.7218
45.5 0 0 2070.25 0
45.5 0 0 2070.25 0 r= - 1475
45.5 1.42 64.61 2070.25 2.0164 7771.4728
16 1.42 22.72 256 2.0164
16 1.42 22.72 256 2.0164 r = - 0.189796714
16 1.42 22.72 256 2.0164
45.5 1 45.5 2070.25 1
45.5 1.42 64.61 2070.25 2.0164
16 1.42 22.72 256 2.0164
45.5 1 45.5 2070.25 1
16 1.42 22.72 256 2.0164
45.5 1.42 64.61 2070.25 2.0164
1145 42.46 1520.7 47849.5 69.4632
The correlation below is using the Data Analysis in Tools in Excel Menu.
Q2 Q33
Q2 1
Q33 -0.189796714 1
Deduction:

10-August-2009
University of Wales
The correlation factor we see above is of -0.189796714 which tells us that there is a negative
relation between these two questions. The relation is not very strong because it is closer to 0.
or negative as in +1 or -1.
The relationship between Age and time spent on the Internet is as such: The older people get
the less likely they will be spending time on surfing the Internet.
2. Correlation between Age and interest in PADI online course

Q2 X Q43 Y XY X*X Y*Y
45.5 2 91 2070.25 4
45.5 1 45.5 2070.25 1
45.5 3 136.5 2070.25 9
45.5 2 91 2070.25 4
45.5 1 45.5 2070.25 1 We can calculate the correlation coefficient
45.5 1 45.5 2070.25 1
between set X and set Y.
16 3 48 256 9
45.5 2 91 2070.25 4
45.5 1 45.5 2070.25 1 n ∑XY − (∑X )( ∑Y )
r=
45.5 2 91 2070.25 4 [ n(∑X 2 ) −(∑X ) 2 ] [ n(∑Y 2 ) − (∑Y ) 2
45.5 3 136.5 2070.25 9
45.5 2 91 2070.25 4
r= 31 (2242) - (1145)*(59)
45.5 1 45.5 2070.25 1
SQRT(31(47849.5)-((1145)*1145)) *
45.5 3 136.5 2070.25 9 SQRT(31(131)-((59)*59)))
45.5 2 91 2070.25 4
45.5 3 136.5 2070.25 9 r= 1947
16 1 16 256 1 415.1018 * 24.08319
16 1 16 256 1
16 2 32 256 4 r= 1947
45.5 2 91 2070.25 4 9996.9750
45.5 2 91 2070.25 4
45.5 2 91 2070.25 4
r = 0.194758194
16 1 16 256 1
16 1 16 256 1
16 3 48 256 9
45.5 2 91 2070.25 4
45.5 1 45.5 2070.25 1
16 2 32 256 4
45.5 3 136.5 2070.25 9
16 1 16 256 1
45.5 3 136.5 2070.25 9
1145 59 2242 47849.5 131

10-August-2009
University of Wales
The correlation below is using the Data Analysis in Tools in Excel Menu.
Q2 Q43
Q2 1
Q43 0.194758194 1
Deduction:
The correlation factor we see above is of 0.194758194 which tells us that there is a positive
relation between the two questions. The relation is not very strong because it is closer to 0.
or negative as in +1 or -1.
The relationship between Age and interest in the studying the PADI online diving course is
as such: The older people get the more likely they will loose interest in the PADI online
diving course.

