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\def\makelabel##1{\upshape ##1}}% } {\end{list}\end{raggedright}} \newenvironment{specHead}[2]% {\vspace{20pt}\hrule\vspace{10pt}% \phantomsection\label{#1}\markright{#2}% \pdfbookmark[2]{#2}{#1}% \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}% }{} \def\TheFullDate{2019-01-15 (revised: 15 January 2019)} \def\TheID{\makeatother } \def\TheDate{2019-01-15} \title{Students' Commitment, Satisfaction and Performance at Economics College Stie Galileo} \author{}\makeatletter \makeatletter \newcommand*{\cleartoleftpage}{% \clearpage \if@twoside \ifodd\c@page \hbox{}\newpage \if@twocolumn \hbox{}\newpage \fi \fi \fi } \makeatother \makeatletter \thispagestyle{empty} \markright{\@title}\markboth{\@title}{\@author} \renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@ \belowdisplayskip \abovedisplayskip \abovedisplayshortskip \z@ plus2\p@ \belowdisplayshortskip 4\p@ plus2\p@ minus2\p@ \def\@listi{\leftmargin\leftmargini \topsep 2\p@ plus1\p@ minus1\p@ \parsep 2\p@ plus\p@ minus\p@ \itemsep 1pt} } \makeatother \fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm} \fancyhf{} \setlength{\headheight}{14pt} \fancyhead[LE]{\bfseries\leftmark} \fancyhead[RO]{\bfseries\rightmark} \fancyfoot[RO]{} \fancyfoot[CO]{\thepage} \fancyfoot[LO]{\TheID} \fancyfoot[LE]{} \fancyfoot[CE]{\thepage} \fancyfoot[RE]{\TheID} \hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true} \fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}} \date{} \usepackage{authblk} \providecommand{\keywords}[1] { \footnotesize \textbf{\textit{Index terms---}} #1 } \usepackage{graphicx,xcolor} \definecolor{GJBlue}{HTML}{273B81} \definecolor{GJLightBlue}{HTML}{0A9DD9} \definecolor{GJMediumGrey}{HTML}{6D6E70} \definecolor{GJLightGrey}{HTML}{929497} \renewenvironment{abstract}{% \setlength{\parindent}{0pt}\raggedright \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt \textcolor{GJBlue}{\large\bfseries\abstractname\space} }{% \vskip8pt \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt } \usepackage[absolute,overlay]{textpos} \makeatother \usepackage{lineno} \linenumbers \begin{document} \author[1]{ Hazriyanto} \author[2]{Putu Rani Susanthi} \author[3]{Badaruddin Ibrahim} \renewcommand\Authands{ and } \date{\small \em Received: 11 December 2018 Accepted: 31 December 2018 Published: 15 January 2019} \maketitle \begin{abstract} The education process in higher school is now become a big concern especially dealing with the students on its environmental setting. The main concern is related to the commitment, satisfaction, and performance/ achievements of students which support the college climate as expected. Regarding this topic, it is necessary to conduct research to see the level of students? commitment, satisfaction, and performance/ achievements, particularly at Economics College STIE Galileo Batam. Therefore, this study focuses on this topic of investigation. This research is quantitative research involving 33 respondents taken from students who studied at STIE Galileo. The purpose of this study was to look at the stages of commitment, satisfaction, performances/ achievement of students at STIE Galileo. The research data was collected through a questionnaire which was then processed using SPSS statistics. The descriptive frequency analysis and Mean Score were directed to see the levels of students? commitment, satisfaction, and performance/ achievement. The descriptive analysis result shows that the commitment and satisfaction are in the high category level, while the students? performance/ achievement is in the level of both good and very good category. Thus, it is necessary to pay attention to students? commitment, satisfaction, and performance/ achievement considering the levels that have been achieved at this point. For future researches, it is necessary to consider other factors that are not examined in this study such as leadership, college climate, larger sample size and other analytical tools such as; SEM SmartPLS and Winsteps Rasch Model. In addition, future researchers are also able to reassess from a demographic perspective, for example by sexual category. \end{abstract} \keywords{commitment; satisfaction; performance.} \begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) \textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark} \end{textblock*} \begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) \textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}} \end{textblock*} \let\tabcellsep& \section[{Introduction}]{Introduction}\par he organizational management in higher education now places the key attention, which in fact it becomes increasingly competitive that requires universities to be able to maximize their resources to survive and compete with other tertiary institutions both in terms of funding and quality. Various problems faced by the institutions for instance services, facilities, lecturers, students, infrastructure and many other aspects need to be addressed wisely by universities in order to achieve their stated goals. The commitment, satisfaction, and achievement of students are also some essential points to be given appropriate treatment in the process of implementing eligible education at college.