1. Analyzing the perceptions of NOUN students with regards to their fundamental skills for employment.
2. Summarizing the perceptions of NOUN students regarding their fundamental skills for employment.
3. Comparing perceptions across different levels of studies, faculties, and gender.

Summary of Analysis

1. Perceptions on Fundamental Skills for Employment:
   • The analysis of NOUN students' perceptions on their fundamental skills for employment shows that students generally rate their skills positively. The mean scores across various skills range from approximately 3.2 to 4.1 on a 5-point scale, indicating a good level of confidence in their abilities.
2. Skills with Highest and Lowest Mean Scores:
   • The highest mean score is observed for Communication Skills (approximately 4.1), suggesting that students feel most confident in this area.
   • Skills related to Managing Information & Working with Tools & Technology have lower mean scores, with some skills around 3.2, indicating areas where students might feel they need improvement.
3. Next Steps:
   • To further address the research questions, we should analyze the data to summarize perceptions more specifically, and compare perceptions across different levels of studies, faculties, and gender. This will require detailed analysis of the data, including segmentation and comparison across the specified groups.

1. Comparing perceptions based on the Level of Study: We'll calculate the mean scores for each skill across different levels of study to identify any trends or differences.
2. Comparing perceptions based on Faculties: Similarly, we'll analyze how students from different faculties rate their skills.
3. Gender Comparison: We'll examine if there are any significant differences in how male and female students perceive their fundamental skills for employment.

Summary of Comparative Analysis

1. Level of Study:
   • The mean scores for each skill vary across different levels of study, indicating that students' perceptions of their skills may change as they progress through their studies. For example, students at level 0 (presumably the entry level) have higher mean scores in certain skills compared to those in other levels, suggesting varying confidence levels at different stages of their academic journey.
2. Faculties and Gender Comparison:
   • Due to a technical oversight, the analysis for faculties and gender comparisons was not conducted in this step. These comparisons are crucial for a comprehensive understanding of the data and should be addressed in subsequent analysis steps.
3. Next Steps:
   • To complete the research question analysis, we need to conduct further analysis comparing perceptions across faculties and gender. This will provide a more detailed understanding of how different groups of students perceive their fundamental skills for employment.

1. Faculty Comparison: Analyzing how students from different faculties rate their skills.
2. Gender Comparison: Examining if there are significant differences in how male and female students perceive their fundamental skills for employment.

Summary of Faculty and Gender Comparative Analysis

1. Faculty Comparison:
   • The mean scores for each skill vary across different faculties, indicating that students from different academic backgrounds perceive their skills differently. For example, students from faculty 4 (presumably a specific field of study) have higher mean scores in certain skills compared to those from other faculties, suggesting varying confidence levels across faculties.
2. Gender Comparison:
   • The analysis shows differences in how male (Gender 1) and female (Gender 2) students rate their fundamental skills for employment. Generally, male students have slightly higher mean scores across most skills compared to female students. This suggests a difference in confidence or self-assessment between genders.
3. Conclusions:
   • The perceptions of NOUN students regarding their fundamental skills for employment vary across levels of study, faculties, and gender. These variations highlight the importance of considering these factors when assessing and addressing the employability skills of students.
4. Recommendations for Further Research:
   • Future studies could explore the reasons behind these variations in perceptions, including qualitative research to understand the underlying factors influencing students' self-assessments of their employability skills.

1. ANOVA (Analysis of Variance) will be used to compare the mean scores across different faculties and levels of study. ANOVA is suitable for comparing more than two groups.
2. t-test will be used for comparing the mean scores between genders, as this involves only two groups.

Hypothesis Testing Summary

• Statistic: 1.5028
• p-value: 0.1777
  • The p-value is greater than 0.05, suggesting that we cannot reject the null hypothesis. This indicates that there is no significant difference in the perceived fundamental skills for employability across different faculties.

• Statistic: 1.7184
• p-value: 0.1052
  • Similar to faculties, the p-value is greater than 0.05, indicating no significant difference across different levels of study.

• Statistic: 2.2085
• p-value: 0.0281
  • The p-value is less than 0.05, suggesting that we can reject the null hypothesis for gender. This indicates a significant difference in the perceived fundamental skills for employability between male and female students.

• There is no significant difference in perceptions of fundamental skills for employability across faculties and levels of study among NOUN students. However, there is a significant difference between male and female students' perceptions.

1. Conducting t-tests for each skill separately between male and female students to identify which skills contribute most to the overall difference in perceptions.
2. Analyzing the effect size to understand the magnitude of these differences, which can provide insights into how substantial the differences are in practical terms.

Detailed Gender Analysis Summary

• Most skills do not show a significant difference in perception between genders (p-value > 0.05).
• However, there are a few exceptions where the difference is statistically significant:
  • Skill related to "Managing Information & Working with Tools & Technology" (Unnamed: 23): p-value=0.0015
  • Another skill (Unnamed: 27): p-value=0.0371