MGT648 (PROPOSAL - STUDENTS' SOFT SKILLS LEVEL)_D1BA2325A_NIK SHAMIMI, NURUL IWANI, UMIE SHAFIRA, SERI SARAH & NUR ADNINA

UNIVERSITI TEKNOLOGI MARA
CAWANGAN KELANTAN

FACULTY OF BUSINESS AND MANAGEMENT
BACHELOR IN OFFICE SYSTEM MANAGEMENT (BA232)

PROPOSAL (STUDENTS’ SOFT SKILLS LEVEL)
RESEARCH METHODOLOGY (MGT 648)

PREPARED BY :-
NIK SHAMIMI BINTI SANUSI (2019207884)

NURUL IWANI BINTI IKRI (2019475828)
UMIE SHAFIRA BINTI MAZLI (2019268484)
WAN SERI NUR SARAH BINTI WAN AZMAN (2019218866)
NUR ADNINA BINTI AMRAN (2019230038)

GROUP : D1BA2325A

PREPARED FOR :-
DR HATINAH ABU BAKAR

SUBMISSION DATE : 31st DECEMBER 2021

TABLE OF CONTENTS PAGE

CONTENTS 1
1–2
CHAPTER 1 – INTRODUCTION
1.1 Background of the Study 3
1.2 Problem Statement 3
1.3 Research Objectives 3
1.4 Research Questions 3–4
1.5 Significance of the Study 4
1.6 Limitations of the Study
1.7 Definition of Terms 5
5–6
CHAPTER 2 – LITERATURE REVIEW 7–8
2.0 Introduction 8–9
2.1 Critical Thinking Skills
2.2 Problem-Solving Skills 10
2.3 Information Management Skills
2.4 Conceptual Framework 11
11
CHAPTER 3 – RESEACRH METHODOLOGY 11 – 12
3.0 Introduction
3.1 Research Design 12
3.2 Type of Data 12 – 14
3.2.1 Primary Data
3.2.2 Secondary Information 14
3.3 Data Collection Procedures 15 – 16
3.4 Questionnaire Measurements
3.5 Sampling 16 – 17
3.6 Target Population
3.6.1 Sampling Frame 18 – 22
3.6.2 Sampling Technique 23
3.6.3 Sampling Size
3.7 Data Analysis 24 – 28
3.7.1 Reliability Analysis
3.7.2 Frequency Analysis
3.7.3 Pearson Correlation Analysis

REFERENCES
TURNITIN SIMILARITY REPORT
DECLARATION FORM

CHAPTER 1
INTRODUCTION

1.1 Background of the Study

Both the educational and market environments are rapidly changing. Those with a
strong academic background and relevant professional experience were highly sought after
by most business entities a decade ago. Hard abilities and experience, however, are no longer
adequate for entry and advancement in the corporate world. In Malaysian higher education,
the development of soft skills has been a prominent concern (Shariffah, 2013). Soft skills are
necessary for job seeking as well as a productive, successful, and satisfying career (Majid,
Eapen, Aung, & Oo, 2019). New Straits Times, Mar 2021 – Employers value and seek out
candidates who have not only knowledge, but also generic skills/soft skills such as
communication, critical thinking, problem-solving, information management, professional
moral and leadership qualities, as well as entrepreneurship skills, teamwork, lifelong learning,
and ethics, to ensure that new graduates can perform a variety of job tasks. The aim of this
study is to study the students’ level of soft skills (critical thinking, problem-solving skills and
information-management skills) related with students’ CGPA among the students of UiTM
Kelantan, Machang Campus.

1.2 Problem Statement

Aside from the academic qualifications required by the modern working environment,
another essential component that employers consider is soft skills. Soft skills are often known
as "non-academic" talents are now a determining element in getting hired by an employer.
Robles M.M (2012) defined that soft skills as character traits, attitudes and behaviors rather
than technical aptitude or knowledge. Soft skills are intangible, non-technical, personality
specific abilities that determine a leader's, facilitator's, mediator's and negotiator's strengths.

