complete assignment 2
TRANSCRIPT
CONTENT
1.0.0 Introduction --------------------------------------------------------------------------------- 1
2.0.0 Objective -------------------------------------------------------------------------------------2
2.1.0 General Objective
2.2.0 Specific Objective
3.0.0 Hypothesis ----------------------------------------------------------------------------------- 3
4.0.0 Background of Studies -------------------------------------------------------------------- 4
5.0.0 Statement of Problems -------------------------------------------------------------------- 6
6.0.0 Methodology -------------------------------------------------------------------------------- 9
6.1.0 Research Design
6.2.0 Research Instrument
6.3.0 Population and Sample
6.4.0 Data Collection Procedure
6.5.0 Data Analysis
6.5.1 Independent Sample T-test
6.5.2 One-Way Analysis of Variance (ANOVA)
6.5.3 Correlation
7.0.0 Findings and Discussions ----------------------------------------------------------------- 12
8.0.0 Conclusion ------------------------------------------------------------------------------------22
10.0.0 Attachments --------------------------------------------------------------------------------- 23
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1.1.0 Introduction
Employability skills can be defined as basic skills necessary for getting, keeping, and doing
well on a job. Studies from the Department of Education, Science and Training (DEST), the
Australian Chamber of Commerce and Industry (ACCI) and the Business Council of
Australia (BCA) have developed those employability skills, sometimes referred to as soft
skills. Employability skills include communication, teamwork, problem solving, initiative
and enterprise, planning and organizing, self management, learning, and technology. An
employability skill was found to be general terms in work world.
These studies studied the relationship on the level employability skills needed in the job
market and graduates’ employability skills standard in UNIMAS that they currently possesses
and the attitude of UNIMAS student towards the employability skills.
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2.0.0 Objective
2.1.0 General Objective
This research was conducted to accomplish the requirement of the course KMF2014 Statistic.
The focus of this study is to analyze the UNIMAS students of three specific faculties on their
employability skills which enable them to compete in job market as well as in workplace.
These faculties include Faculty of Cognitive Sciences and Human Development (FSKPM),
Faculty of Resource Sciences and Technology (FRST) and Faculty of Engineering (FE).
2.2.0 Specific Objective
a. To determine whether are there difference in the level of employability skills among
UNIMAS students based on genders.
b. To determine whether are there difference in the attitude towards employability skills
among UNIMAS students based on the area of attended secondary education.
c. To determine whether are there difference in the attitude towards employability skills
among UNIMAS students based on race.
d. To determine whether are there difference in the level of employability skills among
UNIMAS students based on the three specific faculties.
e. To analyze whether are there relationship between level of employability skills and
CGPA grading range among UNIMAS students.
f. To analyze whether are there the relationship between the level of employability skills
and the attitude towards employability skills among UNIMAS students.
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3.0.0 Hypothesis
The study is conducted to test the following hypothesis:
Ho1: There is no significant difference in the level of employability skills based on gender.
Ho2: There is no significant difference in the attitude towards employability skills based on
the area of attended secondary education.
Ho3: There is no significant difference in the attitude towards employability skills based on
race.
Ho4: There is no significant difference in the level of employability skills based on faculty.
Ho5: There is no significant relationship between level of employability skills and CGPA
grading range.
Ho6: There is no significant relationship between the level of employability skills and the
attitude towards employability skills.
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4.0.0 Background of Studies
Nowadays, competitive environment is more intense than ever before. Significant and rapid
changes affect the business environment. One only has to think about the remarkable changes
in technology, political boundaries and treaties, population demographic, and consumer
preference in the last decade to appreciate the turbulence of the business environment. Most
discussions concerning today’s workforce eventually turn to employability or job readiness
skills that help them to fit into and remain in the work environment is a real problem.
Employers need reliable, responsible workers who can solve problems and have the social
skills and attitudes with other workers.
One of the main elements that need to emphasize is communication skills among the workers.