\par Job satisfaction refers to the general attitude of an individual toward his/her works, job involvement deals with the stage to what extent a person sided psychologically to his/her work and considered their performance as a measure of self-image. Besides, organizational commitment is the stage to what extent a person sits with a particular organization and is interested in perpetuating the position in the organization (Robbins \& P. {\ref Stephen, 2001)}.\par Students who acquire satisfaction in learning process show solemnity through achievements. Satisfaction is a crucial factor that can contribute to improving students' achievement as well as commitment. Students with satisfaction tend to have greater achievement compared to the ones who are less satisfied {\ref (Robbins \& P., 2006)}.\par According to Robbins \& Judge (2008) commitment is a condition of a person perpetuates his/her position in the organization instead of leaving it. Meanwhile, {\ref Kotler \& Philip (2003)} defines satisfaction as a feeling of joy or disappointment experienced by an individual by making a comparison between opinions about achievement with expectations.\par Two-factor theory and Value theory Wibowo (2011) suggests that satisfaction and dissatisfaction are part of motivators and hygiene factors. Whereas, achievement comes from the notion of performance and performance is also interpreted as work results or work performance, essentially work performance has a broader meaning, not only as of the result of work but also includes how the work process takes place {\ref (Wibowo, 2011)}.\par Based on some results of the previous studies related to commitment, satisfaction, and performance/ achievement in the college environmental setting, it showed that the mean value of work satisfaction (3.60) was in the high category (Lu \& Gursoy, 2016). On the other hand, the result showed that the mean value of commitment (4.13) was in the high category \hyperref[b0]{(Cooper, Stanley, Klein, \& Tenhiälä, 2016)}. The other results showed that the mean value of commitment (3.65) was in the high category, satisfaction with the mean value (3.33) was in the moderate/fair category, while the performance with mean value (3.75) was in a good category {\ref (Yiing \& Ahmad, 2009)}.\par Formulation of the problems of this research is: 1. How is the commitment of students at STIE Galileo Batam? 2. How is the satisfaction of students at STIE Galileo Batam? 3. How is the performance/ achievement of students at STIE Galileo Batam?\par The purposes of this research are:\par 1. To identify the commitment of students at STIE Galileo. 2. To know the satisfaction of students at STIE Galileo. 3. To observe the performance/ achievements of students at STIE Galileo. \section[{Research Methods}]{Research Methods}\par This research took place at Economics College STIE Galileo Batam. The study was conducted on December 2018 to March 2019 where the respondents were the students of STIE Galileo with a sample of 33 respondents. The type of research is a quantitative descriptive study using questionnaires as the data instruments which were distributed to students at STIE Galileo environment. The data collected through questionnaires were processed using SPSS statistics. The data analysis was done in frequency and descriptive analysis by considering the mean value of each variable item.\par The variable in this study, consisting of: i. Commitment ii. Satisfaction iii. Performance\par The instrument items used in this study were 41 items, namely; 13 commitment items, 16 satisfaction items, and 12 performance items. The items were adapted and adjusted from the research questionnaire \hyperref[b2]{(Hazriyanto \& Ibrahim, 2019)}. \section[{III.}]{III.} \section[{Results and Discussions}]{Results and Discussions}\par The results of this study involved 33 students at STIE Galileo as the respondents. The results of the analysis frequency of commitment, satisfaction, and performance can be seen in the frequency table below. The commitment frequency analysis results consist of 13 commitment items as shown in the following table: The result shows on table 4 that 60.6\% of students' response on Commitment4 (Com4) item is in good category level and 3.0\% is in a bad category. The last satisfaction item test is seen in table 29 that 45.5\% of students' response on Satisfaction16 (JS16) item is in good category level and 3.0\% is in a bad category. Additionally, the result of the 12 items of performance frequency test is explained in the following tables. Table {\ref 33} shows 57.6\% students' response on Performance4 (Perf4) item is in good category level and 3.0\% is in the bad and poor category. The result of the descriptive analysis test for commitment variable in table 42 can be identified that the average score of the commitment items is in the range of 3.55 to 4.18 with a total