Soft skills are required for graduates to perform above expectations and to survive in
an ever-changing environment (Ab Rahim Bakar et al., 2013). According to Lazarus (2013),
hard skills alone are no longer sufficient for employees in the extremely competitive
marketplace of 21st century. Seetha (2014) reviewed that the need for individual soft skills
has been a rising focus around the world as they are deemed to be important for organizational
productivity. According to Bauer-Wolf (2019), the employers desired college graduates with
"soft skills" such as being a good listener or thinking critically, but finding such applicants is
tough. An online survey was conducted by Morning Consult for Cengage among more than

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500 hiring managers and 150 more human resources professionals of an educational
technology and services company. More than 1,500 current and former college students from
two and four-year institutions were also surveyed. Listening abilities were determined to be
the most in-demand talent among employers with 74% of employers indicating that this was a
quality they desired. Furthermore, 73% of companies stated it was really or extremely difficult
to locate competent candidates. Approximately one-third of companies (34%) believe colleges
and universities do not adequately educate students for employment. The students also
reported that getting hired was challenging. About 65% of students indicated it is tougher to
find employment than it was for their parent's generation. Around 77% were also concerned
about whether they possessed the necessary abilities for a job. CEO of Cengage, Michael
Hansen stated that softer skills training is in demand, both in college and on the work, and
today's learners and graduates must continue to hone their talents to stay ahead (Bauer-Wolf,
2019).

Malaysia has had a long-standing problem with unemployment among graduates. It's
been almost a decade, and the problem still exists in the country. New Straits Times, Feb
2020 – Graduates unemployment have progressed from a point of gnawing concern to a topic
that causes furrows in the brows of education planners. According to Ministry of Education
Malaysia’s Graduate Tracer Study (2018) found that the total of 51,000 graduates are
produced each year by 21 state institutions and 38 private universities, yet roughly 60% of
them are unemployed one year after graduation. Department of Statistics Malaysia (2021)
also revealed that the number of unemployed graduates had rose 22.5% to 202,400 in 2020
from 165,200 in 2019. Kuala Lumpur, Sept 15 – One of the reasons graduates in this country
struggled to find a job is that they were too picky about where they wanted to work. Another
reason is that they lacked of soft skills. Malaysian graduates from local universities are still
lack of relevant soft skills, resulting in high graduate unemployment rates (A. Fairuzza et al.,
2011). Communication, interpersonal skills, problem-solving skills, and technical skills are all
shown to be lacking in unemployed graduates (Omar and Rajoo, 2016). Employers in Malaysia
have often stated that graduates lack English language fluency, communication skills,
analytical capabilities, and critical thinking abilities (Cheong, Fernandez-Chung and Leong,
2016). Awang Hashim, Deputy Minister of Human Resources, claimed that failing to receive
information on job openings that matched their credentials was also a concern. Apart from the
mismatch between the candidates' subject of study and the employment market, low
credentials or CGPA also prompted companies to be less interested in hiring these people.
Chan Seng Chow, chief operating officer of Tasek Maju Realty Sdn Bhd stated that graduates
must make themselves more marketable by learning different talents that are not limited to
their field of study (D'Silva, 2020).

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1.3 Research Objectives

 To know the relationship between critical thinking skills and student’s CGPA
 To know the relationship between problem-solving skills and student’s CGPA
 To know the relationship between information-skills and student’s CGPA

1.4 Research Questions

 Is there any significance relationship between critical thinking skills and
student’s CGPA?

 Is there any significance relationship between problem-solving skills and
student’s CGPA?

 Is there any significance relationship information-management skills and
student’s CGPA?

1.5 Significance of the Study

The importance of the findings of this research to improve understanding of the
relationship between student’s soft skills level and student’s CGPA among the students of
UiTM Kelantan, Machang Campus. On the other hand, this research has been added to the
literature, it also gives informational data and it improves the reader's knowledge of the
student’s soft skills level concerns which are critical thinking skills, problem-solving skills and
information-management skills that were investigated in this study. Furthermore, the purpose
of this study is to provide information to the researcher, so that he or she may learn how
student’s soft skills level and student’s CGPA related to each other. Therefore, in order to
complete this research, the researcher will be able to learn more about the importance of
student’s soft skills level and excellent CGPA will determine the future career among the
students of UiTM Kelantan, Machang Campus.

1.6 Limitations of the Study

Despite the fact that the study has been prepared, it still has limitations. The fact that
this study was confined to UiTM Kelantan, Machang Campus students is a restriction. Apart
from that, this research needs to be done through an online survey due to the pandemic's
current situation making other methods impossible to be completed as an example, face to
face interviews. Therefore, the number of respondents may be insufficient. The limited number
of movements, has an impact on the amount of data required to complete this study. The

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procedure of compiling this research is further hampered by time restrictions, as there was a
deadline to meet. To earn good results, we must submit the work before the deadline.

