Telemachus in The Odyssey Essay -- Papers Odyssey Essays Papers

Telemachus in The Odyssey The first four books of the Odyssey are sometimes known as 'Telemachy'. It is a self-contained section that could in fact be easily removed, allowing the story to begin with Odysseus without damaging the plot. They deal with Telemachus' struggle and coming of age through his travels and quest. Telemachus is sent on his travels because although he has grown to adulthood, when Athene first visits him in book one, he is somewhat pathetic, lonely and very much a young boy and is not strong enough to remove the suitors from his father's palace: "Sitting disconsolate among the Suitors, imagining how his noble father might come back out of the blue, drive the Suitors headlong from the house, and so regain his royal honours, and reign over his own once more" Telemachus had no one strong to support him and there were 108 suitors for his mother. Telemachus at this point would not impress the great Odysseus (his father). As Telemachus was only an infant when his father left for Troy, he was desperate for some news about him. Telemachus says that he knows that he is Odysseus' son only by what he has been told and he is also very negative about ever finding his father, and his conviction that he is dead is obvious: "My father's unhappy end" Also, his grandfather Laertes was not at the palace and so he has no male role model to lead him on the right path to becoming a man. His travels also give Telemachus a chance to develop his own identity and Kleos and become a man. He develops somewhat in books one to four. Kleos in Homeric context meant what people said of you and defined how you'd be r... ...s, which tie him to his childlike life with his overly emotional mother. He needs to learn about being a hero and polite etiquette in the company of gods or heroic men. He must prepare himself for the imminent arrival of his father, which is delayed by Homer whilst Telemachus becomes a son resembling his father in ways other than physically. He gains a role model in characters such as Menelaus and a positive attitude that comes from reassuring words from him and confidence from Athene. Telemachus discovers the last known whereabouts of his father, is given hope that he could still be alive and learns that his father was indeed a hero with many important friends. We feel sorry for Telemachus' difficult childhood, and yet think that he needs to become a stronger, more confident character, that his father can be proud of.

Qualitative and Quantitative Research Essay -- Research Methods

Qualitative and Quantitative study designs both can be beneficial in research design. They both provide valuable options for researchers in the field. These techniques can either be used separately in a research study or they can be combined to achieve maximum information. This paper will define the terms qualitative and quantitative; describe the similarities and differences between each; discuss how qualitative and/or quantitative research designs or techniques could be used in the evaluation of my proposed research; and discuss why linking analysis to study design is important. Quantitative studies are primarily numbers based. They deal with large cohort groups as well as analyze large amounts of data. â€Å"A quantitative researcher typically tries to measure variables in some way, perhaps by using commonly accepted measures of the physical world (e.g., rulers, thermometers, oscilloscopes) or carefully designed measures of psychological characteristics or behaviors (e.g., tests, questionnaires, rating scales)† (Leedy & Ormrod, 2010, p. 94). Qualitative studies are slightly different in that they do not use large cohorts and they are not analyzing large data sets. Qualitative studies also look to answer question â€Å"why†. They use smaller numbers but go more in-depth with the small group they have. â€Å"In contrast, qualitative research involves looking at characteristics, or qualities, that cannot easily be reduced to numerical values. A qualitative researcher typically aims to examine the many nuances and complexities of a particular phenomenon† (Leedy & Ormrod, 2010, p. 94). Qualitative and Quantitative studies can be used separately or together in a mixed methodology. â€Å"Mixed methods research is characterized as research... ... Hughes, C. (2006). Qualitative and quantitative approach to social research. Retrieved fromhttp://www2.warwick.ac.uk/fac/soc/sociology/staff/academicstaff/chughes/h ughesc_index/teachingresearchprocess/quantitativequalitative/quantitativequalitati ve/ Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.). Upper Saddle River, NJ: Pearson Education Inc.-Merrill McKerghan, D. L. (1998). Quantitative versus qualitative research: An attempt to clarify the problem. Retrieved from http://home.comcast.net/~lady.socrates/qvq.html Rocco, T. S., Bliss, L. A., Gallagher, S., & Perez-Prado, A. (2003). Taking the next step: Mixed methods research in organizational systems. Information Technology, Learning, and Performance Journal. Vol. 21, No. 1. Retrieved from http://www.osra.org/itlpj/roccoblissgallagherperez-pradospring2003.pdf