Communication is very important in a business, not only with the manager but also with
everyone else working for the company. Without communication, people working in the
organization have no idea what is going on and direction for the business can be very difficult
to obtain. At UNIMAS, one of the faculties that prioritize communication skills is Faculty of
Cognitive Science and Human Resources Development (FCSHD). In FCSHD,
communication and interpersonal skills are learned and practiced. Besides, management skills
are also very important in this faculty. With that, it may help the organization to becomes
more progressive and effloresce in the future. Most organizations are looking for workers
who are holistically competent rather than those who are only good at academic.
According to Clarke (1997), he believed that the process of developing employability skills is
a continual process and begins year earlier before students enter tertiary education. At
UNIMAS, Faculty of Research Science and Technology (FRST) studied focused on the
growth and development of science and current technology. By time to time, the technology
changing rapidly and getting more advanced. Therefore, the employees have to be aware of
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the changes and ensure that they know how to use the new technology to perform the job
better. Continuous supply of knowledge about the current science and technology will
enhance the organization effectiveness and efficiency.
Experience is also very important because it affect the development of an organization.
Organization need experienced worker to increase productivity. For example, having
experience in technical skills. In UNIMAS, technical skills in Faculty of Engineering (FE)
are strongly being emphasized. Engineering is the science, discipline, art and profession of
acquiring applying technical, scientific and mathematical knowledge to design and
implement materials, structures, machines, devices, systems and processes that safely realize
a desired objective or inventions. Experience from that learning can make the job becomes
easier and faster.
The requirements that employers are searching for need to be developed among the
workforce in order to be competent. Therefore, here is a consensus saying that
undergraduates should require employability skills in their three or four years of studies in the
colleges and universities.
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5.0.0 Statement of Problems
Today’s generation of university graduates will be required to continuously update existing
employability skills and obtain new skills and qualifications as a result of the rapidly
changing economy and labour market. In order to engage in a multilateral discourse on
employability skills between various educational stakeholders, it is important to consider the
perceptions of both recent university graduates and faculty members.
Employability refers to a person's capability of gaining initial employment, maintaining
employment, and obtaining new employment if required. In simple terms, employability is
about being capable of getting and keeping fulfilling work. More comprehensively,
employability is the capability to move self-sufficiently within the labour market to realize
potential through sustainable employment. For individuals, employability depends on the
knowledge, skills and attitudes (KSA's) they possess, the way they use those assets and
present them to employers, and the context for example personal circumstances and labour
market environment within which they seek work.
Employability skills are best developed when these skills are integrated across the
curriculum. Effective teaching practices such as promoting active learning, using multiple
teaching strategies and providing prompt feedback all contribute to the skills development of
students and recent university graduates. Employability is a two-sided equation and many
individuals need various forms of support to overcome the physical and mental barriers to
learning and personal development which means updating their assets. Employability is not
just about vocational and academic skills. Individuals need relevant and usable market
information to help them make informed decisions about the labour market options available
to them. They may also need support to realize when such information would be useful, and
to interpret that information and turn it into intelligence.
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For individuals, employability depends on their assets in terms of the knowledge, skills and
attitudes they possess, the way they use and deploy their assets, the way they present them to
employers and crucially, the context for example personal circumstances and labour market
environment within which they seek work. In order to be employed, graduates must have
ability to gain initial employment, hence the interest in ensuring the ‘key skills’, careers
advice and an understanding about the world of work are embedded in the education system.
Secondly, the student also must have the ability to maintain employment and make
‘transitions’ between jobs and roles within the same organization to meet new job
requirements. Lastly, students also must obtain new employment if required to be
independent in the labour market by being willing and able to manage their own employment
transitions between and within organizations.