1.7 Definition of Terms
The following terms are defined in accordance with this study:-
i. Critical Thinking Skills
Critical thinking is the ability to analyze the way of one individual think and
present evidence for his/her ideas, rather than simply accepting their personal
reasoning as sufficient proof (Islam, 2015).
ii. Problem-Solving Skills
Problem solving refer to the ability to solve problems in an effective and timely
manner without any impediments. Problem-solving abilities necessitate swiftly
identifying the underlying problem and putting a solution in place (Doyle, 2020).
iii. Information Management Skills
Information management skills is the ability to analyze, build, construct,
operate, maintain, and organize databases, as well as manage information in
compliance with and contribute to the agency or organization's operations
(Niraphai, 2021).

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CHAPTER 2
LITERATURE REVIEW

2.0 Introduction

This section will be discussing on literature review regarding this chapter. A literature
review is an assessment of key research materials such as articles, books, and other
publications produced in a certain field. Next, it discussed about studying previous literatures
linked to the research idea and discovering how each independent variable impacts the
dependent variable on this Conceptual Framework is the last part in this chapter that presents
a relationship between independent variable and dependent variable.

2.1 Critical Thinking Skills

Critical thinking defined as cognition process that requires reflective and thoughtful
judgment to reach more logical conclusions to an adequate argument or solution to any
potential problem (Lancaric, Brecka, & Valentova, 2021). Based on research dine by Aycicek
(2021), critical thinking skills include analyzing, evaluating, making suggestions, making the
correct decisions based on the specific perspective presented, finding relevant information,
and easily adapting to change. Furthermore, critical thinking skills assist students in being
more successful in the academic environment, taking on more active roles, becoming
autonomous students, and applying their knowledge in their lives. In this research, the
researcher concluded that being a critical thinker is necessary for students to succeed
academically.

Based on Ghazivakili, et al. (2014), critical thinking is a creation of an individual's
knowledge, beliefs, and performance. There are a variety of critical thinking skills, including
perspective, deduction of presumptions, recognition, perception, and evaluation of rational
thinking. In addition, the researcher argues that inductive and deductive reasoning to solve
problems results in the ability to think critically, process and evaluate prior information with
new information. In this study, the researcher conclude that critical thinking has become the
basis of the critical thinking test, which is widely used to assess critical thinking today. Aside
from that, according to Murawski (2014), critical thinking is divided into two categories:
dispositions and abilities. The ideal critical thinker is willing to make the "right" decision,
presents that decision honestly and clearly, considers the perspectives of others, strives for
accurate information, and avoids confusing or misleading others. Furthermore, the critical
thinker can focus on questions, analyses and argue, evaluate source reliability, make and

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assess judgments, describe and refine their opinions, support their claims appropriately, and
creatively make the assumption and integrate logic.

Study done by Davies (2015), critical thinking skills are widely regarded as crucial in
preparing people to get involved in a rapidly evolving democratic economy and society. In this
study, the researcher stated that higher education institutions with better critical thinking skills
showed significantly better development in these skills during their studies. In the research of
Din (2020), found that students' critical thinking skills are developed to ensure their success,
so that they have good communications, leadership, teamwork skills, cross-national and
cultural awareness, and can contribute positively to society. Critical thinking enables students
to develop an understanding, skills, and appreciate a particular body of content and evaluate
the quality of that appreciation. As a result, they can construct an intellectual system,
appreciate it, and apply it to real-world issues and problems.

Research done by Nasrabadi, Mousavi & Farsan (2012) showed a positive relationship
between the student’s critical thinking skill and academic achievement. The findings of the
study indicate that the levels of assimilation and convergent critical thinking differ significantly.
The high degree of critical thinking is found in the concentrating, diverging, assimilating, and
adapting styles. Based on study done by D’Alessio, Avolio, & Charles (2019), critical thinking
has a significant relationship with academic achievement, particularly in all of the academic
areas studied. According to the study, higher critical thinking ability students outperformed
moderate critical thinking ability students, while moderate critical thinking ability students
outperformed lower critical thinking ability students. Aside from that, according to Demirhan,
Besoluk and Onder (2011), they found that students' level of critical thinking decreased while
their total mean score increased and this was contrary to their expectations. This is because
students are more likely to improve their adaptive behaviors to the environment and the
university, as well as reduce stress, during their education.

According to Murawski (2014), critical thinking skills undoubtedly have an impact on
future workplace learning. These abilities train employees to think deeply and effectively about
employment issues and their specific roles in improving business culture while adding value
to the organization's products or services provided to society or the world. Furthermore,
Facione (2015) stated that critical thinking is fundamental to the most important workplace
skills, including in decision making, conflict resolution, judgment and analysis. In the business
world, organizations that can recruit, retain, and develop a better critical thinker have a
significant and measurable competitive edge.

