Perception of Students about the Offerings of University of Wolverhampton - Coursework Example

? Marketing Research Table of Contents Table of Contents 2 Report Proposal 3 Marketing Research Report 4 Introduction 4 Sampling 4 Data Collection 5 Questionnaire Survey 6 Data Findings and Analysis 6 Conclusion 20 Reference List 21 Appendix 22 Appendix I – Questionnaire 22 Appendix II - Responses of the Students 24 Report Proposal An institution is meant for imparting quality education to the students. However to impart quality education, intuitions have to follow a certain standard and guideline. In the similar way, University of Wolverhampton is trying to equip the students with knowledge and high quality learning. However, there are several cases where it has been found that the students of the university are not satisfied with certain factors such as the quality of education, the fees of the university etc. among others. Therefore, it is essential for the universities to investigate about the perception of students regarding their offerings. In-depth knowledge about the perception and experience of students will allow universities to bring in necessary changes in the education pattern and syllabus. In this report, the perception of students about the offerings of University of Wolverhampton will be identified. In order to identify the same, this study will undertake both primary as well as secondary research. The secondary research will be done with the help of books, journal articles, newspaper and other authentic electronic sources. On the contrary, the primary research will be carried out with the help of survey process. The research instrument to be used for collecting the data from the respondents will be questionnaire. The reason behind employing questionnaire for the purpose of collection raw data is that it will allow smoother collection of bulk data (Coombs and Hull, 1998; Hesse-Biber, 2011). Moreover, the cost to be incurred and time required for the survey will be comparatively less. Conversely, other research instruments such as observation, case study or focus group interview will not be able to serve the purpose fully as these instruments does not support collection of bulk data and are mostly inclined with qualitative research. Furthermore, these studies will require more cost as a result of that the most feasible technique is questionnaire survey (Hitt, Ireland and Hoskisson, 2010). Once the research instrument is selected, the next task is to choose the sample population and sample size. The sample population in this context will be the students of the university. The total sample size will be 100. The sample size has been determined with the help of Raosoft software and considering the convenience range of population which was 134. The confidence level used for selecting the candidates is around 95%. The report will finally draw a conclusion based on the result of the questionnaire survey among the students. Marketing Research Report Introduction This report seeks to investigate the perception of students of University of Wolverhampton. The study will be about how the students of the university perceives about the different factors of the university. The factors such as their thoughts on the university fee, education quality, quality of faculty etc. In this report, the feedback of the students pertaining to the views, perception and experience of the students will be recorded so as to identify their overall outlook about the university. On the basis of the findings, the study will draw a conclusion and will make some recommendations. Sampling Sampling is a process by which a subset of the population is chosen (Deming, 