Friendship Through the Years :: Friendship Essay Personal Narrative

Friendship Through the Years Two sets of twins live in the house cattycorner to mine. All four are girls, and all four are in diapers. The oldest set of twins, Michelle and Caitlin, are my age, and we quickly become playmates. Caitlin has striking red hair that drapes the bottom of her shoulder blades. She is so outgoing she would chat with a hobo on the street if her mother were not there to stop her. Michelle, on the other hand, is quieter and more reserved. She is an inch or two shorter than the kids her age, and lacks the confidence that dominates her sister's personality. She clings to me. Her shy personality coincides with my bold and adventurous one. She willingly becomes my sidekick, and joins me in numerous neighborhood adventures. We travel the grassy plains, and trek across the muddy rivers, stopping only for the occasional diaper change, and the pacifiers that fall behind. Our friendship is uncommon, exciting, and pure, but I am too young to treasure this rare gift that God has given me. It is first grade, and not has much changed. Michelle's short stature has only grown more apparent, and the increasing number of people surrounding her has become overwhelming. She clutches onto me, too afraid to meet her taller, bolder classmates. At recess, Michelle and I select the multicolor u's that link together to make chains. We plop ourselves down on the gray, matted carpet and begin to make necklaces and bracelets. Something makes us chuckle, and before you know it we are grabbing at our sides with laughter pains. Michelle laughs so hard that she pees all over our beautiful creations that we, and the classroom, left on the floor. Her angelic smile turns immediately into an expressionless stare. I look into her puppy eyes and watch tear after tear streak down her cheeks into the pee that surrounds her. I want to take that pain away from her. I want all those small, watchful eyes in the class to glare at me instead of innocent little Michelle. It is sixth grade and the Green Springs Special Chorus, which Michelle and I are a part of, is going to the junior high school to sing. Our choir is singing seventies music, and we are required to wear seventies clothes. Michelle and I are matching from head to toe. Our attire consists of blue felt poodle skirts, white shirts, black scarves, and starch-white Ked's shoes.

My Time At Richardson Essay

In the years before attending Richardson, I have dealt with several traumatic experiences, including the death of my father. Through these experiences, I have gained the knowledge and understanding necessary to be a more empathetic and caring individual.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dealing with something as severe as losing a loved one, a person can either lose themselves in the sadness, or learn from the experience, and take with them the maturity and understanding that also accompanies a death.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am able to use my past experiences for the better. I have grown strong in my faith and developed the coping skills necessary to endure difficult trials. In my years at Richardson, I was able to reflect my values through compassion, understanding, and kindness towards others.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I have learned not to judge others who are different from me. Diversity is a wonderful element in life, although it may take some a lifetime to discover this. Being different is what makes humankind so amazing. My time at Richardson has taught me how to accept others who are unique. With these life skills, I am able to enter the community and truly make a difference in the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Richardson has broadened my horizons in many ways. Academically, I have mastered a skill which will carry me throughout a lifetime. Emotionally, I have matured and grown into a strong and independent adult. And socially, I have established solid friendships that will carry me throughout my adult life. Attending Richardson has given me the foundation to continue learning, growing, and becoming a better person.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I have been able to reflect on my past experiences and use those times to better understand the world around me. I have been able to demonstrate my moral values and compassion towards others during my time at Richardson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In my four years at Richardson, I have given my best effort at all I have attempted. I have helped my peers in every way possible. I have taken any opportunity to improve the school environment, as well as lend a concerned and friendly hand to those in need. I have applied myself fully in achieving my goals and helping those around me to do the same. To that end, Richardson has equipped me with the knowledge and ability to enter the workforce and the community with great understanding, as well as acceptance for those around me. I have learned to broaden my horizons in all facets and for that; I have become a better person.