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2.2 Problem-Solving Skills

The clarity of the term problem is presented contrarily, consequently it is desirable to
analyze it in detail and define it. Human beings are confronted with situations that are
contradictory to them daily, situations that contain obstacles that must be overcome to attain
the goal, or situations in which they face numerous problems (Dostal, 2015). Problem -solving
attitudes include the thoughts and feelings that arise throughout the problem-solving process,
or the cognitive idea that one employs when addressing and dealing with a problem. Problems
might develop, however, when the scenario changes or when an individual seeks to pursue a
certain goal, necessitating a change in the current state (Tang, 2017). According to Macchi
(2020), problem solving theory necessity first define how the problem is built, then how the
solution befalls, as well as how the problem is not solved; it must also explain how the
appropriate response and failure are explained using the same methods. Solving problems
demands both analytical and creative thinking skills. Analytical or logical reasoning includes
things like ordering, comparing, contrasting, assessing, and selecting. It gives a logical
framework for problem solving and facilitates in the selection of the best option from among
the available options by limiting the number of choices (a convergent process).

Problem-solving is an activity that needs a person to choose a path out based on their
own abilities, which is mean the transition from the current to the desired state. Finding and
understanding problems, creating excellent problem-solving tactics, investigating solutions,
and thinking/redefining problems and solutions through time are the processes in problem-
solving (Anna Jarrotul Khoiriyah, 2018). Student need more problem solving in the actual
world. They need to be trained learning circumstance such as real work situations in average
life and other more reliable learning experiences (Mulhayatiah, 2019). Besides that, Kim
(2018) state that problem solving skill is to discover wisdom and ability that reach the target
country by interfering with a set of processes and goals where the solution is unknown,
unfamiliar, or reaching a new state of goal. Problem solving skills have been presented to be
one of the most important aspects of professional and personal achievement. Organizations
and institutions have studied elements that effect improvement using decades of research
data. Problem-solving abilities have been identified in several previous studies, and in a
precarious and multifaceted knowledge and technology-based industry, problem-solving
abilities are a key capacity to drive revolution and long-term growth and development.

Research done by Kerim Karabacak (2015) stated that, problem solving skills refer to
the ability of a particularly to find meaningful key to solve problems using effective and timely
strategies. Problem solving is a process obliging a series of aims linked to moving some
complexities to reach a definite aim. Problem solving is a methodical approach in theorizing

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and understanding a given problem, planning strategies to crack the problem, and gaging the
strategies executed (Albay, 2019).

Problem-solving abilities are frequently linked to creativity as well as convergent and
divergent thinking. Gathering data and information needed to solve an issue, intending,
implementing, and evaluating actions, exploiting social networks, and switching knowledge
and information with others through communication are all common steps in the problem -
solving process. As a result, several researchers have identified problem-solving
competencies as analytic thinking, elastic thinking, and frankness to new partnerships (Florian
Buchwald, 2015). Problem-solving entails not only cognitive but also emotional factors.
Positive emotions like joy and hope can help people "broaden and expand" their minds,
making them more receptive to new challenges and more creative. Negative emotions, such
as fear or annoyance, on the other hand, might stifle one's desire to solve problems and shut
down cognitive functions that are important for problem-solving (Bora Lee, 2020).

2.3 Information Management Skills

Students' ability to create and appeal current knowledge in their studies is aided by
information management skills, which are critical to the process of acquiring new information
and knowledge in higher learning education (Abdul Karim & Hussein, 2015). Appropriate soft
skills are vital in both a successful career and social interactions in society. Employers looking
for new grads value these talents as well. The companies nowadays are putting a greater
focus on soft skills which is essential for students to acknowledge the import ance of these
skills and make conscious attempts to develop them (Majid, Liming, Raihana, & Tong, 2012).

According to Touloumakos (2020), information management skills will assist students
in developing abilities that are desired by employers all around the world. Problem solving,
decision making, and communication are some of the transferable abilities’ that they will
master. All of these abilities are part of the soft skills that is required for students to succeed
in their future careers. Soft skill curricula are now being discussed and designed for pupils of
all ages and educational levels, not just for undergraduates’ students and students who still in
training programmers. According to Khamzah, Sah, & Hussin (2017) research, the importance
of information management cannot be overstated. Persons, particularly students, can assist
individuals in developing a strategy to acquire the knowledge and skills needed to further their
careers, which is distinct from the university's nature. Every human being should learn a
variety of new talents and knowledge. As a result, mastering information management skills
is crucial. Information management may also assist firms improve the efficacy and efficiency

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of learning by improving communication between students and teachers, improving staff
synergy, and allowing for more effective and efficient learning.