10-August-2009
University of Wales
10. Conclusion
Over the last few years, e-Learning has gained an international attention and importance, and
has grown in popularity. It became attractive to people with certain requirements and, busy
and demanding schedules, consequently online education is becoming a standard program to
some colleges and universities. Nowadays, individuals spend occasional periods of formal
education and training throughout their working life.
As we setup the goal of this research in evaluating the impact of online e-Learning (PADI
Open Water Diving Course) with the aim of evaluating its effectiveness to attract prospective
customers with an active life style, we approached 88 people to complete the survey. 31
answered on time that allowed us to proceed with our analysis.
The effectiveness of e-learning has three sub-objectives that were evaluated in the analysis:
Convenience, Efficiency and Flexibility.
Convenience:
Question 20 “Convenience of studying at any time 24/7”. 90% of respondents agreed that
convenience is an advantage in e-learning as demonstrated on page 27 of this report. 3%
found no convenience in being able to study at anytime 24/7 and 6% were neutral on the
matter.
We can conclude that convenience can impact positively e-learning.
Efficiency:
Question 25 “E-learning can provide you with videos and prescriptive lessons. How would
perceive them”. 68% of respondents agreed that efficiency is an advantage in e-learning as
demonstrated on page 29 of this report. 29% were neutral. 3% has voted that it is a
disadvantage.
We can conclude that efficiency can impact positively e-learning.
Flexibility:
Question 21 “Flexibility of being able to study anywhere where you have access to computer
and internet connection”. 90% of respondents agreed that efficiency is an advantage in e-

10-August-2009
University of Wales
learning as demonstrated on page 27 of this report. 10% were neutral. We should point out
that no one has voted it the efficiency to be a disadvantage.
We can conclude that efficiency can impact positively e-learning.
Based on these three objectives and the conclusions provided above, the expected response
question 43” If you reflect back on this survey, would you be interested in taking PADI scuba
diving as an online course?” should be positive.
If we look at the results of question 43, we notice that the majority of the answers are “No”.
Page 35 shows these results. 35% are interested in taking the PADI online course, 39% are
not interested in the course and 26% are neutral towards the course.
Our analysis showed that even though the cohorts found that convenience, efficiency and
flexibility very advantageous, other factors played part in either they were interested in taking
the PADI online course or not.
Factors like age, gender, region and even if they practice any type of activities were as
important as the objectives.
Through the analysis, we deducted that age is an important factor and it plays a role in the
effectiveness of e-learning.
With the regression analysis provided on page 53 graph 39, we deducted that the
relationship between age and the interest in PADI online course exists and the older
people get, the less likely they will be interested in taking an online course.
However, we ran a one tail hypothesis on question 43, “If you reflect back on this survey,
would you be interested in taking PADI scuba diving as an online course?”, to evaluate if the
tendency of the population would be more in favor in responding YES using confidence
limits of 90%, 95% and 99%, results on page 47 demonstrated different results than expected.
The 90% confidence limits showed that the population would still vote “NO”, the 95%
confidence limits demonstrated that the population could vote “Yes”, and the 99% confidence
limits demonstrated that the population would definitely vote “YES”.
In conclusion, we believe that with more time and more resources, we could have carried a
more comprehensive research. We could have targeted a larger group of people and had a

10-August-2009
University of Wales
more complete sample to work with. A bigger sample could influence the results and the
conclusions we deducted.
Taking into consideration the type of analysis to be performed, we could have improved the
questionnaire by adding more key elements and possibly reducing all the unnecessary
questions.
With more time, we could have performed more comprehensive analysis and provided more
accurate conclusions in evaluating the effectiveness of PADI e-learning.

10-August-2009
University of Wales
11. References
Answers.com, (2009), Exploratory Research, Last accessed on 07 Jul 2009 from
(http://www.answers.com/topic/exploratory-research)
Attwell, Graham (2007). The Personal Learning Environments - the future of eLearning?
eLearning Papers, vol. 2 no. 1. ISSN 1887-1542. Last accessed on 08Jul 2009 from
http://www.elearningeuropa.info/files/media/media11561.pdf
A. Colin Cameron, Dept. of Economics, Univ. of Calif. - Davis, (2009), EXCEL 2007:
Multiple Regression, Last accessed 09 Aug 2009 from
http://cameron.econ.ucdavis.edu/excel/ex61multipleregression.html
Google Books (2003), E-learning in the 21st Century, Last accessed on 08 Jul 2009 from
http://books.google.com.my/books?id=wRQnQtUUTXoC&dq=E-
learning+research&lr=&source=gbs_navlinks_s
Illinois Colleges and University (2009), Distance Education Enrollments, Last accessed on
08Jul 2009 from http://www.ivc.illinois.edu/pubs/enrollPDF/Fall08.pdf
Mark Nichols, (2008), No. 1: E-Learning in Context, In E-Primer Series, Laidlaw College,
Auckland, New Zealand, Last accessed on 09 Jul 2009 from
http://akoaotearoa.ac.nz/sites/default/files/ng/group-661/n877-1---e-learning-in-context.pdf
MicrobiologyBytes.com, (2009), Linear Regression, Last accessed 09 Aug 2009 from