average of 3.89 which signifies a high level of category. This means that the average commitment items are in the high commitment category level. The results of this study are in line with prior research \hyperref[b0]{(Cooper et al., 2016)}. The results of the Satisfaction descriptive analysis in table 43 is described that the average score of satisfaction items is in the range of 3.42 to 4.12 with an overall average score of 3.83 that is in the high category level. This means that the average item of satisfaction is in the category of high satisfaction level. The results of this study are in line with previous research (Lu \& Gursoy, 2016). The results of the Performance descriptive analysis test displayed in table 44 explains that the average score of performance items is in the range of 3.58 to 4.21 with a total overall average of 3.81 that is in the good and very good category. This means that the average performance items are in the category of good performance level. The results of this study are in line with the preceding research (Yiing \& Ahmad, 2009).\par IV. \section[{Summary}]{Summary}\par Regarding the findings and discussions above, it can be concluded that: \section[{a) Commitment}]{a) Commitment}\par The result of the commitment descriptive analysis test is in the high category. This result means that the level of STIE Galileo students' commitment is at a high level of commitment. This matter needs to be maintained continuously considering the commitment level of the students is in good point. Besides, it is also necessary to pay close attention to other factors apart from commitment such as motivation and others. \section[{b) Satisfaction}]{b) Satisfaction}\par The result of the satisfaction descriptive analysis is similarly in the high category. This point clarifies that the average level of STIE Galileo students' satisfaction is in the high category. Thus, this thing needs to be minded and preserved since the level of satisfaction is at a high level of satisfaction. In addition, it is also necessary to consider the other factors out of satisfaction such as the environmental setting and others. \section[{c) Performance}]{c) Performance}\par The result of the performance descriptive analysis test is in both good and very good category. This finding implies that the average STIE Galileo students' performance is at a good level of performance. Therefore, it is considered compulsory to keep and maintain this good performance level. On the other hand, it is important to also look for other factors such as leadership and others.\par For future researches, it is recommended to conduct research by taking into account the demographic factors, larger sample sizes, and other statistical analysis tools such as SEM Amos, SEM SmartPLS, and other analytical tools adjusted based on the needs. \begin{figure}[htbp] \noindent\textbf{1} \par \begin{longtable}{P{0.15657894736842104\textwidth}P{0.29078947368421054\textwidth}P{0.4026315789473684\textwidth}} Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\end{longtable} \par \caption{\label{tab_0}Table 1 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{2} \par \begin{longtable}{P{0.41791666666666666\textwidth}P{0.07791666666666666\textwidth}P{0.07083333333333333\textwidth}P{0.08216666666666667\textwidth}P{0.09916666666666667\textwidth}P{0.102\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 6.1\\ Valid\tabcellsep Fair\tabcellsep 4\tabcellsep 12.1\tabcellsep 12.1\tabcellsep 18.2\\ \tabcellsep Good\tabcellsep 17\tabcellsep 51.5\tabcellsep 51.5\tabcellsep 69.7\\ \tabcellsep Very Good\tabcellsep 10\tabcellsep 30.3\tabcellsep 30.3\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{The result displayed in table 2 shows 51.5\% students' response on Commitment2 (Com2) item is in good}\\ \multicolumn{3}{l}{category level and 3.0\% is in the bad and poor category.}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 3: Com 3}\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 5 17\tabcellsep 15.2 51.5\tabcellsep 15.2 51.5\tabcellsep 18.2 69.7\\ \tabcellsep Very Good\tabcellsep 10\tabcellsep 30.3\tabcellsep 30.3\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{Table 3 displays 51.5\% students' response on Commitment 3 (Com3) item is in good category level and}\\ \multicolumn{2}{l}{3.0\% is in a bad category.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_1}Table 2 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{4} \par \begin{longtable}{P{0.029310344827586206\textwidth}P{0.15241379310344827\textwidth}P{0.0996551724137931\textwidth}P{0.16413793103448276\textwidth}P{0.1993103448275862\textwidth}P{0.20517241379310344\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 4 20\tabcellsep 12.1 60.6\tabcellsep 12.1 60.6\tabcellsep 15.2 75.8\\ \tabcellsep Very Good\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_2}Table 4 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{5} \par \begin{longtable}{P{0.4659259259259259\textwidth}P{0.09759259259259259\textwidth}P{0.01888888888888889\textwidth}P{0.07555555555555556\textwidth}P{0.09444444444444444\textwidth}P{0.09759259259259259\textwidth}} \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 5\tabcellsep 15.2\tabcellsep 15.2\tabcellsep 15.2\\ Valid\tabcellsep Good\tabcellsep 21\tabcellsep 63.6\tabcellsep 63.6\tabcellsep 78.8\\ \tabcellsep Very Good\tabcellsep 7\tabcellsep 21.2\tabcellsep 21.