SRT656 Research Methodology for Behavioural Science and Sport Assignment Sample 2026 | UiTM

Introduction

This chapter examines intrinsic and extrinsic motivation regarding the activity of UiTM United FC fans on Instagram. First, a short introduction and background will be provided, then the study will be presented, then delving into the problem and showing how motivations affect fan social media engagement. The research objectives and questions are then developed to guide the investigation. The chapter also presents research hypotheses, which give a forecast of what is expected based on the existing theories of motivation and social media engagement. It discusses the importance of the study in terms of the contribution it would make to the areas of sports marketing and social media engagement. Next, it outlines the delimitation and limitations of the research, as well as defines the scope of the study concerning potential limitations. Thereafter, the assumptions that grounded the research are presented, and then the definitions of terms, which are operational within the context of the proposed key research work, are given. This, consequently, presents a systematic framework for a thorough understanding of the research on the intrinsic and extrinsic motivators of fan behaviour on Instagram.

Background of the study

In the current digital era, social media has emerged as one of the most significant communication tools, influencing how people communicate, exchange information, and create communities all over the world. Digital media has revolutionised daily life and human contact, as evidenced by the explosive expansion of platforms like Instagram, TikTok, Facebook, and X (previously Twitter(Simon Kemp, 2024). Because users actively create and consume content that shapes their interests, beliefs, and behaviours, social media today plays a major role in education, marketing, entertainment, and lifestyle development in addition to communication (Kaplan & Haenlein, 2010). Given that college students are among the most active users of social media, it’s critical to comprehend how these platforms affect their lifestyles and choices for activities, such as participation in sports and physical exercise.

Over the past ten years, the sports business has seen a significant change in marketing strategies as a result of digital revolution. Digital engagement strategies are gradually supplementing or replacing traditional marketing techniques including posters, leaflets, and television ads. According to (Billings & Hardin, 2014), social media platforms facilitate direct communication with audiences and promote interactive involvement for sports organisations, institutions, and universities. Social media has developed into an effective tool for advertising athletic events and programs, such as track and field competitions, at universities. Social media fosters awareness, excitement, and a feeling of community through online promotion and interaction, all of which can affect students’ propensity to play sports.

Sports organisations and fans can communicate more meaningfully and individually thanks to social media involvement. Behind-the-scenes films, athlete narratives, motivational messages, and tailored material can all foster emotional connections and increase interest in sports (Masayuki Yoshida, 2022). Students may feel more connected to the sport and inspired to participate when they interact with such content by like, sharing, commenting, or following sports-related pages. Higher levels of digital engagement are linked to greater interest in and participation in sport-related behaviours, according to research (Funk & James, 2006). This may be especially important for promoting track and field participation.

Social media has grown in importance in Malaysia as a means of encouraging participation in sports and creating online communities. Social media is increasingly being used by universities to disseminate information about athletes’ accomplishments, training sessions, contests, and sporting events (Mohammad Hamizi Noor & Mohd Shamsudin, 2021). These tactics can help students develop a more active and welcoming sports culture. Social media has the ability to significantly increase student involvement in track and field at Universiti Teknologi MARA (UiTM) by giving sports programs visibility, information, and motivation. However, it’s still unclear how much students’ use of social media affects their real track and field involvement.

Thus, the purpose of this study is to investigate how social media usage affects UiTM students’ track and field involvement. It specifically aims to comprehend how various forms of engagement like interacting with sports information, following athletics pages, and reacting to online promotions affect students’ choices to participate in track and field events. By examining this connection, the study hopes to offer information that can assist marketing and sports management departments at universities in creating more successful digital tactics to boost student participation in sports. In the end, the study advances our knowledge of how social media might be utilised to encourage active lives and boost athletic participation in college settings.