Does Population Growth Affect Economic Growth? Essay

Population growth has its own effects on economic growth of a country, which can be negative or positive first we will look in to the negatively effecting factors of population growth: 1) Due to increase in Population Consumption Increases, which will decrease, GNP/GDP and Imports will increase and Exports Fall down Budget Defect is the result and the prices mount high. 2) Miss Use OR Over use of Natural Resources. Due to increase in population Man to Land Ratio decreases. As land is inelastic, one cannot increase the amount or supply of land. 3) Raw-Material or Primary Goods are used or processed directly or indirectly which produce finished goods and yield residues some of it is recycled and some is disposed to nature, which effects it negatively. Therefore, when more and more people depend on land there are more chances of the damage accruing to ecosystem. 4) Effect on PCI, if the population growth does not match the labor force there is a negative effect on PCI. 5) Population Growth and Standard of Living, as increase in population leads to more consumption. ALTERNATIVELY, there are more mouths to feed which effects the standard of living. 6) Population and Agriculture, the pressure on land increases and increase disguised unemployment. 7) Population and employment, unemployment increases due to increase in population. 8) Population and Social infrastructure, pressure increases, as one Doctor has to attend more and more patients similarly in other fields also. 9) Population Increase decreases Capital Formation. 10) Population Increase results in Brain Drain. 11) Population Increase negatively effects Environment as urban slums increase.

IOP on Glass, Eyes, and Doll’s Essay

Imagery; vivid descriptive language that appeals to one or more of the senses (sight, hearing, touch, smell, and taste). The first impression of a person that someone gets will always color the image of the person. Everything about how someone looks and acts creates how that person is viewed by others. But when this image is controlled by others or the person just isn’t strong enough to show their true self, their identity is twisted into something almost unrecognizable. Henrik Ibsen, Zora Neale Hurston, and Tennessee Williams use the imagery connected with their lead female characters to show how society tries to put individuals down with false generalizations to hide women’s identities. The authors use the imagery of clothing to address how family members try to mold the women below them in power to their image of their character. For the Sternberg’s fancy dress ball Torvald want’s his wife Nora to dress up, â€Å"†¦ and Torvald wants me to go as a Neapolitan fisher-girl,†¦Ã¢â‚¬  (Ibsen 37). The Neapolitan fisher girls are girls from Naples, Italy often thought of as possessing a very classic Grecian beauty. These fisher girls have been subjects of many works of art such as paintings and statues. With Torvald making Nora dress up as a Neapolitan fisher girl he is making her into something beautiful and to be appraised like a piece of art. This image of Nora being beautiful like a painting is Torvald’s way of putting Nora beneath him. He dresses her up and parade’s her among their friends while all the while taking ownership of her beauty. Nora doesn’t get to choose what she wears to this ball and she is not recorded say ing a word to anyone at the party. Torvald even commands Nora to leave the party after she has finished her dance as he doesn’t want anyone being near her. Nora’s identity is lost in the imagery of her Neapolitan fisher-girl costume and Torvald’s control of her dress. By the same token Janie in Their Eyes Were Watching God is forced to wear head rags by her husband Joe. â€Å"The business of the head-rag irked her endlessly. But Jody was set on it. Her hair was NOT going to show in the store,† (Hurston 55). The imagery of Janie’s head-rags suggests that she is Joe’s property. Janie’s hair is her personal symbol of power,strength, and identity. Joe by making Janie cover her hair up in head-rags is symbolically stifling Janie’s power and identity. Without her individuality Janie is nothing but what Joe makes out of her, which is his wife. And society too will only see Janie’s image as Joe makes her image to be . Laura from The Glass Menagerie is also suffered to a similar fate as Nora and Janie as her mother forces her to wear chest enhancements. â€Å"‘Now take a look at yourself. No, wait! Wait just a moment- I have an idea!’ Amanda produces two powder puffs which she wraps in handkerchiefs and stuffs in Laura’s bosom. ‘Mother, what are you doing? They’re called gay deceivers! †¦ I won’t wear them!’ â€Å" (Williams 120). Similarly the imagery of the powder puffs implies that Laura is the perfect young woman that Amanda invisions of her. With Amanda putting the powder puffs down Laura’s dress she is trying to envision Laura as a perfect young woman. But Laura just is not this perfect girl who everyone loves and adores like Amanda wants to see Laura as. The imagery of Laura’s deceivingly good figure signifies that people will perceive her as a perfect young woman. Nora and Janie’s imagery of the past and their memories is used against them to paint false images of their identities. Near the end of the play, Torvald has just found out of what Nora had done in the past to save him and utters this simple and resonant statement, â€Å"And I must sink to such miserable depths because of a thoughtless woman!