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{On table 5, it is shown 63.6\% students' response on Commitment5 (Com5) item is in good category level}\\ \multicolumn{2}{l}{and 15.2\% of them is in a fair category.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_3}Table 5 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{6} \par \begin{longtable}{P{0.029513888888888888\textwidth}P{0.1534722222222222\textwidth}P{0.10625\textwidth}P{0.159375\textwidth}P{0.19479166666666664\textwidth}P{0.2065972222222222\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 9.1\\ Valid\tabcellsep Fair Good\tabcellsep 11 16\tabcellsep 33.3 48.5\tabcellsep 33.3 48.5\tabcellsep 42.4 90.9\\ \tabcellsep Very Good\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par {\small\itshape [Note: Result revealed in table 6 identifies 48.5\% students' response on Commitment6 (Com6) item is in good category level and 9.1\% is in bad and poor category level.]} \caption{\label{tab_4}Table 6 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{} \end{longtable} \par \caption{\label{tab_5}A}\end{figure} \begin{figure}[htbp] \noindent\textbf{7} \par \begin{longtable}{P{0.027597402597402593\textwidth}P{0.16006493506493508\textwidth}P{0.09383116883116882\textwidth}P{0.16558441558441558\textwidth}P{0.19870129870129868\textwidth}P{0.20422077922077922\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 2\tabcellsep 6.1\tabcellsep 6.1\tabcellsep 6.1\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 9.1\\ Valid\tabcellsep Fair\tabcellsep 7\tabcellsep 21.2\tabcellsep 21.2\tabcellsep 30.3\\ \tabcellsep Good\tabcellsep 17\tabcellsep 51.5\tabcellsep 51.5\tabcellsep 81.8\\ \tabcellsep Very Good\tabcellsep 6\tabcellsep 18.2\tabcellsep 18.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_6}Table 7 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{8} \par \begin{longtable}{P{0.029310344827586206\textwidth}P{0.15241379310344827\textwidth}P{0.0996551724137931\textwidth}P{0.16413793103448276\textwidth}P{0.1993103448275862\textwidth}P{0.20517241379310344\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 6 18\tabcellsep 18.2 54.5\tabcellsep 18.2 54.5\tabcellsep 21.2 75.8\\ \tabcellsep Very Good\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_7}Table 8 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{9} \par \begin{longtable}{P{0.033464566929133854\textwidth}P{0.14724409448818898\textwidth}P{0.10039370078740158\textwidth}P{0.16062992125984252\textwidth}P{0.20078740157480315\textwidth}P{0.20748031496062994\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 24.2\\ Valid\tabcellsep Good\tabcellsep 16\tabcellsep 48.5\tabcellsep 48.5\tabcellsep 72.7\\ \tabcellsep Very Good\tabcellsep 9\tabcellsep 27.3\tabcellsep 27.3\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par {\small\itshape [Note: At table 9 above, it is presented that 48.5\% of students' response on Commitment9 (Com9) item is in good category level and 24.4\% is in the fair category level.]} \caption{\label{tab_8}Table 9 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{10} \par \begin{longtable}{P{0.029411764705882356\textwidth}P{0.1411764705882353\textwidth}P{0.09999999999999999\textwidth}P{0.19705882352941176\textwidth}P{0.18823529411764706\textwidth}P{0.19411764705882353\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 12 13\tabcellsep 36.4 39.4\tabcellsep 36.4 39.4\tabcellsep 39.4 78.8\\ \tabcellsep Very Good\tabcellsep 7\tabcellsep 21.2\tabcellsep 21.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \tabcellsep \tabcellsep \tabcellsep Table 11: Com11\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 7\tabcellsep 21.2\tabcellsep 21.2\tabcellsep 21.2\\ Valid\tabcellsep Good\tabcellsep 13\tabcellsep 39.4\tabcellsep 39.4\tabcellsep 60.6\\ \tabcellsep Very Good\tabcellsep 13\tabcellsep 39.4\tabcellsep 39.4\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par {\small\itshape [Note: Table 11 shows 39.4\% students' response on Commitment11 (Com11) item is in very good and good category level, while 21.2\% is in fair category level.]} \caption{\label{tab_9}Table 10 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{} \end{longtable} \par \caption{\label{tab_10}A}\end{figure} \begin{figure}[htbp] \noindent\textbf{12} \par \begin{longtable}{P{0.32804578904333603\textwidth}P{0.1098119378577269\textwidth}P{0.0785363859362224\textwidth}P{0.09591169255928046\textwidth}P{0.11676206050695011\textwidth}P{0.12093213409648405\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 6.1\\ Valid\tabcellsep Fair\tabcellsep 9\tabcellsep 27.3\tabcellsep 27.3\tabcellsep 33.3\\ \tabcellsep Good\tabcellsep 18\tabcellsep 54.5\tabcellsep 54.5\tabcellsep 87.9\\ \tabcellsep Very Good\tabcellsep 4\tabcellsep 12.1\tabcellsep 12.1\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{Table 12 displays 54.5\% students' response on Commitment12 (Com12) item is in good category level and}\\ \multicolumn{2}{l}{3.0\% is in bad and poor category level.