Statement of Problem

University students are increasingly exposed to sports-related content through social media; however, such exposure does not consistently lead to active participation in physical activities. Although social media platforms can motivate, inform, and connect individuals to sports communities, evidence shows mixed effects on actual physical activity behaviour among young adults (Maher et al., 2014). Existing studies predominantly focus on general exercise behaviour or fan engagement rather than sport-specific participation, particularly in track and field events. Furthermore, limited research has examined this relationship within Malaysian higher education contexts, especially among Universiti Teknologi MARA (UiTM) students. This gap is concerning given the rising prevalence of physical inactivity among university students. Therefore, this study seeks to examine the effect of social media engagement on participation in track and field among UiTM students, addressing the need for localized and sport-specific empirical evidence.

Purpose of study

This study examines how social media engagement influences participation in track and field activities among UiTM students. Specifically, it seeks to identify the internal factors, such as motivation, interest, and perceived benefits, as well as external factors, including exposure to sports-related content, peer interaction, and online encouragement, that affect students’ willingness to participate in track and field events. The study aims to provide insight into how social media platforms shape students’ attitudes, awareness, and behavioural intentions toward track and field participation. Additionally, it evaluates the extent to which different forms of social media engagement, such as viewing, liking, sharing, and interacting with athletics-related content, are associated with the frequency and level of students’ participation in track and field activities at UiTM.

Research Questions

The following are the research questions for this study:

1.4.1 What is the level of social media engagement related to track and field among UiTM students?

1.4.2 What is the level of participation in track and field activities among UiTM students?

1.4.3 Is there a significant effect of social media engagement on track and field participation among UiTM students?

Research Objectives

The following are the research objectives for this study:

1.5.1 To determine the level of social media engagement related to track and field among UiTM students.

1.5.2 To identify the level of participation in track and field activities among UiTM students.

1.5.3 To examine the effect of social media engagement on track and field participation among UiTM students.

Research Hypothesis

Below is the research hypothesis that has been found in this study:

H₀₁: There is no significant effect of social media engagement on participation in track and field activities among UiTM students.

H₁₁: There is a significant effect of social media engagement on participation in track and field activities among UiTM students.

Significance of the study

From an academic perspective, investigating the influence of social media engagement on track and field participation among UiTM students contributes to the growing body of knowledge in sports science and communication studies. Digital platforms have been shown to affect physical activity behavior through psychological mechanisms such as motivation, intention, and perceived social support (Plak et al., 2023). Furthermore, systematic reviews indicate that social media–based interventions can enhance physical activity among young adults (Maher et al., 2014). This study provides localized and sport-specific insights, filling the research gap in Malaysia’s higher education context.

From an industry perspective, the findings can guide fitness brands, sports organizations, and event promoters in designing social media strategies that effectively encourage student participation in track and field activities. Well-managed digital content has been shown to increase engagement, participation, and sponsorship potential (Peck & Bolger, 2014)

From a community perspective, understanding how social media engagement translates into real-world participation can promote healthier lifestyles among youth and strengthen social connections through sports. Social support and online encouragement have been identified as critical factors in motivating university students to be physically active.

Finally, from a governmental perspective, the study aligns with Malaysia’s Healthy Malaysia Agenda (Ministry of Health Malaysia (Kementerian Kesihatan Malaysia), 2020) and the National Sports Policy 2021–2030 (Ministry of Youth and Sports Malaysia (Kementerian Belia dan Sukan), 2021), which emphasize youth engagement in physical activity and the use of innovative strategies to increase participation. Insights from this study can inform the Ministry of Youth and Sports (KBS) in developing targeted, social media–based programs to promote track and field participation and enhance overall student wellbeing at UiTM and other tertiary institutions in Malaysia.

Delimitations

This is the scope or boundaries of the study, which aligns with the research objectives to examine the factors that influence social media engagement and its effect on track and field participation among UiTM students. Specifically, this study focuses on the following variables:

1.8.2 This study solely focuses on Instagram as the social media platform, excluding other platforms such as TikTok, Facebook, and X (Twitter), in order to examine the engagement behaviours that uniquely influence students’ participation in track and field.

1.8.2 This study only considers track and field activities, including running, jumping, and throwing events, excluding other sports such as football, badminton, or netball, to maintain a clear research focus.

1.8.3 This study examines both intrinsic motivational factors, such as personal interest and enjoyment, and extrinsic motivational factors, such as peer influence and social media exposure, while excluding other potential influences like academic performance or family support.