Merely being in possession of employer relevant knowledge, skills and attitudes is not
enough for an individual to either move self-sufficiently in the modern labour market or
realize their potential. People also need the capability to exploit their assets, to market them
and sell them. These are a linked set of abilities include career management skills and life
skills. It is commonly identified as self-awareness such as diagnosing occupational interests
and abilities, opportunity awareness such as knowing what work opportunities exist and their
entry requirements in labour market knowledge, decision-making skills as to develop a
strategy of getting from where you are to where you want to be and transition skills.
The graduate’s students must able to have a job search skill which is finding a suitable job.
Access to formal and informal networks is an important component of job search and
employability. They also must have some strategic approach to be adaptable to labour market
developments and realistic about labour market opportunities.
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Another key aspect of employability is being able to get a particular job, once identified
sometimes included under career management skills, but is given prominence as a separate
element here due to its crucial importance to securing employment. It centres on the ability to
demonstrate ‘employability’ assets and present them to the market in an accessible way.
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6.0.0 Methodology
6.1.0 Research Design
In this research, survey method is used. It is very effective to collect vast amount of
information in a very brief time. Moreover, this method provides an inexpensive way to
gather data from a potentially large number of respondents. It is often they are the only
feasible way to reach a number of reviewers large enough to allow statistically analysis of the
results.
6.2.0 Research Instrument
Questionnaires are used as our research instrument. There are total of four sections in the
questionnaires. Section A comprises of the demographic questions on the participants.
Section B and Section C are questions on employability skills of participants. Lastly, Section
D is questions on attitude towards employability skills.
6.3.0 Population and Sample
Questionnaires are distributed to three specific faculties, Faculty of Cognitive Sciences and
Human Development (FCSHD), Faculty of Research Sciences and Technology (FRST) and
Faculty of Engineering (FE). There are approximately 3000 students in these three faculties.
A total of 52 questionnaires are distributed and collected from these three faculties. There 15
samples from FCSHD, 15 samples from FRST and 22 samples from FE.
6.4.0 Data Collection Procedure
The 52 questionnaires are distributed randomly to the three faculties. There are 15 samples
from FCSHD, 15 samples from FRST and 22 samples from FE. The time used to distribute
and recollect the data are within three days.
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6.5.0 Data Analysis
Inferential Statistics are used to draw conclusions about a population from a sample of data.
By using inferential statistic, we can determine the probability or percentage of our
confidence in the accuracy of the study results by using probability distributions. A
probability distribution describes the frequency or probabilities that an event can take. Using
probability distributions, statisticians have created a process for establishing the probability
that the results from a sample are accurate of the population. The process involves comparing
your sample to the appropriate probability distribution. If there is a low probability that the
results of your sample are due to chance, then we accept the results of the study as accurate to
the population. We have agreed as a field upon a 5% or less probability level. Probability is
written as "p", so significance is written as "p < 0.05".
6.5.1 Independent Sample T-test
A T-test is any statistical hypothesis test in which the test statistic follows a student T
distribution if the null hypothesis is true. T-test is used for two sample location test of the null
hypothesis that the means of two normally distributed populations are equal.
Hypothesis used:
Ho1: There is no significant difference in the level of employability skills based on gender.
Ho2: There is no significant difference in the attitude towards employability skills based on
the area of attended secondary education.
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6.5.2 One-Way Analysis of Variance (ANOVA)
ANOVA gives a statistical test of whether the means of several groups are all equal. One-way
ANOVA is used to test for differences among two or more independent groups. This analysis
was used to identify the difference in means of the groups that had more than two categories.
Hypothesis used:
Ho3: There is no significant difference in the attitude towards employability skills based on
race.
Ho4: There is no significant difference in the level of employability skills based on faculty.
6.5.3 Correlation
The correlation is used to find a relationship between at least two continuous variables. A
correlation is a number between -1 and +1 that measures the degree of association between
two variables. A positive value for the correlation implies a positive association (large values
of X tend to be associated with large values of Y and small values of X tend to be associated
with small values of Y). A negative value for the correlation implies a negative or inverse
association (large values of X tend to be associated with small values of Y and vice versa).