Information management is about how we collect and find the information from one
source or more. Besides that, information management is also about how we deliver that
information to individual that have a legal right to it. In these circumstances, management
refers to an organization and control of the structure, procedures, and information delivery.
The researcher also defines information management as the methodical, inventive, and
accountable management of information in order to develop and use information that
contributes strategically to the accomplishment of an organization's objective, as well as to
make sure that all the individuals and groups have a structured access and to make the
information more useful all of the particular person that involved need to do their jobs perfectly
and develop it themselves. There are several characteristics that is being recognized as part
of information management which are needs of information, collection and improvement of
information, research and the understanding of the information, data storage, information
access and diffusion (Opoku, 2015).

Information management abilities are concerned with making sure that the appropriate
information is being delivered at the right time using a right format to the right individual.
Codification, content management, information processing, taxonomies, and IT applications
are all examples of information management abilities (Succi, 2019). Information management
skills, according to Dean and East (2019), include the collecting and the data handling from
one source or more, as well as the dissemination of that data to more audiences. The people
that have interest or has right to the information are involved. A great management is an
organisation who has control over the structure, has a clear goals and administration of all the
information. Employers are less inclined to recruit pupils who lack soft skills such as
communication, reasoning, and information management. You should constantly improve your
soft and technical abilities, such as information skills, regardless of where you are in your
profession. Information skills training is significant in the larger context since it aids in the
development of information literacy (Ahmad, 2020). According to Kolding, Alexa, Stone and
Sundblad (2018) information skills are the capability to think compassionately and make fair
perception about the information that we receive and use. It gives us the potentiality to make
and express opinions that had been express, in order to fully engaged in society. Students
must have the abilities to use the information resources in a wide range to make it more
accessible and easier to retrieve, evaluate so that we can use the information effectively since
data is obtainable in a variety of formats and of varying quality (Andy & Venter, 2014).

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2.4 Conceptual Framework

The theoretical and conceptual framework describes the course of a study and is
deeply grounded in theoretical constructs. The theoretical as well as conceptual frameworks
give life to a research. The theoretical framework allows researchers to describe the relation
between independent and dependent variables (Imenda, 2014). In this research there were
three independent variables which were critical thinking skills, problem-solving skills and
information management skills and dependent variable was student’s CGPA financial among
UiTM Kelantan, Machang Campus students. The relationship between independent and
dependent variables is shown in Figure 2.1 below:-

Critical Thinking Skills Student’s CGPA
Dependent Variable
Problem-Solving Skills

Information Management
Skills

Independent Variables

Figure 2.1 Conceptual Framework

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CHAPTER 3
RESEACRH METHODOLOGY

3.0 Introduction
This chapter consists of research methodology in other to complete the research study.

This chapter will discuss the research design, types of data, pilot study, data collection
procedure, questionnaires measurement, sampling, and data analysis that used in this study.

3.1 Research Design
This research consider as quantitative study, which has as its primary objective to

quantify the data and generalize results from the sample to the population of interest
(Malhotra, 2010). This research is aim to study about the students’ level of soft skills among
the students of UiTM Kelantan, Machang Campus. Soft skills include in this study are critical
thinking skills, problem-solving skills and information management skills. This research
employs a survey method using structured questionnaires. For this study, the researcher
adopts a descriptive research. Descriptive research is a research that it major objective to
describe of something usually market characteristics or function.

3.2 Type of Data
In this study the researcher used two types of data. There are primary and secondary

information. The information is collected because the researcher wants to search for all the
information needed that related with the topic of this study.

3.2.1 Primary Data
Primary data are originated by the researcher for the specific purpose of addressing

the researcher (Malhotra, 2010). Primary data is one of the methods that are used to
collect the data for this research. As been stated in the definition, the primary data is
originally collected by the researcher through this researcher. In this research, the
researcher used questionnaire as a primary data that related with the topic and issue. The
respondents can answer the question based on their opinion from the questionnaire. To
complete the distribution and collection of the questionnaire, the researcher estimated
one week time consume.