Limitations

As with any research, this study has certain limitations that need to be acknowledged when interpreting the findings. The limitations of this study include the following:

1.9.1 Only UiTM students will be included in the study, while students from other Malaysian universities will be excluded. This ensures that the findings accurately reflect the UiTM context. However, self-reported data may be influenced by students’ honesty, recall accuracy, or tendency to provide socially desirable answers. Mitigation: The questionnaire will use reliable and previously validated survey items to reduce bias and improve data accuracy.

1.9.2 The research will focus exclusively on track and field events, including running, jumping, and throwing, while excluding other sports such as football, badminton, or netball to maintain a clear research scope. Since the study is limited to UiTM students, the findings may not be generalizable to other Malaysian universities or regions. Mitigation: The sample will include students from various UiTM campuses, programs, and year levels to improve representativeness.

1.9.3 The study will consider major social media platforms such as Instagram, TikTok, Facebook, and X (Twitter), as these are the most commonly used among UiTM students. Unequal usage of social media may occur due to variations in internet access, interest in sports, or familiarity with specific platforms, which could influence engagement levels.

Assumptions

This study is based on several key assumptions that support its design and ensure the validity of the findings. It is assumed that participants will provide honest and accurate responses, as they will be assured that all answers are confidential and used solely for academic purposes, reducing the likelihood of socially desirable responses. It is also assumed that the selected UiTM students will adequately represent the larger population of students who engage with social media and participate in track and field activities, given that the sample will include students from multiple campuses, programs, and academic levels to ensure diversity and representativeness. Furthermore, it is assumed that participants will clearly understand all survey items, as the questionnaire will be written in simple and clear language and pre-tested to confirm interpretability. Finally, it is assumed that external factors, such as weather, academic workload, or personal health, will not significantly influence students’ responses or participation, as data will be collected during a regular academic semester when university sports and academic activities are ongoing.

Operational terms

2.1.1 Social Media Engagement

Social Media Engagement refers to users’ interactions with online content, including activities such as liking, commenting, sharing, and the amount of time spent on social media platforms (“A PREDICTIVE MODEL OF EXPRESSIVENESS BASED ON DEMOGRAPHIC AND SOCIO-ECONOMIC FACTORS OF THE INDIAN YOUTH: A SELF -PERCEPTION,” 2020). In this study, social media engagement specifically refers to the level of interaction that UiTM students have with sports-related content, such as track and field posts, athlete updates, and event promotions, across platforms including Instagram, TikTok, Facebook, and X (Twitter).

2.1.2 Track and Field Participation

Track and Field Participation refers to involvement in running, jumping, and throwing sports for recreational or competitive purposes (World Athletics, 2021). For this study, track and field participation encompasses UiTM students’ active engagement in track and field activities, including training, competition, or volunteering for UiTM-organized athletics-related programs.

Conclusion

In conclusion, this chapter establishes the foundation for investigating the relationship between social media engagement and track and field participation among UiTM students. The study is contextualized within the growing influence of social media on young adults’ physical activity behaviours, where platforms such as Instagram, TikTok, Facebook, and X (Twitter) play a significant role in shaping awareness, motivation, and participation in sports. By examining both intrinsic factors, such as personal interest and enjoyment, and extrinsic factors, such as peer influence and exposure to sports content, this study aims to provide a deeper understanding of how digital engagement can encourage active involvement in track and field activities. The insights gained from this research are expected to inform university sports programs, digital engagement strategies, and national initiatives to promote physical activity, thereby contributing to both academic knowledge and practical applications in Malaysian higher education and sports development.

Literature Review

Introduction

The increasing prevalence of social media has transformed the way university students access information, interact with peers, and participate in activities, including sports. Platforms such as Instagram, TikTok, Facebook, and X (Twitter) are no longer limited to entertainment; they have become influential tools for promoting awareness, shaping motivation, and encouraging behavioural engagement in physical activities (Kaur & Singh, 2020). In the context of higher education, social media can serve as a bridge between online exposure and real-world participation, particularly in track and field, which encompasses running, jumping, and throwing activities (Zhou, Zhang, & Liu, 2021).