† (72). With this sentence Torvald is making Nora seem like a terrible woman who is mindless to any thought of her husband. Even though much earlier in the play Nora tells Mrs.Linde that she only borrowed money so that her husband wouldn’t die from his illness. Torvald just judges Nora’s image by her actions, not the motives behind her actions. And this paints an entirely false image of Nora as being thoughtless and uncaring about her husband. When in any case Nora was just looking out for her husband, being anything but thoughtless and uncaring. The Victorian society Nora lives in is also as cruel to someone in her position. It goes without saying that the man is always the one to handle the money and the well being of the family. And by Nora borrowing money by herself she is breaking the rigid gender roles that their society has set in place for women. So society will also look down on Nora as a disgraceful woman because of her past actions. Janie is in a similar situation when coming home from the Everglades is judged by her neighbors. â€Å"They passed nations through their mouths. They sat in judgement. Seeing the woman as she was made them remember the envy they had stored up from other times. So they chewed up the back parts of their minds and swallowed with relish,† (1-2). The people of Eatonville, especially the women had always been jealous of the attention Janie had gotten from men for her looks. And with the knowledge that Janie had ran off with a younger man in the past the people think of Janie as a absurd fool. But they don’t know that Janie with all her suffering and joy that she lived through is incredibly wise. The imagery of Janie’s actions or more so the memory of her actions, has the people of her community believing that Janie is nothing more than a lost old woman, falling for the false love of a young man. Janie’s individuality as a woman who is wise and has lived through many tough times is taken away from her as Eatonville reduces her to just a love sick woman. Hurston, Williams, and Ibsen use the imagery of objects to display how people on the outsides of the characters lives perceive them and their individuality. When Jim is over at the Wingfields apartment Laura is telling of how much she loves the unicorn from her glass menagerie. â€Å" You see how the light shines through him? †¦ I shouldn’t be partial but he is my favorite one†¦ Haven’t you noticed the single horn on his forehead? †¦Ã¢â‚¬  (143-144). The imagery of Laura’s favorite glass ornament, the unicorn, represents how people in society see Laura. Like the unicorn which light shines through, Laura’s disposition and identity is completely see through. Every facet of her personality is easy to see as she is but a incredibly shy and timid girl. Laura’s love for the unicorn is because of it’s peculiarity of the horn that separates him from the other glass horses in her collection. The imagery of this unique glass unicorn represents Laura’s own individual separation from other girls. Everyone notices that Laura is uniquely different, like her glass unicorn she loves so much.In the same way as the unicorn describes Laura, the Christmas tree in the Helmer’s home describes Nora. â€Å"Hide the Christmas tree carefully Helen. Be sure the children do not see it till this evening, when it is dressed †¦ And what is in this parcel? No no! you mustn’t see that until this evening,† (5 & 7). The image of the splendid and elusive Christmas tree in A Doll’s House expresses how Nora’s identity is seen by the society around her. The Christmas tree serves the function as an ornament in the household and Nora just like the tree is ornamental in the home. She doesn’t take care of the children, or have a job, she just decorates and dresses up for the people of the house as well as the visitors. And as a decoration Nora isn’t able to voice her own opinion or let her identity shine through the pretty things that accessorize her. Nora’s identity is hidden away throughout the play and as the Christmas tree is hid from the children, Nora’s dress is hidden from Torvald so he will not see her. Nora’s identity is hidden from not only the people she knows but also the one’s she is closest to. She is not able to be herself as society shuns Nora’s true identity, as the loving wife she is that would do anything for her husband, such as borrow money without his consent so he can live. Janie is also in Laura and Nora’s situation as the people in her community judge her actions and therefore her identity because of her hair. â€Å"What dat ole forty year ole ‘oman doin’ wid her hair swingin’ down her back lak some young gal?