Documente Academic
Documente Profesional
Documente Cultură
November 2009
i
APPROVAL
By
This thesis was prepared under the direction of Final Year Project Coordinator, Puan
Anitawati Mohd Lokman and has been approved by thesis supervisor, Puan
Rozianawaty Binti Osman. It was submitted to the Faculty of Computer and
Mathematical Sciences and was accepted in partial fulfillment of the requirements for
Bachelor of Science (Hons) in Business Computing.
Approved By:
SUPERVISOR
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DECLARATION
I declare that the work in this thesis was carried out in accordance with the regulations
of Universiti Teknologi MARA. It is original and is the result of my own work, unless
otherwise indicated or acknowledged as referenced work. This topic has not been
submitted to any other academic institution or non-academic institution for any other
degree or qualification.
In the event that my thesis be found to violate the condition mention above, I voluntarily
waive the right of conferment of my degree and agree be subjected to the disciplinary
rules and regulations of Universiti Teknologi MARA.
Among
Signature of Candidate:
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful. Alhamdulillah, thanks to
the Almighty for giving us the idea and blessing us with strength and courage to
complete this thesis. First of all, I would like to take this opportunity to dedicate my
appreciation and special thanks to all people who involved in finishing this study
especially to my dedicated supervisor, Puan Rozianawaty Binti Osman for her
encouragement, guidance, tolerance, detailed review, constructive criticism and
excellent advice during the preparation of this thesis.
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ABSTRACT
The major problem of Accounting and Applied Sciences students of UiTM is they lack
of skills in using spreadsheets which they need to apply a lot in their studies.
Spreadsheet is the one of the productivity software. This work presents the level of
competency in spreadsheet of Accounting and Applied Sciences students of UiTM and
the set of skills of spreadsheet required by Accounting and Applied Sciences students of
UiTM. The pre-study was conducted earlier among 40 students of UiTM, most of
students especially students from Accounting and Applied Sciences Faculty have
difficulties in using spreadsheets. A survey conducted using questionnaire and
experiment was done among Accounting and Applied Sciences students to identify the
level of competency in using spreadsheets and to identify set of skills needed by
Accounting and Applied Sciences students in order to increase the level of competency
in spreadsheet. Graphs and tables are presented to show the level of competency in
spreadsheet of students and set of spreadsheet skills needed by Accounting and Applied
Sciences students is presented. This study found that students of Accounting and
Applied Sciences students do not achieve the minimum competency in spreadsheet and
this study found a set of skills needed by Accounting and Applied Sciences students in
order to possess high competency in spreadsheet. The set of skills that was founded by
this study is very useful to UiTM because this set of skills can help UiTM to increase the
Accounting and Applied Sciences students competency in spreadsheet.
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TABLE OF CONTENTS PAGE
ACKNOWLEDGEMENT iv
ABSTRACT v
LIST OF FIGURES viii
LIST OF TABLES ix
LIST ABBREVIATIONS x
CHAPTER 1: INTRODUCTION
1.0 Research Background 1-2
1.0.1 Research Problem 3-4
1.1 Research Questions 4
1.2 Objective of Research 4
1.3 Scope of Research 4
1.4 Significance of Research 5
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3.1.3 Interviews 20
3.2 Flow Chart of Research Methodology 21
3.3 Phases of Research Methodology 22
3.3.1 Planning Research Phase 22
3.3.2 Literature Review Phase 22
3.3.3 Data Collection And Analysis Phase 22-23
3.3.4 Documentation Phase 23
REFERENCES 46-49
APPENDICES 50
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LIST OF FIGURES
Figure Page
Figure 1.0: Graph of The Mostly Used and The Most Difficult Productivity 3
Software Applied by Students.
Figure 2.1: Example of Microsoft Excel screen shot 15
Figure 3.1: The Flow Chart of Research Methodology 21
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LIST OF TABLES
Table Page
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LIST OF ABBREVIATIONS
IT Information Technology
UiTM Universiti Teknologi Mara
PIMS Profit Impact of Market Strategy
OS Operating System
MTLSS Maryland Technology Literacy Standards for Students
HTML Hyper Text Markup Language
PDF Portable Document Format
RTF Rich Text Format
VBA Visual Basic for Applications
AS Applied Sciences
AC Accounting
AIS 130 Computer Application in Accounting
AIS 510 Accounting Information System
MCC Melati Computer Club
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CHAPTER 1
INTRODUCTION
This chapter provides overview of this research project and discusses about research
background which consists of research problem and scope of project, research questions,
objective and significance of the research.
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According to Forrester Research (2009), some version of Microsoft Office is used in
80% of enterprises and the latest Office versions which Office 2007 hold roughly of
those installations. From all of these statements, it shows that computer skills such as
productivity software skills is seems to be very important to the graduates of
university or college in order to fulfill one of the desirable qualities expected by
employers.