This chapter reviews the existing literature on three key constructs of the study: social media engagement, sport motivation, and track and field participation. It explores how interactions with digital content influence students’ motivation and actual involvement in athletics programs, highlighting the mechanisms through which digital engagement can translate into physical activity. By examining these constructs, the chapter aims to provide a theoretical and empirical foundation for understanding the relationship between social media and sports participation among UiTM students.

Social Media Engagement

Social media use has become a significant factor influencing how individuals engage with various aspects of life, including sports. Platforms such as Facebook, Instagram, TikTok, and X (formerly Twitter) not only facilitate communication but also shape users’ perceptions, motivations, and behaviours through visually appealing content, real-time updates, and interactive features (Simon Kemp, 2024). These platforms are particularly influential among young people and university students, who represent one of the most active user groups. Digital engagement has been associated with increased awareness and interest in sports, both of which are essential precursors to active participation. (Masayuki Yoshida, 2022) describe engagement as the emotional, cognitive, and behavioural involvement that connects individuals to sport-related content or organizations, suggesting that higher levels of online engagement may foster stronger psychological connections to sport.

Sport Motivation

Sport motivation plays a critical role in translating social media engagement into actual behaviour. Prior research on sport fandom indicates that individuals who are highly engaged tend to develop stronger emotional attachments, loyalty, and a greater willingness to participate in related activities (Funk & James, 2006). Although much of this literature focuses on fan behaviour, the underlying principles are applicable to physical activity participation. Positive emotions, perceived enjoyment, and a sense of belonging generated through social media interactions can reinforce motivation and increase intentions to engage in sports. However, motivation is not automatically generated through exposure alone; it is strengthened when content provides social support, encouragement, and clear pathways for involvement (Li et al., 2025)

Track and Field Participation

Despite high levels of social media engagement, online interaction does not always translate into actual participation in sports such as track and field(Kaplan & Haenlein, 2010) argue that engagement indicators like likes and comments reflect online activity but do not necessarily lead to sustained offline behaviour unless content effectively motivates action. Track and field participation involves active involvement in running, jumping, and throwing activities, either recreationally or competitively, and requires a stronger behavioural commitment than passive online engagement. In the Malaysian context, social media use is widespread among university students, and higher education institutions increasingly rely on digital platforms to promote extracurricular activities. Studies indicate that social media can influence lifestyle choices and physical activity levels among Malaysian students (Mohammad Hamizi Noor & Mohd Shamsudin, 2021). However, empirical research specifically examining the influence of sports-related social media content on track and field participation remains limited.

Conceptual Framework

The conceptual framework for this study establishes a structured “digital-to-physical” pathway, examining how social media interactions ultimately drive real-world athletic behavior among UiTM students. At the start of this journey is Social Media Engagement, the independent variable defined by the level of digital interaction—such as liking, sharing, and commenting—that students have with track and field content across platforms like TikTok and Instagram. This digital stimulus does not operate in a vacuum; instead, it triggers Sport Motivation, which serves as the essential internal bridge or mediating factor. According to recent findings, this motivation is significantly strengthened when social media content provides social support and clear pathways for involvement, rather than just passive exposure. Finally, this process culminates in Track and Field Participation, the dependent variable representing the physical manifestation of digital interest through active training, competition, or volunteering in UiTM-organized athletics programs. By linking these variables, the framework tests whether a student’s digital “likes” can be effectively converted into “laps” on the track, moving from online awareness to sustained physical participation.

Summary section

In conclusion, the conceptual framework shows how UiTM students’ participation in track and field, social media use, and sports motivation are related. Students are exposed to sports-related content, peer interaction, and inspirational messages through social media involvement, which is positioned as a major influencing factor.

Methodology

Introduction

This chapter specifically describes the research methods for conducting the study. This chapter essentially explains how to obtain, present, and analyze the necessary data and information to answer research objectives and questions. The components of this chapter are a description of the design of the research, the steps for developing the research instrumentation, the population and sampling, the procedure for data collection, data analysis, pilot test, and the conclusion.