† (2). Just like the two women in the other pieces of literature, the image of Janie’s long hair is utilized by Hurston to show how Janie’s community in Eatonville doesn’t recognize Janie’s true identity. The women on the porch mention that Janie looks like a foolish old woman with her hair all the way down her back like some young woman. The women of Eatonville think Janie is trying to be like a young woman as she has run off with a young man and is now coming back with her hair no longer tied up. This is not the true image of Janie as she is not trying to be a young woman. After all the life that Janie has experienced she keeps her hair down to show that she no longer cares what people in society think of her. But the image of her loose hair to the rest of her society is of a very rebellious and foolish old woman. They want to see her as a married woman being under the thumb of her husband and not as herself. Even though now Janie is trying to show her true identity the community won’t accept that and is blinding themselves by only focusing on her hair to critique Janie in the way they want to think of her. The three authors use the imagery of speech to the character to shape their false identity in the eyes of their family. One day in the store Joe get’s frustrated with Janie’s poor job at cutting some tobacco and insults her about her age. â€Å"A woman stay round uh store till she get old as Methusalem and still can’t cut a little thing like a plug of tobacco!† (78). The image of Methuselah that Joe says to describe Janie is used to show how Joe and Eatonville see Janie when she is in the store. Methuselah is a man from the Bible that is known to be the oldest person to ever live. The allusion to this character is said by Joe to make Janie feel like she is so old that she is ancient. It insults Janie and her character, making her seem old and inefficient for not being able to cut a plug of tobacco after all the time she spends in the store. Eatonville after hearing what Joe has spoken of Janie can see her as an elderly woman who still can’t do simpl e chores around the store. In a likewise manner Amanda says some harsh words to Laura for dropping out of business college and hiding it from her. â€Å"You did all this to deceive me, just for deception? †¦ We won’t have a business career- we’ve given that up because it gave us nervous indigestion! †¦ barely tolerated spinsters living upon the grudging patronage of sister’s husband or brothers wife!† (93-94). In the same way Amanda’s image placed on Laura when she learns she dropped out of business college in secret is used by Williams to show that Amanda see’s Laura as a weak girl with no identity to her. The image of Laura is that she is a fragile girl with little to no way to support herself having left the one opportunity she had to make a future for herself. The imagery of Amanda’s words that Williams writes twists the picture of Laura into a thoughtless and selfish girl, not thinking about anything but her own personal desires. But her identity is not as a thoughtless girl but as a shy and caring young woman. She is seen as continually concerned for her brother, but still throughout most of the play Amanda see’s Laura as being just self involved. The false image of Laura as being self absorbed is enforced by the imagery of Amanda’s harsh words about dropping out of business college. In opposition to Janie and Laura, the pet names Torvald uses for Nora as terms of endearment are actually very insulting terms to her. â€Å"Is my little squirrel come home? †¦ The same little featherhead! †¦ Come come my little skylark, †¦Ã¢â‚¬  (6-7). Comparably Torvald’s words to Nora are suppose to be endearing but with the knowledge of what the animals are is used to paint an unflattering picture of Nora. Squirrels are animals with very small brains and that are generalized as being unintelligent. A featherhead isn’t an animal, but it is implying that Nora’s head isn’t filled with a brain, but is instead filled with feathers. Nothing substantial t hat she can actually make her own thoughts with. Torvald with this term of endearment is suggesting that Nora doesn’t have a brain but just feathers in her head. Furthermore a skylark is a bird that nests on the ground, then being easily destroyed and that are not very distinctive in coloring. This name makes Nora seem plain and foolish. With these pet names of animals that are ordinary Torvald through the imagery of his words is insinuating that Nora is plain and not very bright. Torvald is also putting himself above Nora with his words. He is making it seem like he is the all important person of the house and that he is better than Nora because he is intelligent. Nora’s individuality is taken away from her with Torvald putting above himself and putting her in the background. Nora has no identity when she is with Torvald as he puts her so below himself that he doesn’t believe she can be herself. Tennessee Williams, Henrik Ibsen, and Zora Neale Hurston use the imagery in their works associated with their lead females to portray how society’s views of people is usually false and undermines their individuality. How people are viewed by what they wear, what they own, their past, and what people say to them is a simple way to miss a person’s true identity. These generalized views are easily broken apart when evidence of people’s character is put forward, and this is what get’s society into trouble. These three authors aren’t just writing literature, they are making a statement on how society works. Including how society is wrong and how generalizations about types of people need to be broken in the collective minds of the people so every person is seen as themselves and not as a stereotype. To give everyone their own voice without being prejudged by society’s absurd expectations.