According to Murray, Hopper and Perez (2007), the skills in using productivity
software have been included in undergraduate IT literacy courses for decades.
However, as the assumption grew that students were learning office application
skills (also known as productivity software skills) before arriving at university, the
emphasis in many IT literacy courses moved away from teaching of office
applications. According to Kieffer (1995), many university faculty and
administrators accept the premise that students enter college already possessing basic
computer skills. Stone, et al (2006) and Perez and Murray (2006) in their studies
found that most of students do not possess basic office applications skills after the
changes happened which means that the changes made by many university faculty to
moved away from teaching of office applications in many IT literacy courses. This
statement shows that most of students nowadays do not possess basic office
applications skills which is so important to them after their universities moved away
from teaching of office applications in their IT literacy courses.
This study has been conducted in order to identify what are the required skills
needed by Accounting and Applied Sciences students of UiTM to possess high skills
in spreadsheet program because Accounting and Applied Sciences students are very
dependent to the spreadsheet program in their learning. Besides that, it is hope that
this study can help UiTM to produce graduates that possess productivity software
skills efficiently.
2
1.0.1 Research Problem
According to the pre-study result which was conducted previously by using 40 sets
of questionnaires, 39 students from 40 students did not know how to use one of the
office applications which is Microsoft Excel. These 40 students consists of
Accounting and Applied Sciences students who need to use spreadsheet software in
their studies. Therefore, in order to find what is the set of basic skills of spreadsheet
needed by Accounting and Applied Sciences students, a study on productivity
software literacy among UiTM students has been carried out. According to Murray,
Hopper and Perez (2007), there is a lot of to be done to accurately capture those
desirable productivity software skills.
Excel
Difficult to use Power Point
Word
Mostly use
0 10 20 30 40
Figure 1.0: Graph of The Mostly Used and The Most Difficult Productivity Software
Applied by Students.
The figure above shows that the mostly used of office applications is Microsoft
Word. There is 37 students from 40 students said that they applied Microsoft Word a
lots in their studies such as make reports or assignments. While, 39 students from 40
students said that Microsoft Excel is the most difficult office applications to be used.
The word difficult here refers either these students feel difficult to use Microsoft
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Excel because of they lack of skills or do not know at all how to use Microsoft
Excel. For example, these students feel difficult to create graphs or charts by using
Microsoft Excel because either they lack of skills or do not know at all how to use
Microsoft Excel.
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1.4 Significance of Research
Since in Malaysia nowadays did not have any research papers regarding to this
problem, the finding from this study is hopefully can be used to identify what is
the set of skills for the university needs in order to produce graduates that possess
high skills in spreadsheet. Besides that, information gathered from the finding of
this study is hopefully can help and give benefits to other researchers who
conduct about productivity software literacy among university students in
Malaysia. Besides giving benefits to other researchers, the set of skills which
founded by this study is very important to Accounting and Applied Sciences
fields. For example, accountants need spreadsheet to keep track of all the money
coming into business and all of the payments going out, to calculate profits and
forecast how well they think the business will do during the next year or to
calculate the wages of all the staff each month. Other than that, scientists used
spreadsheets to keep track of their results from experiments or to analyze what
happened with the experiment and also to predict what might happen if they were
to change one variable.
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CHAPTER 2
LITERATURE REVIEW
This chapter will explain detail of literature review that is used for this research. The
goal of literature review is to identify a broad range of definitions and concepts that is
related with the research title. It is important for the researcher to understand the
definition and concept in order to discover research problem and ways to achieve the
objectives of this research. The literature review on definition of research title began
with a variety of secondary resources such as online journals, websites and books. It is
also comes from the previous studies regarding the productivity software literacy.
Wisconsin-Stout also found that abilities in these same areas are important for
students in a wide variety of majors.
Zielinski and Swift (1997) published a list of IT skills for university chemistry
students such as Table 2.1 below:
In 1996 and 1997, Pennell from the University of Western Sydney, and Blackhurst,
Hales and Lahm from the University of Kentucky published a list of IT skills, which
they believed were necessary for university students to benefit from the modern
electronic-learning environment as Table 2.2 on the next page.
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Table 2.2: List of IT Skills for the General Undergraduate Electronic-Learning
Environment
• Copy and paste text, images from one software packages to another.
• Create, edit and save (in various formats) a document using word processing
software.
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While, according to Wikipedia (2009), computer skills refer to one’s ability to utilize
the software (and sometimes hardware) of a computer. They include:
Microsoft Office
Mac OS with a version for Windows in 1990. Microsoft Office initially contained
Microsoft Word, Microsoft Excel and Microsoft PowerPoint. Additionally, a
Professional version of Office included Microsoft Access and Schedule Plus. Below
is the most popular productivity software offered by Microsoft Office:
10
The Maryland Technology Literacy Standards for Students (MTLSS) (n.d.) article
stated that the productivity software skills required by students are as in the Table
2.3, Table 2.4 and Table 2.5 and it were divided into three levels which are basic,
intermediate and proficient. Basic level is the foundational computer literacy skills,
intermediate level is a computer literacy and competency beyond the foundational
level and proficient level is a computer literacy and competency beyond the
intermediate level applied in educational and work settings.