http://www.microbiologybytes.com/maths/regression.html
My Yclopedia, 2004), E-learning, Last accessed on 07 Jul 2009 from http://wiki.media-

culture.org.au/index.php/E-learning_-_Disadvantages
Ranjit Kumar, (2005), Research Methodology Step-by-step Guide for Beginners (Second
Edition), Pearson Longman
University of Maryland University College, UMUC at a Glance, Last accessed on 08Jul 2009
from http://www.umuc.edu/ip/PDFs/UMUCFY08FactBook.pdf

10-August-2009
University of Wales
Wikipedia, (2009a), Electronic learning, Last accessed on 07 Jul 2009 from

http://en.wikipedia.org/wiki/E-learning
Wikipedia, (2009b), Sampling (statistics), Last accessed on 07 Jul 2009 from

http://en.wikipedia.org/wiki/Sampling_(statistics)

10-August-2009
University of Wales
12. Appendix A (Email)

Dear Sir/Madam;
As part of my academic requirements for the Bachelor of Science in Business Computing & Information
Technology (BBCIT) by University of Wales, I would like to conduct a research survey on the following topic:
“The effectiveness of PADI e-learning”.
PADI (Professional Association of Diving Instructors) is one of the leading training organization in the diving
community. As with any training program, e-learning has its advantages and challenges. The objective of this
research is to evaluate the effectiveness of online learning in attracting more prospective student in considering
a scuba diving course online.
I would like to invite you to participate in this survey. This study might provide an opportunity for you to learn
more about the advantages and the challenges of e-learning.
Please try to answer the questionnaire as accurately as you can .This survey takes approximately 5 - 10 minutes
to complete. Due to the project time constraints, I would like to ask you to complete the survey and return it to
me by email no later than Saturday 27 July 2009. Please note that your answers will be and aggregated with
those from other respondents.
Two ways to complete the survey:

• An online format (preferred way): TAKE ME THERE or copy this URL into your browser
http://spreadsheets.google.com/viewform?
formkey=dHdzRmxiQVRJaVpMeWRUZEYtZko5M1E6MA..
• Another way of completing the survey is through the attached word document file, once completed
please return it to me by email.
If you have any questions or feedback, please direct your responses to me to berzghal@streamyx.com.
Sincere Regards,
Graziella Berzghal
Student in BBCIT University of Wales
Kuala Lumpur, Malaysia
Tel: +60 (3) 62035385
Cel: +60 (12) 2198192
email: berzghal@streamyx.com

10-August-2009
University of Wales
13. Appendix B (Word Document)

SURVEY FORM
GENERAL INFORMATION (OPTIONAL)
Name:
Email:
Date of Survey:
Personal Information
1. Gender
Male
Female
2. Which Age Group do you belong to:

13 – 19 31 – 60
20 – 30 61 +
3. Are you a student?

Full time student
Part time student
Not a student
4. What is your current employment status

Employment Full time
Employment Part time
Self-employed
Retired
Do not work
5. In which region do you reside South East

North America Middle
Asia
Central America East
North Asia
South America Europe
Africa
Australia/Pacific
Interests and Hobbies
6. How many times a week do you practice indoor activities?