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 13: Com13}\tabcellsep \tabcellsep \\ \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 2\tabcellsep 6.1\tabcellsep 6.1\tabcellsep 6.1\\ \tabcellsep Fair\tabcellsep 14\tabcellsep 42.4\tabcellsep 42.4\tabcellsep 48.5\\ Valid\tabcellsep Good\tabcellsep 14\tabcellsep 42.4\tabcellsep 42.4\tabcellsep 90.9\\ \tabcellsep Very Good\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 14: JS1}\tabcellsep \tabcellsep \\ \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 24.2\\ Valid\tabcellsep Good\tabcellsep 13\tabcellsep 39.4\tabcellsep 39.4\tabcellsep 63.6\\ \tabcellsep Very Good\tabcellsep 12\tabcellsep 36.4\tabcellsep 36.4\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{Result of the test as shown in table 14 indicates 39.4\% students' response on Satisfaction1 (JS1) item is in}\\ \multicolumn{3}{l}{good category level and 24.4\% is in fair category level.}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 15: JS2}\tabcellsep \tabcellsep \\ \tabcellsep \multicolumn{2}{l}{Frequency}\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 9 13\tabcellsep 27.3 39.4\tabcellsep 27.3 39.4\tabcellsep 30.3 69.7\\ \tabcellsep Very Good\tabcellsep 10\tabcellsep 30.3\tabcellsep 30.3\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{On table 15 is displayed 39.4\% students' response on Satisfaction2 (JS2) item is in good category level and}\\ \multicolumn{2}{l}{3.0\% is in bad category level.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 16: JS3}\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 6.1\\ Valid\tabcellsep Fair\tabcellsep 7\tabcellsep 21.2\tabcellsep 21.2\tabcellsep 27.3\\ \tabcellsep Good\tabcellsep 12\tabcellsep 36.4\tabcellsep 36.4\tabcellsep 63.6\\ \tabcellsep Very Good\tabcellsep 12\tabcellsep 36.4\tabcellsep 36.4\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par {\small\itshape [Note: AStudents' Commitment, Satisfaction and Performance at Economics College Stie Galileo Batam Indonesia]} \caption{\label{tab_11}Table 12 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{P{0.02392932015573525\textwidth}P{0.6140161725067386\textwidth}P{0.03513027852650494\textwidth}P{0.01934710991314765\textwidth}P{0.002545672356993112\textwidth}P{0.04531296795447739\textwidth}P{0.0015274034141958672\textwidth}P{0.04251272836178496\textwidth}P{0.06567834681042228\textwidth}} \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 17: JS4 Table 22: JS9 Table 27: JS14}\\ \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Frequency Frequency Frequency}\tabcellsep \multicolumn{2}{l}{Percent Percent Percent}\tabcellsep Valid Percent Valid Percent Valid Percent\tabcellsep Cumulative Percent Cumulative Percent Cumulative Percent\\ \tabcellsep \tabcellsep Bad Fair Bad\tabcellsep 3 8 2\tabcellsep \tabcellsep 9.1 24.2 6.1\tabcellsep \tabcellsep 9.1 24.2 6.1\tabcellsep 9.1 24.2 6.1\\ \tabcellsep Valid Valid Valid\tabcellsep Fair Good Good Very Good Fair Good\tabcellsep 7 14 19 6 14 10\tabcellsep \tabcellsep \multicolumn{2}{l}{21.2 42.4 57.6 18.2 42.4 30.3}\tabcellsep 21.2 42.4 57.6 18.2 42.4 30.3\tabcellsep 30.3 72.7 81.8 100.0 48.5 78.8\\ \tabcellsep \tabcellsep Very Good Total Very Good\tabcellsep 9 33 7\tabcellsep \tabcellsep \multicolumn{2}{l}{27.3 100.0 21.2}\tabcellsep 27.3 100.0 21.2\tabcellsep 100.0 100.0\\ \tabcellsep \tabcellsep Total Total\tabcellsep 33 33\tabcellsep \tabcellsep \multicolumn{2}{l}{100.0 100.0}\tabcellsep 100.0 100.0\\ Year 2019\tabcellsep \multicolumn{7}{l}{Table 18: JS5 Table 22 indicates 57.6\% students' response on Satisfaction9 (JS9) item is in good category level and 18.2 \% is in a very good category level. Table 23: JS10 Table 27 states 42.4\% of students' response on Satisfaction14 (JS14) item is in the fair category level and 6.1\% is in a bad category. Table 28: JS15}\tabcellsep Year 2019\\ Volume XIX Issue V Version I ( ) A Global Journal of Management and Business Research\tabcellsep \multicolumn{7}{l}{Frequency 1 9 20 3 33 Frequency 1 8 17 7 33 Table 19 reveals 51.5\% students' response on Satisfaction6 (JS6) item is in good category level and 3.0\% is Percent Valid Percent Cumulative Percent Valid Bad 3.0 3.0 3.0 Fair 27.3 27.3 30.3 Good 60.6 60.6 90.9 Very Good 9.1 9.1 100.0 Total 100.0 100.0 Table 19: JS6 Percent Valid Percent Cumulative Percent Valid Bad 3.0 3.0 3.0 Fair 24.2 24.2 27.3 Good 51.5 51.5 78.8 Very Good 21.2 21.2 100.0 Total 100.0 100.0 in bad category. Table 20: JS7 Frequency Percent Valid Percent Cumulative Percent Valid Poor 1 3.0 3.0 3.0 Bad 1 3.0 3.0 6.1 Fair 11 33.3 33.3 39.4 Good 15 45.5 45.5 84.8 Very Good 5 15.2 15.2 100.0 Total 33 100.0 100.0 On the other hand, table 20 shows 45.5\% students' response on Satisfaction7 (JS7) item is in good category level and 3.0\% is in bad and poor category level. Table 21:JS8 Frequency Percent Valid Percent Cumulative