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Table 2.4: List of Skills Creating Multimedia Presentations
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Table 2.5: List of Skills Using Word Processing and Desktop Publishing
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2.0.3 Spreadsheet
According to Wikipedia (2008), the word “spreadsheet” came from “spread” in its
sense of newspaper or magazine item (text and/or graphics) that covers two facing
pages, extending across the center fold and treating the two pages as one large one.
The compound word “spread-sheet” came to mean the format used to present book-
keeping ledgers with columns for categories of expenditures across the top, invoices
listed down the left margin, and the amount of each payment in the cell where its
row and column intersect which were, traditionally, a “spread” across facing pages
of a bound ledger (book for keeping accounting records) or on oversized sheets of
paper ruled into rows and columns in that format and approximately twice as wide as
ordinary paper.
Microsoft Excel
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Applications). It has been the most widely used spreadsheet application available for
these platforms since version 5 in 1993. Excel is a part of Microsoft Office.
Excel was the first spreadsheet that allowed the user to define the appearance of
spreadsheets (fonts, character attributes and cell appearance). It also introduced
intelligent cell re-computation where only cells dependent on the cell being modified
are updated (previous spreadsheet programs recomputed everything all the time or
waited for a specific user command). Excel has extensive graphing capabilities and
enable users to perform mail merge.
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2.0.4 People Who Use Spreadsheet
¾ Accountants:
They need to keep track of all the money coming into business and all of the
payments going out.
They need to be able to calculate profits and forecast how well they think the
business will do during the next year.
They also need to calculate the wages of all the staff each month.
¾ Teachers:
Teachers can use spreadsheets to keep track of marks given for homework
and recording exam results and also for registers.
¾ Engineers:
They need to make sure that bridges will be able to support themselves and
will not collapse under the weight of traffic or the force of strong winds.
They need to work out how deep the foundations of a house need to be in
order to support the walls and roof. They need to make sure that the
aerodynamics of a plane will enable it to take off and fly.
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¾ Sales people:
Sales people use spreadsheets to keep track of the items they sell, the value of
the items, the profit made on each item and more importantly, the
commission they have earned.
¾ Scientists:
They use spreadsheets to help them to analyze what happened with the
experiment and also to predict what might happen if they were to change one
variable.
¾ Market researchers:
Market researchers collect data from shoppers about their spending habits
and their awareness of different brands. All of this data has to be collated and
analyzed in order to provide the company with a detailed report of what
customers think about their products.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter explains on how the research has been conducted and describes the
methodology that has been implemented throughout the research. It also tells in detail on
each methodology used and how the data has been gathered as well as analyzed.
Collecting of data consists of two types of data which are the primary data and
secondary data. In addition, it is important to identify the processes of collecting data to
achieve the objective research.
In order to get further information for this research, questionnaires, experiment and
interviews will be conducted among the UiTM Shah Alam’s Accounting and
Applied Sciences students. A pre-study has been conducted before this using
questionnaires and interviews to get some data to support the research. In order to
achieve the first objective, questionnaires and interviews will be conducted again so
that we can get more accurate result than the pre-study result.
The secondary data will be obtained through reading the information resources such
as journals, books, articles and magazines, unpublished thesis, seminar papers and
related websites. It is very important for literature reviews that can give an extra
information or knowledge to researchers about the topic or study that has been done
previously by other researchers. The literature reviews that has been implemented
was focus on productivity software skills among university students.
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3.1 Selection of Research Method
The various research method available must be chose carefully as a purpose to find out
the right data for the answer to the research problem of the thesis. Different research
approaches can be used simultaneously such as qualitative research (used to describe
certain types of information), quantitative research (discrete or attribute data and
continuous or variable data), historical research (historical data) and case study
(investigate a phenomenon within its real-life context).
3.1.1 Experiment
Experiment is conducted with one or more variables that are manipulated and the
results are analyzed. A study of the most frequently used data gathering methods in
major academic journals by Kamhawi and Weaver (2003) found that the experiment
accounted for only 11% of the research techniques published from 1980 until 1984
but rose to 21% of the techniques published from 1995 until 1999. According to
Roger D. Wimmer and Joseph R. Dominick, writers of An Introduction of Mass
Media Research (2006), experiment can give evidence the causality to researchers.
The experimental method involves both manipulation and observation. In the
simplest form of an experiment, researchers manipulate the independent variable and
then observe the responses of subjects on the dependent variable.