Biology Interest Among Asasipintar Students

biology interest among ASASIPINTAR STUDENTS | A MINI PROJECT REPORT| Submitted by 1. AHMAD SYAZWAN BIN SUHAIMI AP00161 2. IZZATY SHAIMA BINTI SHAMSUDIN AP00164 3. MUHAMMAD FAIZUAN BIN AMINUDDIN AP00159 4. SITI NABILA AMIRA BINTI SAMSUDIN AP00158| Submitted toMiss Noraniza Binti IbrahimSTATISTICS (PNAP0154)ASASIpintarPUSAT PERMATApintarTM NEGARAUNIVERSITI KEBANGSAAN MALAYSIA (UKM)APRIL 2013| Table of Contents Content| Page| Abstract| | Introduction to project topic| |Methods of Data Analysis| | Analysis and Results| | Conclusion| | References| | Appendix| | | ABSTRACT Most students have to take biology as one of the subjects graded in their CGPA. But not all students want to be a doctor or have much interest in biology. Quizzes and test are frequently used to measure the level of understanding of students towards specific topic of a subject Biology quizzes are common, and their marks or scores in these quizzes can be used to measure either their effort in the quizzes or their interest in biology or maybe both.This research paper discussed the relationship between the interest in biology and their total score, gender and their study style and lastly the relationship between scores 1. INTRODUCTION 2. 1. Overview Biology is one of the compulsory courses that have to be taken by ASASIpintar students. This course aims to enhance the students’ understanding and knowledge in biological sciences. Teaching methods include small group lecture, tutorial, laboratory experiments, independent learning and problem based learning. Students will be assessed by weekly quizzes, lab reports, and mid-semester and final semester examination.However, the interest level of students in Biology differs from one another. Other than that, their style of studying Biology or doing their revision on this particular subject is also different between students. This project aims to study the relationship between these two factors, which are the level of interest in Biology and their style of learning and studying the subject with the scores that these students gained in their topical quizzes. 2. 2. Objectives 2. 3. 1. To investigate the relationship between interest and total score 2. 3. 2.To investigate the distribution of interest in biology among student 2. 3. 3. To investigate the relationship between gender and study style 2. 3. Research Question 2. 4. 4. Does interest has any relationship with the total scores gain by student in their quizzes? 2. 4. 5. What are the distribution of interest in biology among student? 2. 4. 6. Is there any relationship between gender and their style of study biology? 2. 4. Research Hypothesis A statistical hypothesis is a conjecture about the population parameter. This conjecture may or may not be true.Null hypothesis (Ho) is a statistical hypothesis states that there is no difference between a parameter and a specific value, or that there is no difference between the two parameters while alternative hypothesis (H1) is a statisti cal hypothesis that states the existence of a difference between a parameter and a specific value, or states that there is a difference between two parameters. 2. 5. 7. Hypothesis 1 Ho: There is no relationship between interest and total score H1: There is relationship between interest and total score 2. 5. 8. Hypothesis 3 Ho: The students’ interest in biology are distributed as follows; 17. % are not interested, 20% are moderate and 62. 5% are interested in biology. H1: The distribution are not the same as stated in Ho. 2. 5. 9. Hypothesis 2 Ho: There is no relationship between gender and study style H1: There is relationship between gender and study style 2. 5. 10. Hypothesis 4 Ho: There is no relationship between interest and study style H1: There is relationship between interest and study style 2. METHODOLOGY Herein, the chosen respondents were randomly selected from ASASIpintar students. The survey methods are the research instruments used for the data collection. 