1996; J. Gliem and R. Gliem, 2003). It helps researchers to gain an overall perception of the overall population. According to Thompson (2012), sampling consists of selecting some part of a population to observe so that one may estimate something about the whole population (p. 1). Since, the study aims to get insights into the perception of students about university; the sample population for this study will be the students of the university, who are currently undergoing the course (Weisberg, 2005; Sekaran and Bougie, 2009). As mentioned earlier, the sample population for the study are the students of the university, but the sample size will dependent upon the convenience population range. The convenience range is 134 and therefore on the basis of that the sample size suggested by Raosoft (software to determine the sample size from the overall population) is 100. The convenience range is 95%.The calculation for the same is presented below. The sampling process used to select the subset of population from the pool is simple random sampling. The reason behind using simple random sampling is that it will allow every sample will have the opportunity to get chosen for participating in the study. The calculation for the same is presented below. Figure 1 – Sample Size Calculation (Source: Raosoft, 2004) Data Collection Once the sample population, sample size by using suitable techniques have been determined, the next step is to shed light on the data collection techniques or procedures (Aswathappa, 2010; Blaxter, Hughes and Tight, 2006). The data collection period will last for 10 days and the same has been displayed in a Gantt chart. Since, there is a stringent time limitation; the data will be collected with the help of questionnaire survey. However, apart from time limitation, questionnaire survey will be more convenient and needs less expense than other forms of data collection techniques (Bryman, 2008; Dlabay and Scott, 2010). The data for this process will be collected with the help of questionnaire. It should be also noted that the questionnaire will be pre coded. A brief description about the questionnaire is presented below: - Questionnaire Survey In this study structured questionnaire survey will be conducted by using closed ended questions (Andrew, Pederson and McEvoy, 2011). The questionnaire has 12 questions and has been created by considering the 3 factors involved in the study namely views, perception and experience of the students about the university. The detailed questionnaire for this project can be found in the appendix section (Appendix 1). Data Findings and Analysis This section of the study will highlight the findings from the survey and will also analyse the findings. The data will be arranged by using specialized software and it will be analysed with the help of SPSS (Statistical package for social science). Case Processing Summary N % Cases Valid 100 100.0 Excludeda 0 .0 Total 100 100.0 a. Listwise deletion based on all variables in the procedure. The case processing summary highlights that among the total number of respondents everybody has answered each question and has not skipped any. This was important for the study to get the desired result. However, the study will also carry out reliability test of the questions. This has been done with the help reliability statistics, KMO and Bartlett's Test and Item-Total Statistics in the subsequent section. Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items .825 .825 12 Cronbach’s Alfa (?) Reliability ? ? 0.9 Excellent 0.9 >? ? 0.8 Very Good 0.8 >? ? 