3.1.2 Questionnaire
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3.1.3 Interviews
The purpose of interview is to provide researcher with a relatively flexible format for
the gathering of data. It is a technique widely used in the clinical and health sciences.
Interviews are usually thought of structured or unstructured though the terms like
guided and open-ended are also used. Interview is a process of collection data face-
to-face. Interviews help respondents to share their impressions or opinions easier.
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3.2 Flow Chart of Research Methodology
PHASES ACTIVITY DELIVERABLE
• Research questions
• Research objectives
Objectives 2:
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3.3 Phases of Research Methodology
In order to conduct this research, there are four (4) phases in the research methodology
will be used in the data collection. These phases consist of Planning Research phase,
Literature Review phase, Data Collection and Analysis phase and finally Documentation
phase.
In the planning research phase, a pre-study has been conducted to get research
problem statement, research questions, research objectives, significance of research
and the scope of the research. Deliverables from this activity were the identification
of problem(s), objective(s), significance and scope of the research.
The purpose of this phase is to examine relevant literature in the field with a view to
summarize the important papers and to give an indication of how the study has
developed from the previous studies. The deliverable from the literature review is
key concept and previous study’s findings from other researchers that can be
guidance.
The purpose of this phase is to collect data to achieve the objective(s) of the
research. The information about the tasks required the use of spreadsheets which
usually done by students of Accounting and Applied Sciences was gathered by
distributing 40 sets of questionnaires to Accounting and Applied Sciences students
of UiTM. Besides distributing questionnaires, interviews also were conducted among
Accounting and Applied Sciences students in order to get deeper understanding in
problems they faced with spreadsheets. Based on the result of questionnaire and
interviews, an experiment was conducted to 11 students of Accounting and Applied
Sciences of UiTM Shah Alam at the Computer Lab 2 of Melati College Computer
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Club. Each of these 11 students were given a booklet contained 3 sections, which
were Section A, Section B and Section C. Section A required students to do
formatting table and do some calculations such as calculate total and average. In
Section B, students were required to create pie chart and graph by using table in
Section A. Lastly, in Section C, students required to do a balance sheet. Accounting
students were required to do all of the 3 sections, but Applied Sciences students were
only required to do 2 sections because they do not involve in doing accounting. In
order to know the level of competency of these 11 students, their answers for the
experiment questions were analyzed. Besides that, in order to find out for UiTM
what are the set of spreadsheet skills needed by Accounting and Applied Sciences
students, the gathered data was studied and integrated.
Finally, in this phase, all the analyzed information will be documented in the form of
paper. The deliverable of this phase will be a final report.
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CHAPTER 4
This chapter discussed the findings and results which are derived from collected data.
These collected data were getting from questionnaires, interviews and experiment which
has been analyzed and studied. The respondents are from Accounting and Applied
Sciences students of UiTM.
After analyzing the data collected from these 40 respondents, this study indicates that
calculations, create tables, create graphs or charts and accounting are categories of tasks
that Accounting and Applied Sciences students need to apply Microsoft Excel. For both
faculties, calculation is where the students calculate the sum or average of given data.
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Then, after getting the sum or average of given data, the students will use it to generate
graphs or charts. Mostly, Applied Sciences students generate graphs in order to see the
reaction of chemicals from their experiments. In order to present the collected or given
data in tables, Applied Sciences students applied Microsoft Excel to create tables.
Lastly, most of Accounting students applied Microsoft Excel in order to do accounting
such as preparing balance sheets or financial and accounting reports. Below is the Table
4.1 and on the next page is Figure 4.1 that shows the figure of students that applied
Microsoft Excel in several categories of works.
Category of Tasks
Course
Create Chart & Create
Calculation Graph Tables Accounting Others
AS 16 19 15 0 2
AC 18 7 12 16 1
Total 34 26 27 16 3
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Figure 4.1: Category of Tasks Applied by Accounting and Applied Sciences Students
Figure 4.1 indicates that calculation task has the highest figures. About 34 of 40 students
from both faculties applied Microsoft Excel for doing calculation. The second category
is create tables, which were 27 of 40 students used Microsoft Excel to create tables. Next
is followed by create chart and graph which is 26 students. This study indicates that
students from Applied Sciences used Microsoft Excel more than Accounting students to
create graph and chart. Then, for accounting, 16 of 20 students from Accounting Faculty
used Microsoft Excel to make accounting. Lastly, for other works such as making
financial club report where Microsoft Excel is needed is only 3 students.
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Below are pie charts which are illustrated from Table 4.1.
In the figure above, the task of create chart and graph has the highest number which is
19 students. This task seems to be the highest because they used spreadsheets to generate
graphs or charts, in order to help them analyze what happened with the experiments and
also to predict what might happen if they were to change one variable. Next, it is
followed by calculation task where Applied Sciences students used spreadsheets to
calculate average, the chemical concentrations or the rate of chemical reactions. Then,
the figure shows that 15 students used spreadsheets to create tables and 2 students used
spreadsheets to make financial report of their clubs.