Percent Valid Fair 9 27.3 27.3 Frequency Percent Valid Percent Cumulative Percent 27.3 Good 17 51.5 51.5 78.8 Very Good 7 21.2 21.2 100.0 Total 33 100.0 100.0 Table JS11 Frequency Percent Valid Percent Cumulative Percent Valid Bad 1 3.0 3.0 3.0 Fair 8 24.2 24.2 Valid Bad 3 9.1 9.1 9.1 Fair 17 51.5 51.5 60.6 Good 9 27.3 27.3 87.9 Very Good 4 12.1 12.1 100.0 Total 33 100.0 100.0 Table 29: JS16 Frequency Percent Valid Percent Cumulative Percent 27.3 Good 18 54.5 54.5 81.8 Very Good 6 18.2 18.2 100.0 Total 33 100.0 100.0 Table 24 shows 54.5\% students' response on Satisfaction11 (JS11) item is in good category level and 3.0\% is in bad category. Table 25: JS12 Frequency Percent Valid Percent Cumulative Percent Valid Poor 1 3.0 3.0 3.0 Fair 12 36.4 36.4 39.4 Good 17 51.5 51.5 90.9 Very Good 3 9.1 9.1 100.0 Total 33 100.0 100.0 As seen in table 25, 51.5\% students' response on Satisfaction12 (JS12) item is in good category level and 3.0\% is in poor category. Table 26: JS13 Frequency Percent Valid Percent Cumulative Percent Sangat Tidak Baik 1 3.0 3.0 3.0 Fair 14 42.4 42.4 45.5 Valid Good 15 45.5 45.5 90.9 Very Good 3 9.1 9.1 100.0 Total 33 100.0 100.0}\tabcellsep Global Journal of Management and Business Research Volume XIX Issue V Version I ( ) A\\ \tabcellsep \tabcellsep Poor\tabcellsep \tabcellsep 1\tabcellsep \tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep \tabcellsep Bad\tabcellsep Frequency\tabcellsep 1\tabcellsep Percent\tabcellsep 3.0\tabcellsep Valid Percent 3.0\tabcellsep Cumulative Percent 6.1\\ \tabcellsep Valid Valid\tabcellsep Fair Fair Good Good\tabcellsep 7 19\tabcellsep 11 9\tabcellsep \multicolumn{2}{l}{21.2 33.3 57.6 27.3}\tabcellsep 21.2 33.3 57.6 27.3\tabcellsep 21.2 39.4 78.8 66.7\\ \tabcellsep \tabcellsep Very Good Very Good\tabcellsep 7\tabcellsep 11\tabcellsep \multicolumn{2}{l}{21.2 33.3}\tabcellsep 21.2 33.3\tabcellsep 100.0 100.0\\ \tabcellsep \tabcellsep Total Total\tabcellsep 33\tabcellsep 33\tabcellsep \multicolumn{2}{l}{100.0 100.0}\tabcellsep 100.0 100.0\end{longtable} \par \caption{\label{tab_12}}\end{figure} \begin{figure}[htbp] \noindent\textbf{30} \par \begin{longtable}{P{0.510551948051948\textwidth}P{0.06071428571428571\textwidth}P{0.04415584415584416\textwidth}P{0.06623376623376623\textwidth}P{0.08279220779220779\textwidth}P{0.08555194805194806\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 24.2\\ Valid\tabcellsep Good\tabcellsep 10\tabcellsep 30.3\tabcellsep 30.3\tabcellsep 54.5\\ \tabcellsep Very Good\tabcellsep 15\tabcellsep 45.5\tabcellsep 45.5\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{The first performance item test is displayed in table 30 that 45.5\% students' response on Performance1}\\ \multicolumn{5}{l}{(Perf1) item is in very good category level and 24.2\% is in a fair category.}\tabcellsep \end{longtable} \par \caption{\label{tab_13}Table 30 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{31} \par \begin{longtable}{P{0.033203125\textwidth}P{0.14609375\textwidth}P{0.10625\textwidth}P{0.159375\textwidth}P{0.19921875\textwidth}P{0.20585937499999998\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 12\tabcellsep 36.4\tabcellsep 36.4\tabcellsep 36.4\\ Valid\tabcellsep Good\tabcellsep 16\tabcellsep 48.5\tabcellsep 48.5\tabcellsep 84.8\\ \tabcellsep Very Good\tabcellsep 5\tabcellsep 15.2\tabcellsep 15.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_14}Table 31 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{} \end{longtable} \par \caption{\label{tab_15}A}\end{figure} \begin{figure}[htbp] \noindent\textbf{32} \par \begin{longtable}{P{0.027070063694267513\textwidth}P{0.14888535031847133\textwidth}P{0.13805732484076433\textwidth}P{0.15429936305732483\textwidth}P{0.18678343949044587\textwidth}P{0.19490445859872613\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 10 16\tabcellsep 30.3 48.5\tabcellsep 30.3 48.5\tabcellsep 33.3 81.8\\ \tabcellsep Very Good\tabcellsep 6\tabcellsep 18.2\tabcellsep 18.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 33: Perf 4}\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 6.1\\ Valid\tabcellsep Fair\tabcellsep 9\tabcellsep 27.3\tabcellsep 27.3\tabcellsep 33.3\\ \tabcellsep Good\tabcellsep 19\tabcellsep 57.6\tabcellsep 57.6\tabcellsep 90.9\\ \tabcellsep Very Good\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_16}Table 32 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{34} \par \begin{longtable}{P{0.10812720848056535\textwidth}P{0.39646643109540636\textwidth}P{0.05406360424028268\textwidth}P{0.08409893992932861\textwidth}P{0.10212014134275618\textwidth}P{0.10512367491166077\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 9.1\\ Valid\tabcellsep Fair Good\tabcellsep 10 8\tabcellsep 30.3 24.2\tabcellsep 30.3 24.2\tabcellsep 39.4 63.6\\ \tabcellsep Very Good\tabcellsep 12\tabcellsep 36.4\tabcellsep 36.4\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \tabcellsep \multicolumn{5}{l}{As seen in table 34, 36.4\% students' response on Performance5 (Perf5) item is in very good category level}\\ \multicolumn{2}{l}{and 9.1\% is in a bad category.