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3.2.2 Secondary Information

According to Malhotra, (2010) secondary information are data collected for some
purpose other than the problem at hand. The reason this data is used because it was
easy to located and inexpensive. By having secondary information, the researcher can
better fine the problem regarding the research and develop the research for the problem.

i. Marketing Research Journal/Articles/Reports
In this study the marketing research journal, articles and reports is used to collect
information and as a guideline in doing the research framework. The researcher
used secondary information to collect information for identifies the problem.

ii. Book
In this study book are also used. The book that has been used in this study is
Marketing Research an Applied Orientation by Naresh K. Malhotra. This book is
used as a guideline that helps the researcher to do the research.

3.3 Data Collection Procedure

The data colleting employs a survey method through face-to-face self-administered
structured questionnaire. A face-to face self-administered structured questionnaire is to be
used because the researcher can collect the complete response data in a short period of time
(Sekaran & Bougie, 2009).

3.4 Questionnaire Measurement

A questionnaire is a structured technique for data collection that consists of a series of
questions, written or verbal, that a respondent answers (Malhotra, 2010). In this research, the
researcher has created the questionnaire in gathering data for completion the study. In this
research study, the researcher will use structured question. The researcher gets the primary
data through the questionnaire. The questionnaire will be distributed to the students of UiTM
Kelantan, Machang Campus. The questionnaire is divided into four sections which are Section
A, B, C and D. Section A will ask about the demographic profile of the respondents. Section
B until D are related to the soft skills. Section B will ask about the level of critical thinking skills,
Section C will ask about the level of problem-solving skills and Section D will ask about the
level of information management skills. These questionnaires are consisting of multiple-choice
questions and likert scale questions. Five-point likert scale ranging from 1 (strongly disagree)
to 5 (strongly agree) was used to rate the level of agreement with each statement. The entire
question is required to tick only one answer. The questionnaire is in the English version.

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Table 3.1 Demographic Profile

No Items
1 Gender
2 Age
3 Academic qualification
4 Faculty
5 Semester
6 CGPA

In Section A, the question will ask on the demographic profile of the students. This
measurement is considered good to be use where CGPA is the dependent variable for this
study and to measure the relationship between the independent variables.

Table 3.2 Scale for Critical Thinking Skills

No Items
I am able to determine whether someone justified their beliefs with rational

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thinking or not.

2 I am able to explain my own views if others disagree with me.
3 I am able to draw conclusions based on examples to support my own ideas.
4 I am able to understand the views, interpretations and perspectives of others.

I am able to distinguish hard facts (undeniable facts) from people’s opinion by
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looking for proofs.

In Section B, as for the first independent variable; critical thinking skills, the questionnaire
measurement is adapted from previous researcher which is Airil Haimi Mohd Adnan et al.
(2014). The other researchers which are Nam Kieu and Hang Tran (2021) also use this
measurement to measure his study on the similar topic.

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Table 3.3 Scale for Problem-Solving Skills

No Items
I am able to be patient when dealing with day-to-day concerns and challenges at

1
work.
I am able to choose the best alternative for resolving conflicts and problems at

2
work.

3 I am able to anticipate job-related concerns and problems.
I am able to resolve concerns and disputes on behalf of the part of administration

4
at my place of employment.

5 I am able to realize why workplace challenges and conflicts occur.

Meanwhile, in Section C, as for the second independent variable; problem-solving skills, the
questionnaire measurement is adapted from previous researcher which is Airil Haimi Mohd
Adnan et al. (2014). The other researchers which are Nam Kieu and Hang Tran (2021) also
use this measurement to measure his study on the similar topic.

Table 3.4 Scale for Information Management Skills

No Items
I am able to identify information that needs to be recorded and kept for future

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references.

2 I am able to assist my place of employment in keeping and managing its records.
3 I am able to keep all of my personal records in a safe and secure manner.
4 I am able to keep different types of records that other people can check easily.
5 I am able to keep different types of records that others can easily understand.

Furthermore, in Section D, as for the third independent variable; information management
skills, the questionnaire measurement is adapted from previous researcher which is Airil Haimi
Mohd Adnan et al. (2014). The other researchers which are Nam Kieu and Hang Tran (2021)
also use this measurement to measure his study on the similar topic.

3.5 Sampling

Sampling is very useful in determining and representing the whole large population.
The next step is to select those elements from which the information will be collected.

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3.6 Target Population

The target population for this study is the students at UiTM Kelantan, Machang
Campus. Based on report from Universiti Teknologi MARA’s website (2021), the total
population of UiTM Kelantan, Machang Campus students is 7729 students (UiTM Cawangan
Kelantan Corporate & Communication Unit, October 2020). Hence, for this study the target
population was cover all of them.