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Figure 4.3: Category of Tasks Applied by Accounting Students
In the figure above, it indicates that calculation task with the highest number of students
which is 18 students. Accounting students used spreadsheets to calculate such as sales,
wages or the average of sales. Then, it followed by accounting task which is 16 students.
In accounting task, they usually used spreadsheets to make balance sheets. Next, the
figure shows that create tables task is 12 students, create chart and graphs with 7
students and 1 students used for other task.
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4.1 Analysis of Subjects That Required Students to Apply Microsoft
Excel
Besides establishing category of works that need students to apply Microsoft Excel, this
study also can indicate list of subjects that involved students to apply spreadsheets from
second questionnaire. Table 4.2 and Table 4.3 below shows the lists of subjects that
required students of Accounting and Applied Sciences to use Microsoft Excel.
Table 4.2: List of Subjects That Accounting Students Applied Microsoft Excel
SUBJECT
NO CODE SUBJECT NAME
1 AIS 130 Application Of Information System
2 AIS 510 Accounting Information System
3 FAR 315
4 FAR 265 Accounting And Reporting
5 FAR 430
6 FAR 265
Financial Accounting Report
7 FAR 315
8 TAX 320
Taxation
9 TAX 390
10 TAX 490 Advanced Taxation
11 MAF 325 Cost And Management Accounting
12 MAF 330 Finance And Management
13 ETR 300 Entrepreneurship
14 MAT 126 Business Mathematics
15 BEL 442 Research And Report Writing
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Table 4.3: List of Subjects That Applied Sciences Students Applied Microsoft Excel
SUBJECT
NO CODE SUBJECT NAME
1 CMT 651 Quality Assurance & Control
2 BIO 610 Biological Statistic And Analysis
3 BIO 510 Ecology
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Below is the Figure 4.4 that shows the total number of subjects which required
Accounting and Applied Sciences students to apply Microsoft Excel.
Figure 4.4: Total Number of Subjects Need To Apply Microsoft Excel for Accounting
and Applied Sciences Students
The above figure indicate that 15 subjects of Accounting students required them to apply
Microsoft Excel. Then, 20 subjects of Applied Sciences students required them to apply
Microsoft Excel. The total up from these two faculties is 35 subjects which it seems
quite a lot of subjects that need students to apply Microsoft Excel.
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4.2 Experiment to Analyze Students’ Ability to Use Microsoft Excel
After analyzing second questionnaire result, this study had found a suitable category of
works that students usually applied Microsoft Excel. As mentioned before, in order to
conduct an experiment to analyze students’ ability to use Microsoft Excel, this study
needs to identify what are the category of tasks students usually did in their studies.
Calculation, create tables, create graphs and charts and accounting are the category of
tasks that students usually did in their studies which required them to use Microsoft
Excel. There were 20 students from both have been invited to do the experiment. But,
only 11 students managed to come for the experiment. 6 students were from Accounting
Faculty and 5 students were from Applied Sciences Faculty.
This experiment was collaborated with Melati College Computer Club (MCC). MCC
gave permission to conduct this experiment at their Computer Lab 2, Melati College.
Each students who came for this experiment will be given a booklet contained 3 sections
which were Section A, Section B and Section C (please refer to Appendix). Section A
consists of 2 questions that required students to calculate sums, average, formatting the
numbers and tables. In Section B, there were 2 questions about creating graph and pie
chart. Then, Section C was exclusively for Accounting students which required them to
do a balance sheet. An Applied Sciences students need to answer questions in Section A
and B, while the Accounting students need to answer questions in Section A, B and C.
After students answering those questions, they need to fill in the checklist whether they
able to solve those questions and give the rating of questions’ difficulties with the given
rating.
According to the experiment which was conducted on 15th October 2009, all of students
who took part in the experiment did not successfully answer those questions correctly.
As the experiment conducted, some observation and interviews which helped this study
to identify what were the problems respondents faced had been done. Most of
respondents did not familiar with Microsoft Excel 2003 because most of respondents
started to use with Microsoft Excel 2007 which was more simplified than 2003 version.
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So, respondents felt very difficult using 2003 version and some of respondents gave up
to answer those questions although those questions were easy for them.
Figure 4.5: Experiment Result for Question 1 – Calculations and Formatting Tables
The figure above shows the graph of student’s rating of question difficulties for
Question 1 and the graph of ability to solve Question 1. As stated before, Question 1 was
required these students to do calculations and formatting tables and numbers. The graph
of student’s rating of question difficulties for Question 1 indicates that most of students
rated that this question was easy and easy. But, even most of these students rated that
this question easy, most of them solve with the wrong answer because the graph of
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ability to solve this question indicates that 6 students from 11 students solved this
question with the wrong answers and 3 students tried to solve the question but did not
get the answer. Only 2 students managed to solve the question with the right answers.