1 to 3 times Daily
4 and more Do not exercise
7. Do you practice any type of the following outdoor activities? (Check all that apply)
Hiking Snorkeling
Cycling Skiing
Swimming I do not practice and activity
Scuba diving Other:
10-August-2009
University of Wales
E-learning
8. Have you heard of e-learning

Yes No
9. If you have heard of e-learning, in your opinion what does it mean: (Check all that apply)
Learning through a media such as a CD-DVD Rom
Learning through the Internet (Online learning)
Learning through the Internet and a traditional classroom (Hybrid learning)
Learning in a traditional classroom
10. If you have experienced e-learning, what type was it

CD-DVD Rom Hybrid
Online Did not experience e-learning
Education Background and personal Development
11. What is the highest level of educational achievement you have attained?
High School Diploma Graduate Diploma
College Masters
Associate Diploma PhD
Bachelor Degree Other:
12. Have you carried out any continued learning?
Yes No
Continued education can be applied in many fields to attain personal development objectives such us:
College Diploma, University Degree, it can even be applied to acquire certificates in hobbies and
interested skills such as photography course or Scuba Diving, etc…
13. Is continued education of any interest to you?

Yes No
14. Which method of continued learning have you carried out to achieve personal development?
E-Learning Combination of both
Traditional classroom Not applicable
15. Which method of continued learning would you prefer to achieve personal development?
E-Learning, online education
Traditional classroom
Combination of both
16. How would you describe your e-learning experience:

Positive Negative
Not applicable
Comments (Optional)

10-August-2009
University of Wales
17. How much1 time

to 3 hours perprepared
are you day to commit to continued learning?
Up to 10 hours a More than 30 hours a month
week None
Up to 30 hours a
month
An independent learner is a student who does not need supervision and can learn by himself.
18. Do you believe you are or can be an independent learner?

Yes Neutral
No
19. Will you loose your motivation if you are studying alone
Yes Neutral
No
Advantages and Challenges of e-learning
Disadvantage
E-learning has its advantages and its challenges. In your opinion, mark what
Advantage
you perceive as an advantage or a disadvantage
Neutral
Please answer the following statements by marking an X in the relevant
column
1. Convenience of studying at any time 24/7
2. Flexibility of being able to study anywhere where you have access to
computer and internet connection
3. No pre-set schedule, you can set your own pace of study
4. Attending a classroom study with fixed schedule

5. E-learning study may lack a social interaction with other student. What
you consider it?
6. E-learning can provide you with videos and prescriptive lessons. How
would perceive them
7. Having a book in hand to study in the digital era, in your opinion is an
8. In e-learning, a direct interaction with the instructor can be minimal

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales
Strongly Disagree
Strongly Agree
Disagree
Neutral
Agree
Please answer the following statements by marking an X in the
relevant column
9. The cost of online education might be more expensive to
traditional form of education. Would your interest in taking an
online course be negatively affected?
10. An assignment or a project may be set for a group of 3 to 5

students; however you are alone on the course and you don’t
have that convenience. Knowing that in advance, would it affect
you negatively to participate to an online course
In online education, when you have a question, you will have to

post it to your instructor through email or an online forum.
11. Sometimes, the response might take up to 24 hours. Do you

think it will affect your choice of e-learning negatively?
Using technology
20. Are you comfortable using computers?

Yes No
21. Are you comfortable surfing the Internet?

Yes No
22. How many hours do you spend in an online environment per week? (Online environment
such as chat sessions, discussion rooms, blogs, facebook, twitter…)
1 to 3 hours 19 hours and more
4 to 10 hours None
11 to 18 hours
23. When searching for information, do you prefer using the search function provided in any tool
on your computer or online, or do you prefer going through a book or study guide?
Search function Both
Book in hand
24. Would you consider an online course to develop your interests and hobbies
Yes No
Online Dive Training
25. Have you heard of PADI (Professional Association of Diving Instructors)

10-August-2009
University of Wales
Yes No
26. Are you aware of PADI scuba diving training