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_17}Table 34 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{35} \par \begin{longtable}{P{0.02724358974358974\textwidth}P{0.1580128205128205\textwidth}P{0.09262820512820513\textwidth}P{0.16346153846153846\textwidth}P{0.29967948717948717\textwidth}P{0.10897435897435896\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep \multicolumn{2}{l}{Valid Percent Cumulative Percent}\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep Bad\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 12.1\\ Valid\tabcellsep Fair\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 36.4\\ \tabcellsep Good\tabcellsep 15\tabcellsep 45.5\tabcellsep 45.5\tabcellsep 81.8\\ \tabcellsep Very Good\tabcellsep 6\tabcellsep 18.2\tabcellsep 18.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_18}Table 35 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{} \end{longtable} \par {\small\itshape [Note: © 2019 Global Journals 1]} \caption{\label{tab_19}A}\end{figure} \begin{figure}[htbp] \noindent\textbf{36} \par \begin{longtable}{P{0.4326714801444043\textwidth}P{0.06444043321299639\textwidth}P{0.055234657039711185\textwidth}P{0.0859205776173285\textwidth}P{0.10433212996389891\textwidth}P{0.10740072202166064\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 10 15\tabcellsep 30.3 45.5\tabcellsep 30.3 45.5\tabcellsep 33.3 78.8\\ \tabcellsep Very\tabcellsep 7\tabcellsep 21.2\tabcellsep 21.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{In table 36, it is shown 45.5\% students' response on Performance7 (Perf7) item is in good category level}\\ \multicolumn{2}{l}{and 3.0\% is in a bad category.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_20}Table 36 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{37} \par \begin{longtable}{P{0.12402135231316726\textwidth}P{0.37508896797153024\textwidth}P{0.05444839857651246\textwidth}P{0.08469750889679716\textwidth}P{0.1603202846975089\textwidth}P{0.05142348754448398\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep \multicolumn{2}{l}{Valid Percent Cumulative Percent}\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 10 17\tabcellsep 30.3 51.5\tabcellsep 30.3 51.5\tabcellsep 33.3 84.8\\ \tabcellsep Very Good\tabcellsep 5\tabcellsep 15.2\tabcellsep 15.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \tabcellsep \multicolumn{5}{l}{Table 37 reveals 51.5\% students' response on Performance8 (Perf8) item is in good category level}\\ \multicolumn{2}{l}{and 3.0\% is in poor category level.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_21}Table 37 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{38} \par \begin{longtable}{P{0.45570342205323194\textwidth}P{0.07110266159695816\textwidth}P{0.04847908745247148\textwidth}P{0.07756653992395438\textwidth}P{0.09695817490494296\textwidth}P{0.10019011406844106\textwidth}} \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Fair\tabcellsep 9\tabcellsep 27.3\tabcellsep 27.3\tabcellsep 27.3\\ Valid\tabcellsep Good\tabcellsep 19\tabcellsep 57.6\tabcellsep 57.6\tabcellsep 84.8\\ \tabcellsep Very Good\tabcellsep 5\tabcellsep 15.2\tabcellsep 15.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{As shown in table 38, 57.6\% students' response on Performance9 (Perf9) item is in good category level and}\\ \multicolumn{2}{l}{\% is in a very good category.}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_22}Table 38 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{39} \par \begin{longtable}{P{0.22917505030181085\textwidth}P{0.1932595573440644\textwidth}P{0.08893360160965795\textwidth}P{0.09748490945674045\textwidth}P{0.11800804828973842\textwidth}P{0.12313883299798793\textwidth}} 15.2\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ \tabcellsep Bad\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 6.1\\ Valid\tabcellsep Fair\tabcellsep 12\tabcellsep 36.4\tabcellsep 36.4\tabcellsep 42.4\\ \tabcellsep Good\tabcellsep 16\tabcellsep 48.5\tabcellsep 48.5\tabcellsep 90.9\\ \tabcellsep Very Good\tabcellsep 3\tabcellsep 9.1\tabcellsep 9.1\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \\ \multicolumn{6}{l}{The following test result is stated in table 39 which 48.5\% students' response on Performance10 (Perf10)}\\ item is in good\tabcellsep \multicolumn{3}{l}{category level and 3.0\% is in the bad and poor category.