By comparing the given answers and the students’ rating of question difficulties, it
shows that these students do not have required spreadsheets skills to answer this
question although most of them rated this question as easy and very easy question.
From my analysis of those answers given from respondents, this study found that:
i. Respondents did not know how to format the number into currency
format.
iii. Besides that, some of respondents did not know how to generate graph or
chart from the data in the table.
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Figure 4.6: Experiment Result for Question 2 – Calculations and Formatting Tables
The figure above shows the experiment result for Question 2 which required students to
do calculations and formatting tables and numbers. The graph of ability to answer this
question shows that there is no students can solve this question with the right answer.
Most of these students tried to solve this question but do not get the right answer. The
graph of ability also shows that there is 1 student do not know how to solve this question
and 3 students solved it with the wrong answers. Although the graph of student’s rating
for question’s difficulties for this question indicates that there are 5 students who rated
this question easy and very easy, but there is no students who give the right answers.
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This shows that these students do not possess the spreadsheet skills to answer
calculations and formatting tables and numbers questions.
The figure above shows that the result for experiment of creating pie chart. The graph of
student’s rating about question’s difficulties indicates that 5 students rated this question
as an easy question. But, only 3 students managed to solve it with the right answer as
shown in the graph of the ability to create pie chart. The figure also shows that 3
students do not know how to solve this question and 5 students did not get the right
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answer. This shows that these students lack of skills in creating pie chart using Microsoft
Excel.
The figure above shows that these 11 students lack of spreadsheet skills in creating
graph. This is because, there is only 3 students who managed to answer this question
with the right answer as shown in the graph of ability to create graph. Most of students
which is 8 students did not get the right answer, solved with the wrong answer and there
is also students who do not know who to create graph using Microsoft Excel.
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Figure 4.9: Experiment Result for Question Section C – Balance Sheet
The figure above shows the result for experiment of Section C. Section C was required
only the Accounting students to answer. This section required the Accounting students
to make balance sheet. Only 1 student can solve this question with the right answer. Half
of these students which are 3 students did not know how to solve this question as shown
in the graph of the ability to answer this question. This indicates that students from
Accounting Faculty lack of spreadsheet skills in creating the balance sheet using
spreadsheet.
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4.3 The Identified Required Skills of Spreadsheet Program for
Accounting and Applied Sciences Students
In order to overcome problems that this study identified in the experiment such as do not
how to create graph or do not know to change the appropriate format for number, the set
of skills for spreadsheet program has been found out from this study. This set of skills
will be proposed to UiTM in order to help UiTM to improve and increase the efficiency
level of Accounting and Applied Sciences students. As mentioned earlier in the result of
category of works need students to apply Microsoft Excel, works such as calculation,
create chart and graphs, create tables and accounting are important because most of
these works need to be done by students of the Accounting and Applied Sciences
students. The Accounting and Applied Sciences students need to be competence and
have abilities to do all these works in order to do well in their studies. Below are the set
of skills of spreadsheet program that has been identified for UiTM to stress on in
teaching Microsoft Excel for Accounting and Applied Sciences students.
• Calculation Techniques
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The above figure (Figure 4.10) indicates the set of skills of spreadsheet for Applied
Sciences students. This set of skills stresses on teaching calculation techniques, create
table techniques, and create charts and graphs techniques. Calculation techniques
consists of on how to generate formulas and use given formulas. Most of Applied
Sciences students required to do calculation such as average, find minimum and
maximum values for their experiments in order to get results. When Applied Sciences
students know how to generate and use the formulas, students can use Microsoft Excel
easily to get the average, sums or counting data. This will help Applied Sciences
students to do their work efficiently.
Besides that, this set of skills stresses on create tables techniques. Usually, students of
Applied Sciences need to use Microsoft Excel in order to create tables for the data they
collected in their experiments to present the data in a manageable way. In create tables
techniques, Applied Sciences students should be teached how to format cells with
appropriate format such as 2 decimals places format. Other than that, Applied Sciences
students should be teached on how to create headers for tables or how to format the texts
so that tables look attractive for their presentations. Then, the figure above indicate that
Applied Sciences students need the skill to create charts and graphs. From this study, it
is found that Applied Sciences students used graphs widely in studies to show results
from experiments especially when do experiments for thesis.
Lastly, UiTM can include extra knowledge in using Microsoft Excel for Applied
Sciences students such as teaching on how to do simple accounting using Microsoft
Excel. By teaching this extra knowledge, Applied Sciences students maybe can apply
this extra knowledge in other subjects or maybe can apply it when they are working
someday.
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• Calculation Techniques
• Accounting Techniques
Accounting Students
For Accounting students, the figure above shows that calculation techniques, create table
techniques, create charts and graphs techniques, and accounting techniques should be
included in teaching Microsoft Excel. As Applied Sciences students, Accounting
students need to know how to generate and use formulas in order to get sums of sales or
profits, average of sales or profits or maybe calculating the wages for employees.