0 stud ents of ASASIpintar were chosen in this study accomplished a questionnaire to assess their biology quizzes’ marks. The computed values are compared to the Likert scale for data interpretation. The collected data were analyzed using SPSS software. These will be presented below: 3. 5. Descriptive statistics The descriptive method is used to collect the necessary data. In the descriptive statistic, the measures of tendency (mean, mode, median and variance) will be calculated. Measures of tendency are numerical values that locate, in some sense, the center of a data set.The data will be presented in bar chart or pie chart for qualitative data and histogram for quantitative data. 3. 6. Inferential statistics The inferential statistics using sample data to draw coclusions about the ASASIpintar students. The sample random is selected and the information gained from it is used to make generalizations about the ASASIpintar students. 3. 7. 11. Correlation 3. 7. 12. 1. Pearson’s correlation coefficient test was used to determine the relationship of non-parametric data. One of the tests is to check the relationship between gender and the study style.The linear correlation coefficient (r) is used to measure the strength and direction of a linear relationship between two variables 3. 7. 12. 2. Spearman’s correlation coefficient test was used to determine the relationship between parametric and non-parametric data. One of the tests is to check the relationship between interest of the students towards biology and their total score. The linear correlation coefficient (r) is used to measure the strength and direction of a linear relationship between two variables 3. 7. 12. Comparison Test 3. 7. 13. 3. Chi-squareThe Chi-square goodness-of-fit test is used to how well a particular statistical distribution, such as a binomial or a normal. The null hypothesis Ho is that the particular distribution does provide a model for the data; the alternative hypothesis H1 is that it does not. 3. ANALYSIS AND RESULTS 4. 7. Descriptive statistics 4. 8. Inferential statistics 4. 9. 13. Relationship between interest and total score VARIABLES| R| R SQUARE| Interest and Total score| . 399| . 159| Since r = 0. 399, there is weak positive correlation between total score and interest. Since r= 0. 159, this indicates that 15. % of the variation in total score can be attributed to the linear relationship with the interest. 15. 9% of total variation in total score is explained by regression line using the interest. Another 84. 1% is explained by other variable. Since the P-value is 0. 011 and it is less than ? -value, the null hypothesis is rejected. There is sufficient evidence to show that there is relationship between the interest and the total score. It is proven that the interest does affect the total score. 4. 9. 14. Distribution of interest in biology VARIABLES| P-VALUE| Interest in biology| 0. 190|Since the P-value is 0. 19 and it is more than ? -value, the null hypothesis is failed to be rejected. There is sufficient evidence to show that the students’ interest in Biology are distributed as follows; 17. 5% are not interested, 20% are moderate and 62. 5% are interested in biology. 4. 9. 15. Relationship between style and gender VARIABLES| P-VALUE| Style and Gender| 0. 558| Since the P-value is 0. 558 and it is more than ? -value, the null hypothesis is failed to be rejected. There is sufficient evidence to show that there is no relationship between the study style and gender.It is proven that the gender is independent to the study style. The study style may affected by environment and the students’ self. 4. CONCLUSION 5. REFERENCES 6. APPENDIX 7. 