}\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{2}{l}{Table 40: Perf 11}\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep Frequency\tabcellsep Percent\tabcellsep Valid Percent\tabcellsep Cumulative Percent\\ \tabcellsep Poor\tabcellsep 1\tabcellsep 3.0\tabcellsep 3.0\tabcellsep 3.0\\ Valid\tabcellsep Fair Good\tabcellsep 8 16\tabcellsep 24.2 48.5\tabcellsep 24.2 48.5\tabcellsep 27.3 75.8\\ \tabcellsep Very Good\tabcellsep 8\tabcellsep 24.2\tabcellsep 24.2\tabcellsep 100.0\\ \tabcellsep Total\tabcellsep 33\tabcellsep 100.0\tabcellsep 100.0\tabcellsep \end{longtable} \par \caption{\label{tab_23}Table 39 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{42} \par \begin{longtable}{P{0.19318181818181818\textwidth}P{0.08693181818181818\textwidth}P{0.11590909090909089\textwidth}P{0.06439393939393939\textwidth}P{0.19318181818181818\textwidth}P{0.19640151515151513\textwidth}} Item\tabcellsep N\tabcellsep Minimum\tabcellsep Maximum\tabcellsep Mean\tabcellsep Notes\\ Com1\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.73\tabcellsep High\\ Com2\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 4.03\tabcellsep High\\ Com3\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 4.09\tabcellsep High\\ Com4\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 4.06\tabcellsep High\\ Com5\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 4.06\tabcellsep High\\ Com6\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.58\tabcellsep High\\ Com7\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.73\tabcellsep High\\ Com8\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 4.00\tabcellsep High\\ Com9\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 4.03\tabcellsep High\\ Com10\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.79\tabcellsep High\\ Com11\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 4.18\tabcellsep High\\ Com12\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.70\tabcellsep High\\ Com13\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.55\tabcellsep High\\ \tabcellsep \tabcellsep Total of average\tabcellsep \tabcellsep 3.89\tabcellsep High\end{longtable} \par \caption{\label{tab_24}Table 42 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{43} \par \begin{longtable}{P{0.1677257525083612\textwidth}P{0.13929765886287626\textwidth}P{0.06538461538461539\textwidth}P{0.06538461538461539\textwidth}P{0.20468227424749164\textwidth}P{0.20752508361204014\textwidth}} Item\tabcellsep N\tabcellsep Minimum\tabcellsep Maximum\tabcellsep Mean\tabcellsep Notes\\ JS1\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 4.12\tabcellsep High\\ JS2\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.97\tabcellsep High\\ JS3\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 4.00\tabcellsep High\\ JS4\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.88\tabcellsep High\\ JS5\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.76\tabcellsep High\\ JS6\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.91\tabcellsep High\\ JS7\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.67\tabcellsep High\\ JS8\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 4.00\tabcellsep High\\ JS9\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 3.94\tabcellsep High\\ JS10\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 3.94\tabcellsep High\\ JS11\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.88\tabcellsep High\\ JS12\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.64\tabcellsep High\\ JS13\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.85\tabcellsep High\\ JS14\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.67\tabcellsep High\\ JS15\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.42\tabcellsep High\\ JS16\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.58\tabcellsep High\\ \tabcellsep Total of average\tabcellsep \tabcellsep \tabcellsep 3.83\tabcellsep High\end{longtable} \par \caption{\label{tab_25}Table 43 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{44} \par \begin{longtable}{P{0.21571969696969695\textwidth}P{0.13200757575757577\textwidth}P{0.06117424242424243\textwidth}P{0.06117424242424243\textwidth}P{0.1803030303030303\textwidth}P{0.19962121212121212\textwidth}} Item\tabcellsep N\tabcellsep Minimum\tabcellsep Maximum\tabcellsep Mean\tabcellsep Notes\\ Perf1\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 4.21\tabcellsep Very Good\\ Perf2\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 3.79\tabcellsep Good\\ Perf3\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.82\tabcellsep Good\\ Perf4\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.67\tabcellsep Good\\ Perf5\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.88\tabcellsep Good\\ Perf6\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.67\tabcellsep Good\\ Perf7\tabcellsep 33\tabcellsep 2\tabcellsep 5\tabcellsep 3.85\tabcellsep Good\\ Perf8\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.76\tabcellsep Good\\ Perf9\tabcellsep 33\tabcellsep 3\tabcellsep 5\tabcellsep 3.88\tabcellsep Good\\ Perf10\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.58\tabcellsep Good\\ Perf11\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.91\tabcellsep Good\\ Perf12\tabcellsep 33\tabcellsep 1\tabcellsep 5\tabcellsep 3.64\tabcellsep Good\\ \tabcellsep \multicolumn{2}{l}{Total of average}\tabcellsep \tabcellsep 3.81\tabcellsep Good\end{longtable} \par \caption{\label{tab_26}Table 44 :}\end{figure} \footnote{© 2019 Global Journals 1} \footnote{© 2019 Global Journals} \backmatter \begin{bibitemlist}{1} \bibitem[]{b1}\label{b1} \textit{}, \xref{http://dx.doi.org/10.1080/1359432X.2014.990443}{10.1080/1359432X.2014.990443}. \url{https://doi.org/10.1080/1359432X.2014.990443} \bibitem[Cooper et al. 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