Research Design

In this study, a quantitative research approach is employed to achieve the research objectives. Quantitative research is widely used across various social science disciplines, including physical activity, sports science, health, and communication studies, due to its effectiveness in examining relationships between variables. To meet the objectives of this study, quantitative research is selected to investigate the effect of social media use on track and field participation among UiTM students. Data will be collected using a structured survey questionnaire to measure students’ levels of social media engagement and their involvement in track and field activities. The collected data will then be statistically analysed to determine the relationship and the extent to which social media engagement influences students’ participation in track and field.

Population, sample and sampling techniques

The population refers to the entire group of individuals that the researcher intends to investigate in a study (Neuman, 2014). In this research, the target population comprises all Universiti Teknologi MARA (UiTM Shah Alam), with an estimated population of 42,908 students. These students represent the relevant group for examining the relationship between social media engagement with sports-related content and participation in track and field activities.

UiTM students are selected as the population of interest because they are active users of social media platforms and are regularly exposed to digital sports content disseminated by universities, sports organisations, and peers. Consequently, this population is appropriate for assessing how online engagement influences actual involvement in track and field activities within a university setting.

The sample size for this study was determined using G*Power version 3.1, a statistical power analysis software commonly applied in social science and sport research to estimate adequate sample sizes for relationship-based studies. Since the present study aims to examine the relationship between social media engagement and track and field participation among UiTM students, a correlation analysis was selected in GPower. The analysis was conducted using an alpha level (α) of 0.05, which is the conventional threshold for statistical significance, and a statistical power of 0.80, indicating an 80% probability of detecting a true effect if it exists. In line with previous sport and behavioural studies, a medium effect size (r = 0.30) was assumed, as recommended by (Cohen, 2013) for social science research when the expected strength of relationships is moderate. Based on these parameters, the GPower analysis indicated that a minimum sample size of 84 respondents is required to reliably detect a significant relationship between the study variables. To enhance the robustness of the findings, reduce potential non-response bias, and improve the representativeness of the UiTM student population, this study targets a larger sample size than the minimum required by G*Power.

The population of this study consists of UiTM students who use social media and are exposed to sports-related content, particularly content related to track and field. Using simple random sampling, participants will be selected randomly from the UiTM student population without considering faculty, campus, or year of study, provided they meet the inclusion criteria. This approach ensures that students with varying levels of social media engagement and track and field participation are equally likely to be included in the sample.

By adopting simple random sampling, the study ensures that the collected data accurately reflect the diversity of UiTM students, thereby strengthening the validity and reliability of the results. This sampling technique supports the research objective of examining the relationship between social media engagement and track and field participation by providing unbiased and statistically sound evidence.

Instrumentation

This study adopts an English-language structured questionnaire to measure social media engagement and track and field participation among UiTM students. Following established survey research procedures, participants’ responses are measured using a 5-point Likert scale, ranging from Strongly Disagree (1) to Strongly Agree (5). The use of a 5-point Likert scale is appropriate for this study as it provides sufficient response variability while remaining simple and easy for respondents to understand, particularly among student populations.

Previous research suggests that 5-point Likert scales reduce respondent confusion and cognitive load, thereby improving response accuracy and completion rates (Dawes, 2008). Additionally, (Revilla et al., 2014) found that 5-point scales offer an optimal balance between reliability and respondent effort, especially in online surveys. Given that this study involves a large and diverse sample of UiTM students, the 5-point Likert scale is considered suitable for capturing clear and reliable perceptions related to digital engagement with sports content and actual participation in track and field activities.