Then, the Accounting students need to be teached on how to create attractive tables
because Accounting students need to create tables with appropriate cell formats such as
for currency format in order to use formulas and present their accounting data with
attractive tables. Besides teaching on how to create tables, Accounting students should
also learn on how to create graphs and charts so that they can present their data in
attractive ways. Instead of displaying data using tables, Accounting students can also
present their data using charts and graphs if they know how to create graphs and charts.
Finally, the Accounting students need to learn to use Microsoft Excel for accounting
such as make balance sheets or making financial and accounting reports. According the
41
previous interviews made to Accounting students, the students said that they need to
know how to use Microsoft Excel because most of Accounting subjects required them to
use Microsoft Excel.
42
CHAPTER 5
This chapter summarized and conclude the objective that has been defined earlier in this
thesis. In this chapter also explain what has been accomplished and what are the major
things learned from this study. Other than that, there is mentioning about limitation of
research and there is recommend work that can still be done on the further exploration.
5.0 Conclusion
From this study, the level of Accounting and Applied Sciences students competency in
productivity software skills especially in spreadsheet is still cannot be satisfied because
they did not achieve the minimum level of skills. This study indicates that most of
students cannot give the right answers and even some of the students cannot answer
those questions although those questions were basic and easy questions which is for the
beginner level. The Accounting and Applied Sciences students competencies must be
improved so that the students can do well in studies. Besides that, by improving students
skills, students can fulfill the skills in their job’s requirements as mentioned by Johnson,
Bartholomew and Miller (2006) stated that employers continue to rate these desirable.
Nowadays, employers desired employees with skills in productivity software. So, in
order to help the Accounting and Applied Sciences students in their studies, UiTM
should use and stress on this set of skills in teaching Microsoft Excel as illustrated in
Figure 5.0 Lastly, hope that this study will help UiTM to make improvement in order to
produce students that possess high skills in productivity software.
43
Figure 5.0: Set of Skills of Spreadsheet for Accounting and Applied Sciences students
The set of skills for spreadsheet presented based on surveys and experiment which were
conducted in UiTM, among Accounting and Applied Sciences students. It was supposed
about 20 students should attend for the experiment, but only 11 students managed to
attend the experiment. The major constraint in this research is to get full cooperation
with students in order to do this experiment. Some of the students did not take serious
and did not read and do those given questions carefully. Besides that, time is one of the
constraint for this study. This study actually needs longer times and more respondents so
that it can produce accurate result than this.
44
5.2 Recommendation
The productivity software skills are important to students. It will be good if UiTM can
look at these problems and take appropriate actions in order to help students, not only at
Accounting and Applied Sciences students and not only look at Microsoft Excel skills,
but also look at problems that arise from other students from different faculties and look
at for other important productivity software skills problems. There would be lots of
benefits to students if UiTM improved its methods in teaching those productivity
software skills.
45
REFERENCES
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Andelt, L.L., Barret, L.A., & Bosshamer, B.K. (1997). Employer Assessment of the
Skill Preparation of Students from the College of Agricultural Sciences and Natural
Resources, University of Nebraska-Lincoln: Implications for Teaching and Curriculum.
NACTA Journal, 41(4), 47-53.
Blackhurst, A.E., Hales, R.M., & Lahm, E.A. (1997). Using an Education Server
Software System to Deliver Special Education Coursework via the World Wide Web,
J.Special Educ. Tech, 13, 78.
Donald, M.J., James, A.F., Nancy, W.V., & Melissa, L.L. (2000). Student Computer Use
in Selected Undergraduate Agriculture Courses: An Examination of Required Tasks.
Journal of Agricultural Education, 41(4), 27-38.
Furst-Bowe, J., Boger, C., Franklin, T., McIntyre, B., Polansky, J., & Schlough, S.
(1995). An analysis of required computer competencies for university students. Journal
of Research on Computing in Education, 28(2), 175- 189.
Grossman, T.A., 2006, "The Spreadsheet Analytic Value Chain," OR/MS Today, Vol. 33,
No. 4.
Johnson, D.M., Ferguson, J.A., Lester, M.L. (1999). Computer experiences, self-efficacy
and knowledge of students enrolled in introductory university agriculture courses.
Journal of Agricultural Education, 40(2), 28-37.
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Kieffer, L.M. (1995). Establishing a computer literacy requirement for all students.
(ERIC Document Reproduction No. ED 392436).
Kieran, F.L., & Amanda, K. (2001). Computer and IT Skills of Australian First-Year
University Undergraduate Students. Chemical Education Journal (CEJ), 5(2), 1-23.
Leong, T-Y, and Cheong, M.L.F. (2008) "Teaching Business Modeling Using
Spreadsheets," INFORMS Transactions on Education, Vol. 9, No. 1, pp. 20-34.