3.6.1 Sampling Frame

A sample frame is a representation of the elements of the target population (Malhotra,
2010). There are several branches of University Technology MARA (UiTM) in Malaysia
such as UiTM Shah Alam, UiTM Puncak Alam, UiTM Dungun, UiTM Kota Bharu and
more. But the sampling frame for this study focus on UiTM Kelantan, Machang Campus
only. Due to their high command of soft skills, UiTM graduates are "more employable than
other local graduates”. In fact, UiTM has more than double the number of unemployed
graduates (16.2%) relative to the next highest university Universiti Utara Malaysia (UUM)
(7.6%). Even after accounting for UiTM's much larger campus, Datuk Mustapa's
colleague's statistics do not support his assertion that UiTM graduates are more
employable than graduates from other local colleges.

3.6.1 Sampling Technique

Sampling is a technique that allows researchers to gain information about the number
of populations based on data from a sample of the population rather than investigating
every person. Sampling should be used to specify how much data should be gathered
and how frequently it should be collected. In this research, the probability was employed
with a basic random sampling procedure. The students from Universiti Teknologi MARA
(UiTM) who come focus on diploma and degree students of UiTM Kelantan, Machang
Campus. This research is using a basic sample methodology and the population in that
study is targeted.

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3.6.1 Sampling Size

In this research, 500 respondents are chosen as sample for this research. The
rationale by choosing 500 respondents because according to Sekaran and Bougie (2010)
stated that the appropriate sample size can be 30 respondents to 500 respondents. The
more respondent is good because the researcher can get a larger result, but too large
respondent also gives the problem to the result. Finally, 500 respondents usable sample
sizes were used for this study.

3.7 Data Analysis

This research is a quantitative study, and the findings of this research will be analysed
by using Statistical Package for the Social Sciences (SSPS) version 20. SSPS is used to
analyze the data collected regarding this study to measure the level of students’ soft skill and
their CGPA that exist between the independent variable and dependent variable.

3.7.1 Reliability Analysis

Reliability is the extent to which a scale produces consistent results if repeated
measurements are made on characteristic, (Malhotra, 2010). Reliability test used to test
reliable or relevant of the questions asked in questionnaires according to the variables.

Table 3.6 Cronbach’s Alpha Association Range

Alpha Coefficient Range Strength of Association
<0.6 Poor

0.6 to 0.7 Moderate

0.7 to 0.8 Good

0.8 to 0.9 Very Good

0.9 Excellent
Sources: Hair (2003), Essential of Business Research Methods

16

3.7.2 Frequency Analysis

A frequency analysis is mathematical distribution where it objective to obtain a count
the number of responses with different value of variables and expressed them in the
percentage term (Malhotra, 2010). This analysis was used to determine demographic
profile of the respondents.

3.7.3 Pearson Correlation Analysis

Pearson Correlation analysis is a statistic analysis that summarizing the strength of
association between two metric variables (Malhotra, 2010).

Table 3.7 Coefficient of Determination Power

Correlation Range Coefficient of Determinations
0.8 to 1.0 Very Strong

0.6 to 0.8 Strong

0.4 to 0.6 Moderate

0.2 to 0.4 Weak

0 to 0.2 Very Weak

17

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22

TURNITIN SIMILARITY REPORT
23

FACULTY OF BUSINESS AND MANAGEMENT

ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : NIK SHAMIMI BINTI SANUSI

Student’s ID : 2019207884 Student’s I/C No. : 990322035640

Program Code : BA232 Part : 5 Course Code : MGT648

Course :
Name RESEACRH METHODOLOGY

Assignment/ Due Submission
Project No. Date : 3/1/2022
:1 Date : 31/12/2021

Assignment/ :
Project Title PROPOSAL (STUDENTS’ SOFT SKILLS LEVEL)

Lecturer’s Name : DR HATINAH ABU BAKAR

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of my
study and exams.

I hereby declare that this assignment/ project is written by me and:
i. is a result of my own work;
ii. has not been used for another assessment at another department/ university/ university college in
Malaysia or another country;
iii. does not refer to/quote works of others or own previous writings without stating it both in the text
and in the reference list;

iv. mentions explicitly all sources of information in the reference list; and
v. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

31/12/2021 NIK SHAMIMI
Date
Student’s Signature

24

FACULTY OF BUSINESS AND MANAGEMENT

ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : NURUL IWANI BINTI IKRI

Student’s ID : 2019475828 Student’s I/C No. : 991227035786

Program Code : BA232 Part : 5 Course Code : MGT648

Course :
Name RESEACRH METHODOLOGY

Assignment/ Due Submission
Project No. Date : 3/1/2022
:1 Date : 31/12/2021

Assignment/ :
Project Title PROPOSAL (STUDENTS’ SOFT SKILLS LEVEL)

Lecturer’s Name : DR HATINAH ABU BAKAR

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of my
study and exams.