A structured questionnaire was developed to investigate the influence of social media engagement on students’ participation in track and field activities at Universiti Teknologi MARA (UiTM). The instrument was adapted from previously validated questionnaires, including (Masayuki Yoshida, 2022) on fan engagement and (Funk & James, 2006) on sport involvement, with modifications to suit the context of social media use and track and field participation among UiTM students. The questionnaire measured two main constructs: social media engagement (independent variable) and participation in track and field (dependent variable). Social media engagement was assessed across cognitive, emotional, and behavioral dimensions. The instrument comprised 10 items on social media engagement, 8 items on track and field participation, and 5 demographic items. All items were measured using a 5-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Sample items include: for social media engagement, “I often interact with track and field content on social media” and “Social media posts about athletics motivate me to be more active”; for track and field participation, “I regularly take part in track and field activities at UiTM” and “I am more likely to join track and field events after seeing them promoted on social media.” To ensure content validity, the questionnaire was reviewed by two experts in sports management and one expert in educational research, and a pilot test was conducted with UiTM students. Reliability was confirmed with Cronbach’s alpha values above 0.70 for both constructs, indicating acceptable internal consistency for the study.

Table 3.2: Item of Instrument

Data Collection (Procedures)

The data collection procedure for this study follows a structured three-phase chronological approach, as outlined in the project Gantt chart. The first phase, conducted in January 2025, involves the development of a structured questionnaire adapted from established and validated measurement scales to ensure that the instrument accurately captures social media engagement and track and field participation among UiTM students. The questionnaire is designed to align with the study objectives and the UiTM context.

The second phase, carried out in February 2025, consists of a pilot study conducted over a three-week period to assess the clarity, reliability, and internal consistency of the survey items. Feedback obtained from the pilot test will be used to refine the questionnaire prior to the main data collection.

The third phase, conducted between April and June 2025, involves the main data collection using an online, self-administered questionnaire distributed to UiTM students selected through simple random sampling. The required sample size was determined using G*Power statistical power analysis, assuming a medium effect size (f² = 0.15), a significance level of α = .05, and a statistical power of .80 for relationship testing. Based on these parameters, a minimum of 84 respondents is required to ensure adequate statistical power for hypothesis testing (Faul et al., 2009)

Ethical approval for this study will be obtained in April 2026 from the UiTM Research Ethics Committee to ensure that all procedures comply with institutional and international ethical standards, including informed consent, voluntary participation, anonymity, and confidentiality. Participant anonymity and confidentiality will be strictly maintained throughout the data collection process to protect respondents and ensure the integrity of the study.

Data Analysis

The data analysis for this study is carefully designed to examine the relationship between social media engagement and track and field participation among UiTM students. Following the data collection phase, all responses will be entered into a statistical software program, such as SPSS version 30.0, to ensure accuracy, reliability, and proper management of the dataset. Descriptive analyses will first be conducted to summarize the demographic profiles of participants and the levels of social media engagement and track and field involvement. Subsequently, inferential statistical tests, including correlation and regression analyses, will be performed to determine the strength and direction of the relationship between social media engagement and students’ participation in track and field activities.

Table 3.4: Data Analysis

Summary

Chapter 3 outlines the research methodology employed to examine the relationship between social media engagement and track and field participation among UiTM students. A quantitative research design was adopted, using a structured online questionnaire as the primary data collection instrument. The questionnaire was developed from validated scales and adapted to reflect the study context, measuring students’ social media engagement and their participation in track and field activities.

The target population comprises all UiTM students in Malaysia, and the required sample size was determined using G*Power analysis, resulting in a minimum of 84 respondents to ensure adequate statistical power for relationship testing. Participants will be selected through simple random sampling to guarantee equal chances of inclusion and enhance representativeness. The data collection procedure follows a three-phase approach: questionnaire development, pilot testing for reliability and clarity, and the main data collection, with ethical approval scheduled for April 2026.

For data analysis, descriptive statistics will be used to summarize levels of social media engagement and track and field participation, while inferential statistics, specifically Pearson correlation will assess the strength and direction of the relationship between the two variables. Chapter 3 ensures that the methodology is rigorous, ethical, and suitable for answering the research questions and testing the study’s hypotheses.

Finding

Introduction

This chapter presents the findings of the study entitled The Effect Between Influence of Social Media Engagement Towards Participation in Track and Field Among UiTM Students. The findings are presented according to the research objectives. This chapter consists of respondents’ demographic information, the level of social media engagement, the level of participation in track and field, and the relationship between the variables based on SPSS analysis.