Hypothesis used:
Ho5: There is no significant relationship between level of employability skills and CGPA
grading range.
Ho6: There is no significant relationship between the level of employability skills and the
attitude towards employability skills.
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7.0.0 Findings and Discussions
7.1.0 T-test
7.1.1 There is no significant difference in the level of employability skills based
on gender.
Table 1: Group Statistics of the Level of Employability Skills based on Gender
Gender N Mean Std. Deviation Std. Error Mean
Employability skills Male 17 2.2031 .51942 .12598
Female 34 2.5760 .32965 .05654
Table 2: Independent Samples Test on the Level of Employability Skills based on Gender
Levene's
Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Difference
F Sig. t df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference Lower Upper
Employability
skills
Equal
variances
assumed
5.46
5.024 -3.126 49 .003 -.37290 .11929 -.61263 -.13317
Equal
variances
not
assumed
-2.701 22.648 .013 -.37290 .13808 -.65879 -.08701
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To determine if there is any significant difference in the level of employability skills based on
gender, the appropriate test to test this hypothesis is the independent sample t-test. The
independent variable is the gender of students in UNIMAS, which is a nominal variable. The
dependent variable is the level of employability skills of the students in UNIMAS. Based on
Table 2, given the Levene’s test has a probability lesser than 0.05. Thus, we assume that the
population variances are not equal. Therefore, we use the t-value, degree of freedom and two-
tailed significant for the unequal variance estimates to determine whether differences in the
level of employability skills among gender exist.
The result indicates that there is significant difference in the level of employability skills
based on gender (t=-2.701, df=22.648, p=0.013, indicates that there is significant difference
in level of employability skills based on gender because the value of significance is lesser
than 0.05 (p < 0.05). Therefore the null hypothesis is rejected.
Further examination of the descriptive statistics of mean for both groups of gender showed
that females (mean = 2.5760, std. dev= 0.32965) and males (mean = 2.2031, std. dev =
0.51942).
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7.1.2 There is no significant difference in the attitude towards employability
skills based on the area of attended secondary education.
Table 3: Group Statistics of the Attitude towards Employability Skills based on the Area of Attended
Secondary Education
Area of
Secondary
Education N Mean Std. Deviation Std. Error Mean
Attitude towards employability
skills
Rural School 9 3.0000 .48591 .16197
Urban School 40 3.0792 .46223 .07309
Table 4: Independent Samples Test on the Attitude towards Employability Skills based on the Area of
Attended
Secondary Education
Levene's
Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Difference
F Sig. t df
Sig. (2-
tailed)
Mean
Differenc
e
Std. Error
Difference Lower Upper
Attitude
towards
employability
skills
Equal
variances
assumed
.024 .878 -.460 47 .648 -.07917 .17205 -.42529 .26695
Equal
variances
not assumed
-.446 11.492 .664 -.07917 .17770 -.46824 .30991
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To determine if there is any significant difference in the attitude towards employability skills
based on the area of attended secondary education, the appropriate test to test this hypothesis
is the independent sample t-test. The independent variable is the area of attended secondary
education of students in UNIMAS, which is a nominal variable. The dependent variable is the
attitude towards the employability skills of the students in UNIMAS. Based on Table 4, given
the Levene’s test has a probability greater than 0.05. Thus, we assume that the population
variances are equal. Therefore, we use the t-value, degree of freedom and two-tailed
significant for the equal variance estimates to determine whether differences in the attitude
towards employability skills based on the area of attended secondary education exist.
The result indicates that there is no significant difference in the attitude towards
employability skills based on the area of attended secondary education (t=-0.460, df=47,
p=0.648), indicates that there is no significant difference in attitude towards employability
skills based on the area of attended secondary education because the value of significance is
greater than 0.05 (p > 0.05). Therefore, fail to reject the null hypothesis.
Further examination of the descriptive statistics of mean for both groups of area of attended
secondary education showed that rural school (mean = 3.0000, std. dev= 0.48591) and males
(mean = 3.0792, std. dev = 0.46223).
