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For high school girls, is the number of text messages sent per class related to their composite GPA?

Group 3: Joscie Barrow, Nicole Devey , Megan Hanson, Shealyn Kwan-Smith, and Gregory Morrison. For high school girls, is the number of text messages sent per class related to their composite GPA?. Purpose of Study Megan Hanson.

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For high school girls, is the number of text messages sent per class related to their composite GPA?

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  1. Group 3: Joscie Barrow, Nicole Devey, Megan Hanson, Shealyn Kwan-Smith, and Gregory Morrison For high school girls, is the number of text messages sent per class related to their composite GPA?

  2. Purpose of StudyMegan Hanson • The purpose of our research question was to determine whether or not there is a correlation between number of texts sent per class by high school aged girls and their grade point average. • This question was based on the assumption that increased number of texts sent per class would relate to a lower grade point average.

  3. Study DesignNicole Devey • In order to test our research question, each member from group three asked 4-8 teenage girls; at least one freshman, one sophomore, one junior, and one senior, on average the number of texts sent in a single class and what their overall grade point average is. • The data set included 40 total samples of teenage girls with numerous outcomes. • Keys points and parameters in gathering the data: • Randomly ask 4 teenage girls • (one freshman, sophomore, junior and senior) • Estimation of how many texts they sent in one class • What their overall GPA is

  4. The DataShealyn Kwan-Smith

  5. The First VariableShealyn Kwan-Smith • Number of Text Messages sent per classMean: 61.7Standard Deviation: 120.9667723Five-Number Summary: 0, 3.5, 11, 30, 500Range: 500Mode: 3Outliers: 150, 200, 250, 250, 300, 450, 500

  6. The Second VariableShealyn Kwan-Smith • GPAMean: 3.508Standard Deviation: 0.4376413879Five-Number Summary: 2.3, 3.2, 3.7, 3.825, 4Range: 1.7Mode: 3.7Outliers: None

  7. Stats for Testing CorrelationShealyn Kwan-Smith • r= 0.045122488Line of regression: y=0.000163x+3.49755

  8. Difficulties/Surprises EncounteredJoscie Barrow • Not many difficulties in finding girls to ask, but surprised by the fact that the ones that seemed to text less admitted that they used twitter instead. Even with both distractions on texting and twitter the overall GPA was still pretty high.

  9. AnalysisGregory Morrison • Distribution: • Texts / Class is skewed to the right with the mean at 61.7 texts/class. • GPA is skewed to the left with the mean at 3.5 Correlation: • Correlation Coefficient = 0.04512249 • Critical Value for Sample = 0.315 Since r isclose to zero, there is little evidence that a linear relation exists between the number of texts/class and the corresponding GPA of high school aged girls. Also, since the Correlation Coefficient is much less than the Critical Value, then p > .05 which means that there is less than 95% chance that a relationship exists between texts/class and GPA among high school aged girls.

  10. Interpretation/ConclusionShealyn Kwan-Smith Our group’s correlation coefficient is far too low, compared to the critical value, to consider a correlation between the two variables. According to our data, there is no correlation between a high school girl’s composite GPA and the amount of text messages she sends per class.

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