0.7 Good 0.7 > ? ?0.6 Moderate 0.6 >? Poor (Source: Saunders, Lewis, & Thornhill, 2007) The Cronbach's Alpha value in this study was found to be 0.825 which is greater than 0.8. This clearly reflects that all the questions chosen for this study are highly reliable. From the table it is evident that the reliability of the questions is very good (0.9 >? ? 0.8). Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Squared Multiple Correlation Cronbach's Alpha if Item Deleted Importance of university degree 38.7300 25.553 .527 .447 .808 Enhancing professional skill 38.8800 24.935 .592 .441 .802 Enhancing knowledge 38.8700 25.104 .485 .486 .811 Interpersonal skill 38.7900 24.996 .551 .394 .805 Appropriate fees 38.7600 25.134 .514 .356 .808 Pedagogy 38.7800 25.446 .400 .268 .820 Assessment pattern 38.7000 24.596 .630 .529 .799 Diversified students 39.0400 27.372 .362 .321 .820 Discrimination 39.0700 27.258 .340 .293 .822 Benefit in professional field 38.8100 25.267 .571 .482 .804 Desired learning 38.7200 25.375 .507 .431 .809 Value addition in job 38.8100 27.226 .283 .225 .825 The table above makes it apparent that only the deletion of the last question of the questions which was related with “university learning as a value addition tool” will touch Cronbach's Alpha value and hence there is no requirement of deleting any questions in the questionnaire. KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .781 Bartlett's Test of Sphericity Approx. Chi-Square 348.878 df 66 Sig. .000 The KMO and Bartlett's Test table reflects that the Kaiser-Meyer-Olkin (KMO) value is 0.781 which is greater than 0.6. This again signifies that the questions are valid and have correlation among them. The Sphericity significance is less than 0.5 which means that the questions can be used and has the ability to serve the purpose of the study. Descriptive Statistics N Minimum Maximum Mean Std. Deviation Skewness Kurtosis Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Std. Error Importance of university degree 100 2.00 5.00 3.6300 .74745 -.754 .241 .225 .478 Enhancing professional skill 100 1.00 5.00 3.4800 .77172 -.537 .241 .332 .478 Enhancing knowledge 100 1.00 5.00 3.4900 .87033 -.485 .241 -.213 .478 Interpersonal skill 100 1.00 5.00 3.5700 .80723 -.820 .241 .447 .478 Appropriate fees 100 1.00 5.00 3.6000 .82878 -.760 .241 .386 .478 Pedagogy 100 1.00 5.00 3.5800 .93398 -.959 .241 .492 .478 Assessment pattern 100 1.00 5.00 3.6600 .78135 -1.003 .241 1.100 .478 Diversified students 100 2.00 5.00 3.3200 .61759 .458 .241 .326 .478 Discrimination 100 2.00 5.00 3.2900 .67112 .401 .241 .300 .478 Benefit in professional field 100 1.00 5.00 3.5500 .74366 -.551 .241 .726 .478 Desired learning 100 1.00 5.00 3.6400 .79798 -.472 .241 .502 .478 Value addition in job 100 2.00 5.00 3.5500 .77035 -.103 .241 -.311 .478 Valid N (listwise) 100 The above analysis of descriptive statistics was carried out to identify the mean value of the responses and get an idea of the central tendency of the data. Moreover, this analysis was also meant for identifying the variance and skewness of the distribution. The findings made it evident that majority of the mean value of each questions lied between a range of 3.5-3.7, which means that majority of the respondents have almost agreed to the questions put forward. The standard deviation of the responses was mostly between 0.7 - 0.9, which means that moderate dispersion exists in the responses. Hence, it can be stated that not much dispersion is present in the data set and was mostly inclined towards the mean value. The moderate skewness also reflects that the distribution was almost symmetrical. In the similar way, the moderate value of kurtosis and absence of outlier in the distribution reflects that the nature of the curve is mesokurtic. Communalities Initial Extraction Importance