Respondents’ Demographic Profile

A total of 91 UiTM students participated in this study.

4.2.1 Age

Table 4.1 Distribution of Respondents by Age

Description

Table 4.1 shows the age distribution of the respondents. The majority of respondents were 24–26 years old (46.2%), followed by 21–23 years old (28.6%). Respondents aged 27 years old and above accounted for 17.6%, while 18–20 years old represented 7.7% of the total sample.

4.2.2 Gender

Table 4.2 Distribution of Respondents by Gender

Description

Table 4.2 presents the gender distribution of the respondents. Female respondents represented the majority with 53 respondents (58.2%), while 38 respondents (41.8%) were male.

4.2.3 Faculty

Table 4.3 Distribution of Respondents by Faculty

Faculty            Frequency       Percentage (%)

FPE                 9                      9.9

FSK                 23                    25.3

FSKM             24                    26.4

FSPPP             20                    22.0

FSR                 15                    16.5

Total                91                    100.0

Description

Table 4.3 shows the respondents according to faculty. The largest group came from FSKM (26.4%), followed by FSK (25.3%), FSPPP (22.0%), FSR (16.5%), and FPE (9.9%).

4.2.4 Year of Study

Table 4.4 Distribution of Respondents by Year of Study

Year                Frequency       Percentage (%)

Year 1             38                    41.8

Year 2             21                    23.1

Year 3             15                    16.5

Year 4             17                    18.7

Total                91                    100.0

Description

Table 4.4 indicates that Year 1 students formed the largest proportion (41.8%), followed by Year 2 students (23.1%), Year 4 students (18.7%), and Year 3 students (16.5%).

4.2.5 Level of Involvement in Track and Field

Table 4.5 Level of Involvement in Track and Field

Level   Frequency       Percentage (%)

Never involved           4          4.4

Occasionally involved 40        44.0

Actively training         41        45.1

Faculty/University athlete      6          6.6

Total    91        100.0

Description

Table 4.5 shows that 45.1% of respondents were actively training in track and field, while 44.0% were occasionally involved. A smaller proportion of respondents were faculty or university athletes (6.6%), whereas 4.4% had never been involved.

Research Objective 1

To determine the level of social media engagement related to track and field among UiTM students.

Based on the frequency distributions, most respondents selected Agree (4) and Strongly Agree (5) for all social media engagement statements.

Table 4.6 Summary of Social Media Engagement Responses

Item                                         Agree (%)        Strongly Agree (%)

Follow athletes/sports pages   37.4                 37.4

View related posts                  38.5                 37.4

Watch track and field videos  45.1                 34.1

Like or comment on posts      44.0                 36.3

Share sports content               40.7                 37.4

Interact with athletes/pages     39.6                 35.2

Post track and field activities  44.0                 36.3

Description

Table 4.6 indicates that respondents generally reported a high level of social media engagement related to track and field. For all seven items, the majority of respondents selected either Agree or Strongly Agree. The highest agreement was observed for the statement “I watch track and field videos on platforms such as TikTok, Instagram or YouTube,” with 45.1% selecting Agree and 34.1% selecting Strongly Agree.

4.4 Research Objective 2

To identify the level of participation in track and field activities among UiTM students.

Table 4.7 Descriptive Statistics of Students’ Participation in Track and Field Activities

Description

Table 4.7 presents the descriptive statistics for students’ participation in track and field activities among 91 respondents. The results indicate that respondents generally agreed with all statements, with mean scores ranging from 4.00 to 4.07. The highest mean score was recorded for “I am active in UiTM track and field programs” (M = 4.07, SD = 0.987), suggesting that respondents perceived themselves as actively involved in the university’s track and field programs. Meanwhile, the statements “I participate in track and field training” and “I attend track and field events or competitions” both obtained a mean score of 4.00, indicating a similarly high level of agreement. The standard deviations, ranging from 0.987 to 1.125, show moderate variation in respondents’ opinions. Overall, the findings suggest a positive level of participation in track and field activities among the respondents.