I hereby declare that this assignment/ project is written by me and:
vi. is a result of my own work;
vii. has not been used for another assessment at another department/ university/ university college in

Malaysia or another country;
viii. does not refer to/quote works of others or own previous writings without stating it both in the text

and in the reference list;
ix. mentions explicitly all sources of information in the reference list; and
x. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

31/12/2021 IWANI
Date
Student’s Signature

25

FACULTY OF BUSINESS AND MANAGEMENT

ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : UMIE SHAFIRA BINTI MAZLI

Student’s ID : 2019268484 Student’s I/C No. : 000912090126

Program Code : BA232 Part : 5 Course Code : MGT648

Course :
Name RESEARCH METHODOLOGY

Assignment/ Due Submission
Project No. Date : 3/1/2022
:1 Date : 31/12/2021

Assignment/ :
Project Title PROPOSAL (STUDENTS’ SOFT SKILLS)

Lecturer’s Name : DR HATINAH ABU BAKAR

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of my
study and exams.

I hereby declare that this assignment/ project is written by me and:
xi. is a result of my own work;
xii. has not been used for another assessment at another department/ university/ university college in

Malaysia or another country;
xiii. does not refer to/quote works of others or own previous writings without stating it both in the text

and in the reference list;
xiv. mentions explicitly all sources of information in the reference list; and
xv. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

31/12/2021 UMIE
Date
Student’s Signature

26

FACULTY OF BUSINESS AND MANAGEMENT

ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : WAN SERI NUR SARAH BINTI WAN AZMAN

Student’s ID : 2019218866 Student’s I/C No. : 000529020272

Program Code : BA232 Part : 5 Course Code : MGT648

Course :
Name RESEACRH METHODOLOGY

Assignment/ Due Submission
Project No. Date : 3/1/2022
:1 Date : 31/12/2021

Assignment/ :
Project Title PROPOSAL (STUDENTS’ SOFT SKILLS)

Lecturer’s Name : DR HATINAH ABU BAKAR

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of my
study and exams.

I hereby declare that this assignment/ project is written by me and:
xvi. is a result of my own work;
xvii. has not been used for another assessment at another department/ university/ university college in

Malaysia or another country;
xviii. does not refer to/quote works of others or own previous writings without stating it both in the text

and in the reference list;
xix. mentions explicitly all sources of information in the reference list; and
xx. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

31/12/2021 Student’s Signature
Date
27

FACULTY OF BUSINESS AND MANAGEMENT

ASSIGNMENT/ PROJECT DECLARATION FORM

Student’s Name : NUR ADNINA BINTI AMRAN

Student’s ID : 2019230038 Student’s I/C No. : 000704030700

Program Code : BA232 Part : 5 Course Code : MGT648

Course :
Name RESEARCH METHODOLOGY

Assignment/ Due Submission
Project No. Date : 3/1/2022
:1 Date : 31/12/2021

Assignment/ :
Project Title PROPOSAL (STUDENTS’ SOFT SKILLS)

Lecturer’s Name : DR HATINAH ABU BAKAR

I hereby declare that the work in this assignment/ project was carried out in accordance with the
regulations of Universiti Teknologi MARA. It is original and is the results of my own work, unless
otherwise indicated or acknowledged as referenced work. This assignment/ project has not been
submitted to any other academic institution or non-academic institution for any degree or qualification.

I acknowledge that I have been supplied with the Academic Rules and Regulations for Universiti
Teknologi MARA’s Diploma/ Bachelor Degree/ Master’s Degree students, regulating the conduct of my
study and exams.

I hereby declare that this assignment/ project is written by me and:
xxi. is a result of my own work;
xxii. has not been used for another assessment at another department/ university/ university college in

Malaysia or another country;
xxiii. does not refer to/quote works of others or own previous writings without stating it both in the text

and in the reference list;
xxiv. mentions explicitly all sources of information in the reference list; and
xxv. will go through similarity check (Turnitin).

I am aware that disciplinary action (which may include the deduction of marks in the assignment/
project) will be taken against me if I am found to be an offender.

31/12/2021 NUR ADNINA
Date
Student’s Signature

28