of university degree 1.000 .679 Enhancing professional skill 1.000 .578 Enhancing knowledge 1.000 .706 Inter personal skill 1.000 .440 Appropriate fees 1.000 .389 Pedagogy 1.000 .447 Assessment pattern 1.000 .639 Diversified students 1.000 .656 Discrimination 1.000 .469 Benefit in professional field 1.000 .635 Desired learning 1.000 .544 Value addition in job 1.000 .675 Extraction Method: Principal Component Analysis. The communalities table above made it evident that a number of factors have been important in gaining the responses. The factors such as importance of university degree, enhancing professional skill, enhancing knowledge, assessment pattern, diversified students, benefit in professional field, value addition in job and desired learning have extraction value more than 0.5. Hence, the aforementioned factors played a crucial role in the variation of the responses and can be deemed as high load value. Total Variance Explained Component Initial Eigen values Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings Total % of Variance Cumulative % Total % of Variance Cumulative % Total % of Variance Cumulative % 1 4.217 35.143 35.143 4.217 35.143 35.143 2.838 23.649 23.649 2 1.495 12.455 47.598 1.495 12.455 47.598 2.052 17.100 40.749 3 1.145 9.545 57.143 1.145 9.545 57.143 1.967 16.394 57.143 4 .873 7.271 64.414 5 .794 6.620 71.034 6 .719 5.990 77.024 7 .693 5.775 82.799 8 .590 4.919 87.718 9 .484 4.035 91.753 10 .407 3.393 95.146 11 .293 2.444 97.590 12 .289 2.410 100.000 Extraction Method: Principal Component Analysis. The above table was meant to shed light on the total variance. It is evident from that table that all factors were extracted. The initial Eigen value for the first six factors was 4.217, 1.495, 1.145, .873, .794 and .719 and it accounted to around 77%. Rotated Component Matrixa Component 1 2 3 Importance of university degree .820 .058 .054 Enhancing professional skill .672 .344 .091 Enhancing knowledge .838 .054 -.031 Interpersonal skill .483 .350 .290 Appropriate fees .455 .282 .320 Pedagogy .480 -.114 .451 Assessment pattern .493 .156 .610 Diversified students .040 .076 .806 Discrimination -.087 .450 .509 Benefit in professional field .186 .647 .427 Desired learning .217 .656 .260 Value addition in job .091 .795 -.188 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 6 iterations. The rotated component matrix table has made it evident the question set had 3 different factors which was highlighted previously. In the first component, the factors such as importance of university degree, enhancing professional skill and enhancing knowledge have value greater than 0.6, which means that these factors have been crucial and have contributed significantly in the variation of responses about the views of the students. On the other hand, factors such as benefit in professional field, desired learning and value addition in job have more value than 0.6, which means that these factors have been crucial and have contributed significantly in the variation of responses about the perception of the students about the industry. In the similar way, assessment pattern, diversified students and enhancing professional skill have value greater than 0.6, which means that these factors have been crucial and have contributed significantly in the variation of responses about the experience of the students about the university. The next section of the study will shed light on the responses of the students. Importance of university degree Frequency Percent Valid Percent Cumulative Percent Valid Disagree 10 10.0 10.0 10.0 Neutral 23 23.0 23.0 33.0 Agree 61 61.0 61.0 94.0 Strongly Agree 6 6.0 6.0 100.0 Total 100 100.0 100.0 Enhancing