Yes No
27. Are you a certified scuba diver

Yes No
PADI provides an online certification for Open Water Diver and Advanced Open Water Diver. PADI
online training is programmed to perform the following tasks:
28. The online training program will not allow you to move to the next chapter until you finish
the one you are studying. In your opinion, is it an:
Advantage Disadvantage
29. The online training program will keep on reminding you that you have missed a question in
quizzes and assessments. In your opinion, is it an:
30. The online training program will remind you where you stopped in the last session In your
opinion, is it an:
31. How much time are you prepared to commit to study a PADI online course? A typical study
time line required to cover the theory course material is about 20 hours.
1 to 3 hours per day Up to 30 hours a month
Up to 10 hours a week None
32. If you reflect back on this survey, would you be interested in taking PADI scuba diving as an
online course?
Yes Neutral
No
Thank you for your participation in this survey

10-August-2009
University of Wales
14. Appendix C (Online Survey)

On line survey with googledocs.com

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009
University of Wales

10-August-2009

Business Research Methodology

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Business Research Methodology

Hochgeladen von

Copyright:

Verfügbare Formate

Final Report

Business Research Methodology - BS308

Name: Graziella Berzghal

Name Graziella Berzghal

Prepared by Graziella Berzghal Page 2/87

Prepared by Graziella Berzghal Page 3/87

Prepared by Graziella Berzghal Page 4/87

Prepared by Graziella Berzghal Page 5/87

Online Dive Training...............................................................................................................77

Prepared by Graziella Berzghal Page 6/87

Prepared by Graziella Berzghal Page 7/87

E-Learning is any type of education/learning acquired through computer involving digital

E-learning is considered as an enhanced way of traditional learning. E-learning is most

Prepared by Graziella Berzghal Page 8/87

Mark Nichols http://akoaotearoa.ac.nz/sites/default/files/ng/group-661/n877-1---e-learning-

Based on the findings in the report “Distance Education at Degree-Granting Postsecondary

Prepared by Graziella Berzghal Page 9/87

Different Styles of learning

Prepared by Graziella Berzghal Page 10/87

Distance education has grown in an explosive rate:

Prepared by Graziella Berzghal Page 11/87

Graph 1. Online Enrollment for Illinois College and University

• In the State University of New York system (http://sln.sunny.edu), has supported

Prepared by Graziella Berzghal Page 12/87

• Convenient: Unlimited access, on demand availability, 24 hours a day, 7 days a week.

Prepared by Graziella Berzghal Page 13/87

Prepared by Graziella Berzghal Page 14/87

4. Purpose of the Research

• To investigate that convenience increases the attraction of e-Learning.

Prepared by Graziella Berzghal Page 15/87

Our exploratory research drew on interviewing respondents through a form of an e-survey

Prepared by Graziella Berzghal Page 16/87

Prepared by Graziella Berzghal Page 17/87

Prepared by Graziella Berzghal Page 18/87

Prepared by Graziella Berzghal Page 19/87

Prepared by Graziella Berzghal Page 20/87

Q6 1 - 3 times 19 Q27 Disadvantage 2

Prepared by Graziella Berzghal Page 21/87

Prepared by Graziella Berzghal Page 22/87

Frequency and Percentage

Pie Graph 2. Gender

2. Which age group do you belong to: Q2 Age group Be tw e e n

3. Are you a student? Q3 Student? Full Tim e Part Tim e

Pie Graph 3. Age Group

4. What is your current employment status

Prepared by Graziella Berzghal Page 23/87

20 Employment Full time

Column Graph 9. Employed?

5. In which region do you reside:

Pie Graph 10. Region

Prepared by Graziella Berzghal Page 24/87

7. Do you practice any type of the following outdoor activities?

Hiking 16% 19%

Pie Graph 11. Outdoor Activities

8. Have you heard of e-learning

Prepared by Graziella Berzghal Page 25/87

10. If you have experienced e-learning, what type was it:

Q10 E-learning experience

Percentage 6% 61% 0% 32%

Column Graph 12. E-Learning experience

Respondents Value Frequency Percentage

Prepared by Graziella Berzghal Page 26/87

Column Graph 13. Education Level