9. Questionnaire Personal information| | Age | | Gender | | Interest in biology| 1| 2| 3| 4| 5| | | | | | | Which of the following is the way you study? | | Study alone| | Group study| | Continuous study| | Stay up| | What is your marks in following quizzes? | | The cell| | Cellular respiration| | Biochemistry | | Photosynthesis | | Plant physiology | | 7. 10. Analysis of interest & total score Correlations| | TotalScore| Interest|Spearman's rho| TotalScore| Correlation Coefficient| 1. 000| . 399*| | | Sig. (2-tailed)| . | . 011| | | N| 40| 40| | Interest| Correlation Coefficient| . 399*| 1. 000| | | Sig. (2-tailed)| . 011| . | | | N| 40| 40| *. Correlation is significant at the 0. 05 level (2-tailed). | 7. 11. Analysis of gender ; style Correlations| | Style| Gender| Style| Pearson Correlation| 1| -. 095| | Sig. (2-tailed)| | . 558| | N| 40| 40| Gender| Pearson Correlation| -. 095| 1| | Sig. (2-tailed)| . 558| | | N| 40| 40| Case Processing Summary| | Cases| | Valid| Missing| Total| | N| Percent| N| Percent| N| Percent|Gender * Style| 40| 100. 0%| 0| 0. 0%| 40| 100. 0%| Gender * Style Crosstabulation| | Style| Total| | Discussion| Study Alone| Stay up| continuous study| | Gender| Male| Count| 4| 6| 5| 5| 20| | | Expected Count| 4. 0| 7. 5| 4. 0| 4. 5| 20. 0| | female| Count| 4| 9| 3| 4| 20| | | Expected Count| 4. 0| 7. 5| 4. 0| 4. 5| 20. 0| Total| Count| 8| 15| 8| 9| 40| | Expected Count| 8. 0| 15. 0| 8. 0| 9. 0| 40. 0| Chi-Square Tests| | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 1. 211a| 3| . 750| Likelihood Ratio| 1. 221| 3| . 748| Linear-by-Linear Association| . 355| 1| . 551| N of Valid Cases| 40| | | . 6 cells (75. 0%) have expected count less than 5. The minimum expected count is 4. 00. | 7. 12. Analysis of gender ; interest Case Processing Summary| | Cases| | Valid| Missing| Total| | N| Percent| N| Percent| N| Percent| Gender * int| 40| 100. 0%| 0| 0. 0%| 40| 100. 0%| Gender * int Crosstabulation| | int| Total| | not interested| moderate| interested| | Gender| Male| Count| 2| 6| 12| 20| | | Expected Count| 3. 5| 4. 0| 12. 5| 20. 0| | | % within Gender| 10. 0%| 30. 0%| 60. 0%| 100. 0%| | | % within int| 28. 6%| 75. 0%| 48. 0%| 50. 0%| | | % of Total| 5. 0%| 15. 0%| 30. 0%| 50. 0%| female| Count| 5| 2| 13| 20| | | Expected Count| 3. 5| 4. 0| 12. 5| 20. 0| | | % within Gender| 25. 0%| 10. 0%| 65. 0%| 100. 0%| | | % within int| 71. 4%| 25. 0%| 52. 0%| 50. 0%| | | % of Total| 12. 5%| 5. 0%| 32. 5%| 50. 0%| Total| Count| 7| 8| 25| 40| | Expected Count| 7. 0| 8. 0| 25. 0| 40. 0| | % within Gender| 17. 5%| 20. 0%| 62. 5%| 100. 0%| | % within int| 100. 0%| 100. 0%| 100. 0%| 100. 0%| | % of Total| 17. 5%| 20. 0%| 62. 5%| 100. 0%| Chi-Square Tests| | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 3. 326a| 2| . 190| Likelihood Ratio| 3. 461| 2| . 177| Linear-by-Linear Association| . 63| 1| . 686| N of Valid Cases| 40| | | a. 4 cells (66. 7%) have expected count less than 5. The minimum expected count is 3. 50. | ANOVA| | Sum of Squares| df| Mean Square| F| Sig. | Score1| Between Groups| 87. 811| 4| 21. 953| 2. 331| . 075| | Within Groups| 329. 689| 35| 9. 420| | | | Total| 417. 500| 39| | | | Score2| Between Groups| 31. 709| 4| 7. 927| 1. 950| . 124| | Within Groups| 142. 266| 35| 4. 065| | | | Total| 173. 975| 39| | | | Score3| Between Groups| 9. 376| 4| 2. 344| . 710| . 591| | Within Groups| 115. 599| 35| 3. 303| | | | Total| 124. 975| 39| | | | Score4| Between Groups| 21. 78| 4| 5. 494| 1. 217| . 321| | Within Groups| 158. 022| 35| 4. 515| | | | Total| 180. 000| 39| | | | Score5| Between Groups| 24. 961| 4| 6. 240| 1. 195| . 330| | Within Groups| 182. 814| 35| 5. 223| | | | Total| 207. 775| 39| | | | We used the Other than that, Check relationship between interest and total score – weak relationship Style and total score – no correlation Between score – correlation pearson Correlation coefficient – spearman Style and interest – no correlation – pearson Gender and score – -weak relationship – spearman Style and gender – chi square test = no relationship