professional skill Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 9 9.0 9.0 10.0 Neutral 36 36.0 36.0 46.0 Agree 49 49.0 49.0 95.0 Strongly Agree 5 5.0 5.0 100.0 Total 100 100.0 100.0 Enhancing knowledge Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 14 14.0 14.0 15.0 Neutral 28 28.0 28.0 43.0 Agree 49 49.0 49.0 92.0 Strongly Agree 8 8.0 8.0 100.0 Total 100 100.0 100.0 Interpersonal skill Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 11 11.0 11.0 12.0 Neutral 24 24.0 24.0 36.0 Agree 58 58.0 58.0 94.0 Strongly Agree 6 6.0 6.0 100.0 Total 100 100.0 100.0 Appropriate fees Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 11 11.0 11.0 12.0 Neutral 23 23.0 23.0 35.0 Agree 57 57.0 57.0 92.0 Strongly Agree 8 8.0 8.0 100.0 Total 100 100.0 100.0 Pedagogy Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 3 3.0 3.0 3.0 Disagree 13 13.0 13.0 16.0 Neutral 16 16.0 16.0 32.0 Agree 59 59.0 59.0 91.0 Strongly Agree 9 9.0 9.0 100.0 Total 100 100.0 100.0 Assessment pattern Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 9 9.0 9.0 10.0 Neutral 20 20.0 20.0 30.0 Agree 63 63.0 63.0 93.0 Strongly Agree 7 7.0 7.0 100.0 Total 100 100.0 100.0 Diversified students Frequency Percent Valid Percent Cumulative Percent Valid Disagree 5 5.0 5.0 5.0 Neutral 61 61.0 61.0 66.0 Agree 31 31.0 31.0 97.0 Strongly Agree 3 3.0 3.0 100.0 Total 100 100.0 100.0 Discrimination Frequency Percent Valid Percent Cumulative Percent Valid Disagree 8 8.0 8.0 8.0 Neutral 59 59.0 59.0 67.0 Agree 29 29.0 29.0 96.0 Strongly Agree 4 4.0 4.0 100.0 Total 100 100.0 100.0 Benefit in professional field Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 6 6.0 6.0 7.0 Neutral 36 36.0 36.0 43.0 Agree 51 51.0 51.0 94.0 Strongly Agree 6 6.0 6.0 100.0 Total 100 100.0 100.0 Desired learning Frequency Percent Valid Percent Cumulative Percent Valid Strongly Disagree 1 1.0 1.0 1.0 Disagree 6 6.0 6.0 7.0 Neutral 32 32.0 32.0 39.0 Agree 50 50.0 50.0 89.0 Strongly Agree 11 11.0 11.0 100.0 Total 100 100.0 100.0 Value addition in job Frequency Percent Valid Percent Cumulative Percent Valid Disagree 8 8.0 8.0 8.0 Neutral 38 38.0 38.0 46.0 Agree 45 45.0 45.0 91.0 Strongly Agree 9 9.0 9.0 100.0 Total 100 100.0 100.0 The above tables have made it evident that majority of the responses have either agreed or strongly agreed with the questions put forward to them. Hence, from the findings it can be concluded that the views, perception and the experience of the respondents are positive for the university as most of them supported the education system of the university. Furthermore, it can also be concluded that knowledge, pedagogy, course fee, cross cultural diversity and ability of the education to enhance one’s professional skill among other play imperative roles in influencing the decision of a student to select a university. Correlations Views Perception Experience Views Pearson Correlation 1 .564** .400** Sig. (2-tailed) .000 .000 N 100 100 100 Perception Pearson Correlation .564** 1 .445** Sig. (2-tailed) .000 .000 N 100 100 100 Experience Pearson Correlation .400** .445** 1 Sig. (2-tailed) .000 .000 N 100 100 100 **. Correlation is significant at the 0.01 level (2-tailed). The correlation table above has made it evident that views have weak-positive correlation with the perception. Similarly, weak- positive correlation can be also found in case of Perception and Experience. Therefore it can be surmised that views about the institution may or may not influence the experience of the candidate. Conclusion The study was about finding the perception views and experience of the students regarding the university. Several factors or variables have been chosen to identify the perception of the students of the university. However, from an overall point of view it can be stated that the students of the university have positive outlook towards the institutions. Despite that, a number of students have disagreed on the ability of the university to enhance professional skill, diversified students and discrimination. Hence, the university can make further improvements in these contexts. Reference List Aswathappa, K., 2010. International Business. 