Maryland Technology Literacy Standards for Students. (n.d.). Computer Literacy Skills.
Retrieved October 22, 2009, from
http://mdk12.org/instruction/curriculum/technology_literacy/ComputerLiteracySkills.pd
f
Monk, D., Davis, P., Peasley, D., Hillman, P., & Yarbrough, P. (1996). Meeting the
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Murray,M., Hooper, P., Perez, J. (2007) “A Project-Based Approach to Assessing
Student Competency with Productivity Software”, Proceedings of the AIS SIG-ED IAIM
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This information was verified a few days later (Meg. C. Murray, personal
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Who Uses Spreadsheets. (2009). Retrieved October 23, 2009, from
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II. Chem. Educator, 2, .
49
APPENDICES
50
Appendix A – Pre Study Questionnaire
I’m Wan Natasha Elaiza, a student of Bachelor of Science (Hons) Business Computing from the
Faculty of Computer Science and Mathematics would like to make a survey regarding the usage
of Microsoft Office among UiTM students. Please answer the following questions.
1. You are from program ________________________.
2. Have you ever use Microsoft Office software?
Yes No (Session End)
3. If you used Microsoft Office, which of these you used the most? (Please (√) ONE only)
Microsoft Word
Microsoft Power Point
Microsoft Excel
4. Which of these THREE you think is very difficult to use? (Please (√) ONE only)
Microsoft Word
Microsoft Power Point
Microsoft Excel
5. From your answer of question 4, why do you think it is difficult for you to use? Give the
reason(s).
_______________________________________________________________________
_______________________________________________________________________
6. Have you ever taken a basic subject of computing which related to this Microsoft Office
Software before? (If Yes please state the course code or course name)
Yes No
_________________
7. If you have problems to do your assignment which is required you to use one of these
THREE software, what would you do?
_____________________________________________________________
No:
Questionnaire
Objective:
Prepared By:
(2007123833)
(CS224)
Productivity Software Literacy Among UiTM Students
Kindly, please answer the following questions by ticking (√) the relevant answer
or writing down your answer at the space provided.
Accounting Student
_______________________________________________________.
______________________.
2 5 _____
3 6
Section B – The Usage of Microsoft Excel
For the question 6, please tick (√) whether you use Microsoft Excel in each
semester and rate the usage of Microsoft Excel in your study for each semester.
You will be given rating from 1 until 5 and please circle the rating that you
choose based on the instruction below.
Part 1
1 2 3 4 5
Part 2
1 2 3 4 5
Part 3 1 2 3 4 5
Part 4 1 2 3 4 5
Part 5 1 2 3 4 5
Part 6 1 2 3 4 5
> Part 6
1 2 3 4 5
7. In what subject (s) do you need to apply Microsoft Excel?
(Please state subject code (s) and full name of subject (s))
Subject Code Subject Name
For the question 8, you may choose more than one answer.
Calculation Accounting
End of Question
Pc No:
Project Title:
Productivity Software Literacy Among UiTM Students
Experiment
Objective:
Prepared By:
SECTION A – CALCULATION
QUESTION 1
Type in the following spreadsheet, and format it to look like the sample below.
Instructions
3) Center the spreadsheet heading 'Sales And Produce Department' across the
spreadsheet.
7) Create a formula to calculate the total sales for all fruit items for the year to date.
Sample 1
QUESTION 2
Type in the following spreadsheet, and format it to look like the Sample 2 below.
Instructions
3) Center the spreadsheet heading "Mike's Lunch Bar" across the spreadsheet.
5) Create formula's to display a total sales for each item in the Lunch Bar.
6) Create a formula to calculate the total sales and the average of total sales for the
Lunch Bar.
7) Apply all borders and shading (colour) shown in the sample below, feel free to
experiment with your own colour schemes.
Sample 2
Use the Fruit Sales spreadsheet created in the Section A – Question 1, to create the
Pie Chart below as Sample 3 and create Graph as Sample 4 below.
Please save the file as secB-chart[pcNo].xls for chart and secB-graph[pcNo].xls for
graph.
Sample 3
Sample 4
Type in the following Information 1 into spreadsheet, and format it to look like the
Sample 5 below.
Information 1
Instructions
3) Center the spreadsheet heading "Sure Balance Checkbook" across the spreadsheet.
5) Create formula's to calculate the balance sheet for Sure Balance Company.
Sample 5
SECTION D – CHECKLIST
This section requires student to fill those checklist regarding to your experience
answering questions from Section A to Section C. Your cooperation is appreciated.
Kindly, please fill the checklist by ticking (√) and give rating to question’s difficulties.
3- Neutral.
Question 1
Question 2
Pie Chart
Graph
Balance
Sheet
LIST NAMES OF STUDENTS INVOLVED IN EXPERIMENT
Date: 15th October 2009