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7.2.0 One-Way ANOVA
7.2.1 There is no significant difference in the attitude towards employability
skills based on race.
Table 5: Descriptive of Attitude towards Employability Skills based on Race
Attitude towards employability skills
N Mean Std. Deviation Std. Error
95% Confidence Interval for
Mean
Minimum MaximumLower Bound Upper Bound
Malay 15 3.1667 .32733 .08452 2.9854 3.3479 2.67 3.83
Chinese 27 2.9506 .49746 .09574 2.7538 3.1474 1.33 4.00
Indian 4 3.1667 .19245 .09623 2.8604 3.4729 3.00 3.33
Bumiputera 5 3.4333 .63026 .28186 2.6508 4.2159 2.67 4.00
Total 51 3.0784 .46590 .06524 2.9474 3.2095 1.33 4.00
Table 6: Test of Homogeneity of Variances for
Attitude towards Employability Skills
based on Race
Attitude towards employability skills
Levene Statistic df1 df2 Sig.
1.370 3 47 .263
Table 7: ANOVA for Attitude towards Employability Skills based on Race
Attitude towards employability skills
Sum of Squares df Mean Square F Sig.
Between Groups 1.219 3 .406 1.982 .130
Within Groups 9.634 47 .205
Total 10.853 50
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To determine if there is any significant difference in the attitude towards employability skills
based on race, the appropriate test to test this hypothesis is by using the One-Way Analysis of
Variable (ANOVA). The independent variable is the race of students in UNIMAS, which is a
nominal variable. The dependent variable is the attitude towards the employability skills of
the students in UNIMAS. Based on Table 6, given the Levene’s test has a probability greater
than 0.05 (p = 0.263, p > 0.05). Thus, we assume that the two variances are homogeneous.
According to Table 7, the F (3,47) = 1.982, p = 0.130, indicates that there is no significant
difference difference in the attitude towards employability skills based on race because the
value of significance is greater than 0.05 (p > 0.05). Therefore, it is fail to reject the null
hypothesis. Since the test fail to reject the null hypothesis, there is no need to perform Post
Hoc test.
Further examination of the descriptive statistics of mean for the four races showed that Malay
(mean = 3.1667, std. dev = 0.32733), Chinese (mean = 2.9506, std. dev = 0.49746), Indian
(mean = 3.1667, std. dev = 0.19245), and Bumiputera (Mean = 3.4333, std. dev = 0.63026).
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7.2.1 There is no significant difference in employability skills based on faculty.
Table 8: Descriptive of Employability Skills based on Faculty
Employability skills
N Mean Std. Deviation Std. Error
95% Confidence Interval for
Mean
Minimum MaximumLower Bound Upper Bound
FE 22 2.3712 .52567 .11207 2.1381 2.6043 1.31 3.49
FRST 14 2.5289 .37126 .09922 2.3146 2.7433 1.68 3.38
FCSHD 15 2.4976 .34085 .08801 2.3089 2.6864 1.92 3.37
Total 51 2.4517 .43540 .06097 2.3292 2.5741 1.31 3.49
Table 9: Test of Homogeneity of Variances for
Employability Skills based on Faculty
Employability skills
Levene Statistic df1 df2 Sig.
2.355 2 48 .106
Table 10: ANOVA for Employability Skills based on Faculty
Employability skills
Sum of Squares df Mean Square F Sig.
Between Groups .258 2 .129 .670 .516
Within Groups 9.221 48 .192
Total 9.479 50
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To determine if there is any significant difference in employability skills based on faculty, the
appropriate test to test this hypothesis is by using the One-Way Analysis of Variable
(ANOVA). The independent variable is the faculty of students in UNIMAS, which is a
nominal variable. The dependent variable is the employability skills of the students in
UNIMAS. Based on Table 9, given the Levene’s test has a probability greater than 0.05 (p =
0.106, p > 0.05). Thus, we assume that the two variances are homogeneous.