4th ed. New Delhi: Tata McGraw-Hill Education. Blaxter, L., Hughes, C. and Tight, M., 2006. How to Research. 3rd ed. New York: McGraw-Hill International. Bryman, A., 2008. Social Research Methods. 3rd ed. Oxford: Oxford University Press. Coombs, R. and Hull, R., 1998. Knowledge management practices and path-dependency in innovation. Research Policy, 27 (3), pp. 237-253. Deming, W. E., 1996. Some Theory of Sampling. New York: Courier Dover Publications. Dlabay, L. R. and Scott, J. C., 2010. International Business. 4th ed. Connecticut: Cengage Learning. Gliem, J. A. and Gliem, R. R., 2003. Calculating, interpreting, and reporting cronbach’s alpha reliability coefficient for likert-type scales. [online] Available at: [Accessed 10 July 2013]. Hesse-Biber, S. N., 2011. Emergent Technologies in Social Research. Oxford: Oxford University Press. Hitt, M. A., Ireland, D. and Hoskisson, R. E., 2010. Strategic Management: Competitiveness and Globalization, Concepts. 9th ed. Connecticut: Cengage Learning. Raosoft, 2004. Sample size calculator. [online] Available at: [Accessed 10 July 2013]. Saunders, M., Lewis, P., and Thornhill, A., 2007. Research methods for business students. 4th ed. New Jersey: Pearson Education. Sekaran, U., and Bougie, R., 2009. Research Methods for Business. 5th ed. Chichester, West Sussex: John Wiley& Sons. Thompson, S. K., 2012. Sampling. New Jersey: John Wiley & Sons. Weisberg, S., 2005. Applied linear regression. 3rd ed. New Jersey: Wiley. Appendix Appendix I – Questionnaire I. Do you think university degree is important for career growth? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree II. Do you think university learning can enhance professional skills? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree III. Do you think university learning helps in increasing knowledge? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree IV. Do you think university education enhances interpersonal skills? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree V. Do you think the fees structure of the university is justified? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree VI. Do you think pedagogy is relevant to the standards claimed? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree VII. Do you think the assessment pattern of the university is fair? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree VIII. Do you think the presence of students from different cultural backgrounds increases the cross cultural management skills of the students? 1 Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree IX. Do you think the university has discriminated with students? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree X. Do you think that the the experience provided by the industry has been beneficial? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree XI. Do you think that you have been able to obtain the desired learning from the university? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree XII. Do you think that university learning and expiries has provided with an added advantage in the professional field? 