Analysis of Pivot Table

1
Name: RAMEEN JALIL

Course/section: STAT207A
Assignment: Pivot table
TOPIC: FACTORS CONTRIBUTING TO LOW PRODUCTIVITY AMONG UNIVERSITY STUDENTS
Introduction:
A survey was conducted for statistical research purposes to better understand why university
students might struggle to be productive. This survey aims to gather data and conduct statistical
analysis on various factors that contribute to low productivity among students. By identifying
these factors, there is a way gain insights into the challenges students face in managing their
time and workload effectively.
Survey Participant Profile and Data Selection Process:
The participants in this survey were exclusively university students enrolled in Bachelor's degree
programs. Their ages ranged from 20 to 24 and above. A total of 50 responses were gathered
from this group. These responses were then carefully selected to create a pivot table, which will
serve as the basis for the analysis. By utilizing the pivot table, the main aim to conduct a
thorough examination of the data and draw meaningful insights into the factors influencing low
productivity among university students.
Questions included in the survey:
Q 1: What is your age?
Q 2: On average, how many hours per week do you spend on academic activities? Such as
attending classes, studying, and completing tasks.
Q 3: How often do you find yourself procrastinating instead of working on academic tasks?
Q 4: What percentage of your study time is spent in environments with potential distractions
(e.g., noisy areas, social settings)?
Q 5: How frequently do you experience feelings of stress or anxiety related to academic
workload?
Q 6: On average, how many hours of sleep do you get per night during the academic week?
Q 7: How many extracurricular activities or commitments do you participate in during the
academic semester?
Q 8: How frequently do you utilize time-management strategies to organize your academic
schedule?
Q 9: How often do you feel a lack of motivation to complete academic tasks?
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Q 10. How would you rate the level of support you receive from your university (e.g.,
counselling services, academic advising) to help manage academic stress and workload?
Analysis of Survey Responses by Age Groups:

Age 20:
1. Respondents aged 20 reported moderate levels of engagement in academic activities,
with the majority spending their time "Sometimes" (15) or "Often" (12).
2. Procrastination tendencies were prevalent, with a significant portion admitting to doing
so "Sometimes" (20) or "Often" (16).
3. Many respondents reported experiencing distractions in study environments
"Sometimes" (15) or "Rarely" (12).
4. Stress and anxiety related to academic workload were common, with reports falling
under "Sometimes" (16) or "Often" (12).
5. Sleep habits were inconsistent, with a majority reporting "Sometimes" (15) or "Rarely"
(12) getting adequate sleep.
6. Involvement in extracurricular activities varied, with responses mainly in the
"Sometimes" (15) and "Rarely" (12) categories.
7. Time management strategies were utilized "Sometimes" (16) or "Often" (12).
8. Motivation levels varied, with many respondents reporting feeling motivated
"Sometimes" (12) or "Rarely" (12).
Age 21:
1. Among respondents aged 21, engagement in academic activities was common, with the
majority reporting spending time "Sometimes" (27) or "Often" (18).
2. Procrastination tendencies were prevalent, with many admitting to doing so
"Sometimes" (24) or "Often" (24).
3. Distractions in study environments were reported as happening "Sometimes" (27) or
"Often" (18).
4. Stress and anxiety levels were common, with responses mainly falling under
5. Sleep duration varied, with reports mainly in the "Sometimes" (32) and "Rarely" (12)
categories.
6. Involvement in extracurricular activities was frequent, with responses mainly in the
"Sometimes" (27) and "Often" (18) categories.
7. Time management strategies were utilized mainly "Sometimes" (36) or "Often" (8).
3
Age 22:
1. Respondents aged 22 reported engagements in academic activities "Sometimes" (22) or
"Often" (15).
2. Procrastination tendencies were prevalent, with responses mainly in the "Sometimes"
(28) and "Often" (8) categories.
3. Distractions in study environments were common, with reports mainly in the
4. Stress and anxiety levels were reported as "Sometimes" (28) or "Often" (8).
5. Sleep duration varied, with reports mainly in the "Sometimes" (24) and "Rarely" (15)
categories.
6. Involvement in extracurricular activities was frequent, with responses mainly in the
7. Time management strategies were utilized mainly "Sometimes" (24) or "Often" (16).
Age 23:
1. Among respondents aged 23, the sample size is smaller compared to other age groups.
2. Academic activities, procrastination, distractions, stress, and sleep habits were all
reported in minimal frequencies.
3. Involvement in extracurricular activities was also low, with most responses indicating
"Sometimes" or "Rarely".
4. Time management strategies were utilized to a limited extent.
5. Motivation levels varied, with few respondents reporting feeling motivated "Sometimes"
or "Often".
Age 24 and above:

1. Respondents aged 24 and above reported moderate levels of engagement in academic
activities, procrastination, distractions, stress, and sleep habits.
2. Involvement in extracurricular activities was relatively lower compared to younger age
groups.
3. Time management strategies were utilized, but there were fewer responses indicating
"Always" or "Often" compared to other age groups.
4. Motivation levels varied, with some respondents reporting feeling motivated
"Sometimes" or "Often", while others indicated feeling motivated "Never".
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Overall Trends:
1. Across all age groups, there is a consistent pattern of moderate engagement in academic
activities, procrastination, distractions, stress, and sleep habits.
2. Involvement in extracurricular activities tends to decrease slightly with age.
3. Utilization of time management strategies varies across age groups but remains
moderate overall.
4. Motivation levels also vary, with some respondents reporting higher levels of motivation
compared to others.
Conclusion:
1. Age seems to have some influence on the patterns of productivity-related behaviors
among university students.
2. Understanding these age-specific trends can help tailor interventions and support
programs to better address the needs of different age groups.
3. Further research with larger sample sizes for age groups like 23 and above can provide
deeper insights into the unique challenges and needs of older university students.

Analysis of Pivot Table

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Name: RAMEEN JALIL

Analysis of Survey Responses by Age Groups:

Age 24 and above:

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