According to Table 10, the F (2,48) = 0.670, p = 0.516, indicates that there is no significant
difference in employability skills based on faculty because the value of significance is greater
than 0.05 (p > 0.05). Therefore, it is fail to reject the null hypothesis. Since the test fail to
reject the null hypothesis, there is no need to perform Post Hoc test.
Further examination of the descriptive statistics of mean for the three faculties showed that
Faculty of Engineering, FE (mean = 2.3712, std. dev= 0.52567), Faculty of Resource
Sciences & Technology, FRST (mean = 2.5289, std. dev = 0.37126), and Faculty of
Cognitive Sciences & Human Development, FCSHD (Mean = 2.4976, std. dev= 0.34085).
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7.3.0 Correlation
7.3.1 There is no significant relationship between level of employability skills
and CGPA grading range.
Table 11: Correlations for level of employability skills and CGPA grading range
Employability
skills
CGPA Grading
Range
Spearman's rho Employability skills Correlation Coefficient 1.000 .184
Sig. (2-tailed) . .202
N 51 50
CGPA Grading Range Correlation Coefficient .184 1.000
Sig. (2-tailed) .202 .
N 50 51
To analyze if there is any significant relationship between level of employability skills and
CGPA grading range, Spearman Rank-Order Correlation is used to test this hypothesis due to
the two variables being tested belongs to ordinal measurements. In Table 11, the result (r =
0.184, p = 0.202, df = N-2 = 49) indicates that there is no correlation in the data set between
the level of employability skills and CGPA grading range. The significance value of the
result is 0.202, which is greater than 0.05 (p > 0.05). Thus, the rejection of null hypothesis is
failed. Therefore, there is no significant relationship between the level of employability skills
and CGPA grading range of UNIMAS students.
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7.3.2 There is no significant relationship between the level of employability
skills and the attitude towards employability skills.
Table 12: Correlations for the Level of Employability Skills and the Attitude towards Employability Skills
Employability
skills
Attitude towards
employability
skills
Spearman's rho Employability skills Correlation Coefficient 1.000 -.140
Sig. (2-tailed) . .331
N 51 50
Attitude towards
employability skills
Correlation Coefficient -.140 1.000
Sig. (2-tailed) .331 .
N 50 51
To analyze if there is any significant relationship between level of employability skills and
the attitude towards employability skills, Spearman Rank-Order Correlation is used to test
this hypothesis due to the two variables being tested belongs to ordinal measurements. In
Table 12, the result (r = -0.140, p = 0.331, df = N-2 = 49) indicates that there is no correlation
in the data set between the level of employability skills and the attitude towards
employability skills. The significance value of the result is 0.331, which is greater than 0.05
(p > 0.05). Thus, the rejection of null hypothesis is failed. Therefore, there is no significant
relationship between the level of employability skills and the attitude towards employability
skills of UNIMAS students.
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8.0.0 Conclusion
After conducting a few test to test the null hypothesis and the results show that:
There is significant difference in the level of employability skills based on gender.
There is no significant difference in the attitude towards employability skills based on
the area of attended secondary education.
There is no significant difference in the attitude towards employability skills based on
race.
There is no significant difference in the level of employability skills based on faculty.
There is no significant relationship between level of employability skills and CGPA
grading range.
There is no significant relationship between the level of employability skills and the
attitude towards employability skills.
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10.0.0 Attachments
QUESTIONNAIRE – Level of employability skills of students in UNIMAS
Section A: Demographic
Please tick and write down your answer in the space given.
1. Gender: Male ( ) Female ( )
2. Race: Malay ( ) Bumiputera ( )
Chinese ( ) Others ( )
Indian ( )
3. Area in which you attended your secondary education:
Rural School ( ) Urban School ( )
4. Faculty:
FE ( )
FRST ( )
FCSHD ( )
5. Program: ________________________________________
6. Current CGPA: _____________
7. English MUET result: ___________
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