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree Appendix II - Responses of the Students Q1 Q2 Q3 Q4 Average Q5 Q6 Q7 Q8 Average Q9 Q10 Q11 Q12 Average 5 5 5 5 5 4 4 3 3 3.5 3 5 5 5 4.5 4 3 4 2 3.25 4 4 3 3 3.5 3 3 3 3 3 3 2 2 4 2.75 2 4 3 4 3.25 3 4 4 4 3.75 4 4 2 3 3.25 4 4 3 3 3.5 3 3 4 4 3.5 3 2 3 3 2.75 4 4 3 3 3.5 4 3 3 4 3.5 4 4 4 4 4 4 4 4 3 3.75 3 4 4 4 3.75 4 4 3 4 3.75 2 4 4 3 3.25 3 3 3 4 3.25 5 5 5 4 4.75 4 1 4 4 3.25 2 4 4 3 3.25 4 4 4 5 4.25 4 2 4 3 3.25 4 4 4 4 4 3 3 4 4 3.5 5 2 4 3 3.5 3 3 5 4 3.75 4 4 3 4 3.75 4 5 4 4 4.25 3 3 3 4 3.25 4 4 4 4 4 4 3 4 4 3.75 4 4 4 4 4 3 4 3 4 3.5 3 3 4 3 3.25 4 3 4 4 3.75 4 4 3 3 3.5 4 4 4 3 3.75 3 4 4 4 3.75 2 1 2 2 1.75 2 2 2 3 2.25 3 1 1 3 2 2 3 3 2 2.5 2 2 2 3 2.25 3 4 4 3 3.5 4 3 4 4 3.75 2 4 4 3 3.25 3 4 4 3 3.5 4 4 4 4 4 4 4 4 3 3.75 3 3 5 4 3.75 4 4 4 5 4.25 4 4 4 3 3.75 3 2 2 5 3 4 3 2 4 3.25 4 2 2 3 2.75 3 3 2 4 3 4 4 4 4 4 4 2 4 3 3.25 3 4 4 4 3.75 4 4 4 4 4 3 4 4 3 3.5 3 4 3 3 3.25 4 3 5 4 4 3 5 5 3 4 3 3 5 3 3.5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 4 3 2 2 4 4 3 2 4 5 5 4 3 3 4 4 3.5 4 4 4 3 3.75 3 3 4 3 3.25 4 5 5 4 4.5 4 4 4 4 4 4 3 4 5 4 4 3 3 4 3.5 3 4 4 3 3.5 3 3 2 3 2.75 2 3 1 3 2.25 5 4 4 4 4.25 5 5 5 5 5 4 3 3 4 3.5 3 4 4 3 3.5 3 3 5 4 3.75 3 4 3 4 3.5 4 3 4 4 3.75 3 4 4 4 3.75 3 3 2 2 2.5 4 4 3 3 3.5 3 3 2 3 2.75 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3.75 4 4 4 4 4 4 4 4 4 4 3 4 3 3 3.25 5 3 4 4 4 4 3 3 3 3.25 3 3 3 3 3 4 4 4 3 3.75 4 4 2 3 3.25 4 4 4 4 4 5 4 5 5 4.75 4 4 3 4 3.75 4 4 4 4 4 4 3 4 4 3.75 5 5 5 4 4.75 5 4 4 2 3.75 4 3 3 4 3.5 3 4 4 4 3.75 4 4 4 3 3.75 4 4 4 3 3.75 4 4 4 3 3.75 3 4 4 3 3.5 4 3 3 4 3.5 4 3 5 3 3.75 3 4 4 5 4 4 4 4 3 3.75 4 3 3 3 3.25 4 3 3 3 3.25 3 4 3 4 3.5 4 3 4 4 3.75 4 3 4 4 3.75 4 4 4 3 3.75 4 5 4 3 4 3 4 4 3 3.5 4 4 4 4 4 4 3 4 4 3.75 4 4 4 3 3.75 3 3 3 4 3.25 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3.5 5 4 4 5 4.5 3 3 5 3 3.5 4 3 2 3 3 4 2 4 3 3.25 3 3 3 3 3 4 4 5 4 4.25 4 4 4 3 3.75 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 3.5 3 3 4 3 3.25 2 3 3 3 2.75 4 4 4 3 3.75 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 3 4 3 3.75 3 4 4 4 3.75 3 3 3 4 3.25 4 4 4 4 4 4 4 4 3 3.75 4 3 3 4 3.5 4 2 3 3 3 3 3 3 3 3 4 3 4 3 3.5 4 4 3 2 3.25 5 5 5 4 4.75 3 4 4 4 3.75 4 4 3 3 3.5 4 3 3 4 3.5 4 4 4 4 4 4 5 5 5 4.75 4 4 4 5 4.25 4 4 4 3 3.75 4 4 4 4 4 3 4 3 3 3.25 4 4 5 4 4.25 3 5 5 4 4.25 3 4 4 3 3.5 4 3 2 4 3.25 3 4 4 4 3.75 3 4 4 4 3.75 4 3 4 4 3.75 3 4 4 3 3.5 4 4 4 3 3.75 4 4 4 4 4 4 4 4 4 4 4 5 4 4 4.25 2 2 2 4 2.5 2 3 4 4 3.25 4 4 3 2 3.25 2 4 3 3 3 3 4 2 3 3 3 4 3 4 3.5 3 4 3 4 3.5 3 4 4 3 3.5 3 4 4 3 3.5 4 4 4 4 4 3 4 4 3 3.5 3 4 4 3 3.5 4 3 4 3 3.5 3 4 4 3 3.5 3 4 4 4 3.75 2 2 3 2 2.25 4 2 4 3 3.25 3 3 4 4 3.5 2 2 2 3 2.25 1 1 1 2 1.25 4 3 3 5 3.75 2 4 2 3 2.75 3 1 3 3 2.5 3 4 4 3 3.5 3 3 4 4 3.5 4 2 3 3 3 3 3 3 2 2.75 3 3 4 4 3.5 4 4 4 3 3.75 3 4 5 4 4 4 3 3 3 3.25 4 3 4 4 3.75 3 3 3 3 3 3 4 3 1 2.75 3 4 3 2 3 3 2 3 3 2.75 4 4 2 4 3.5 4 4 3 4 3.75 4 4 4 2 3.5 4 4 3 2 3.25 4 4 4 3 3.75 3 3 3 3 3 3 4 4 4 3.75 2 5 3 3 3.25 3 3 3 3 3 4 4 4 3 3.75 3 4 3 3 3.25 2 2 3 3 2.5 4 3 4 4 3.75 4 4 4 4 4 3 4 4 2 3.25 4 4 4 4 4 5 4 4 2 3.75 3 3 3 4 3.25 4 3 4 3 3.5 4 4 4 3 3.75 4 5 4 4 4.25 3 3 4 4 3.5 3 4 4 3 3.5 3 3 3 3 3 3 3 3 2 2.75 4 4 4 3 3.75 3 3 4 4 3.5 3 3 2 2 2.5 2 2 2 3 2.25 2 3 3 4 3 5 4 4 4 4.25 4 4 4 3 3.75 5 4 4 3 4 4 4 3 3 3.5 4 3 4 4 3.75 4 4 3 4 3.75 3 5 3 5 4 5 5 4 3 4.25 3 5 3 4 3.75 4 3 4 4 3.75 4 4 4 3 3.75 3 4 4 4 3.75 4 4 4 3 3.75 3 4 4 4 3.75 4 4 4 4 4 4 4 4 3 3.75 3 4 4 3 3.5 2 3 4 3 3 4 3 4 4 3.75 3 4 3 3 3.25 4 4 3 4 3.75 5 5 5 5 5 5 5 5 4 4.75 4 4 5 5 4.5 4 4 4 4 4 4 3 4 3 3.5 3 4 3 4 3.5 4 4 4 4 4 4 4 5 5 4.5 4 4 4 4 4 3 2 4 2 2.75 3 3 2 2 2.5 2 2 3 3 2.5 4 2 3 2 2.75 2 4 2 3 2.75 2 2 2 2 2 2 3 3 4 3 4 4 4 4 4 3 3 2 2 2.5 2 2 2 2 2 2 2 2 3 2.25 3 2 3 2 2.5 4 4 4 4 4 4 4 4 3 3.75 3 4 4 4 3.75 Read More