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Correlation of Student

Grades with Class


Schedule
Bandong, Cruz, Dosol,
Gonzales, Maningas, Martinez
CE 21 – Engineering Statistics
When are we at our

peak?
VS.
Circadian Rhythm
PROBLEM STATEMENT
• how to prevent unwieldy schedule
• conclusions from the statistical concepts
used in the study
• give recommendations that might help
students in choosing a better time for
their majors and weighty subjects

Scope and Limitation
• samples are in the first year level
• the method of teaching of Math 17
professors
• the number of students per class
• how conducive the learning in a class is,
• no verification has been done when data
are gathered
• grades computed from the samples were
tentative
• Since data was gathered by survey,
honesty is not fully assured from the
students
Objectives
• -To determine whether or not the time of
the class affects the performance of the
students.
• -To advice the admin how to schedule the
subjects to be offered.
• -To advice the teachers how to approach
the students at certain times.
• -To advice the students how to act
/approach a certain subject at different
times of the day.

Significance

Subjects
Fairly Easy Difficult
*GE* ES 200
PE (walking) CE 188
ES 1 CE 202
Significance
T W Th F
7-8:30
8:30-10 ES 1 PE ES 1 PE
10-11:30 CE 202 CE 202
11:30-1 *GE* *GE*
1-2:30 ES 200
2:30-4 ES 200 CE 188 CE 188
4-5:30 CE 21 CE 21

W o u ld yo u w a n t th is sch e d u le ?
What subject should we gather
data?
The subject…

• Should have many timeslots


• Should have departmental exams
• Students from diff. courses should be
taking it

Why Math 17?
• Many timeslots
• Many students
• Long exams are pretty much the
same

How to gather data?
• Math 17 profs did not give us the
grades of their classes
• So a survey was done, the students
aren’t 100% honest, but we can ask
them personal questions
Survey questions
• Class schedule
• How many classes do you have
before this?
• What grade do you think you
deserve?
• LE grades and Midterms
• If you could change the class
schedule, when will you put it?
Compute for the student’s
grade
• Math 17 formula:
 1/3 Finals + 4/9 LE average + 2/9
Midterms
• Formula Used:
 1/3 Midterms + 2/3 (LE1 + LE2 +
LE3)
• Some classes don’t have LE4 and LE5
yet
STATISTICAL CONCEPTS
Graphical representation

Histogram boxplot
Least Squares Line

Trimmed Mean
Hypothesis Testing
T-test
Results and Discussions
G o o d G ra d e d e fin e d a s: G ra d e > Class 1: 8:30 – 9:45
80 Class 2: 10:00 –
11:15
T d istrib u tio n w a s u se d o n Class 3: 11:30 –
C la sse s 1 -4 12:45
Class 4: 1:00 – 2:15
N o rm a l d istrib u tio n w a s u se d o n Class 5: 2:30 – 3:45
C la ss 5
H 0: μ ≥ 80% H1: μ < 80%
Findings:
Ranking in terms of
 Ranking on how

performance: students would


1.2:30 Class (33.72) grade themselves:
2.8:30 Class (33.69) 1.8:30 Class – 1.698
3.11:30 Class (30.82) 2.2:30 Class – 1.76
4.1:00 Class (29.87) 3.11:30 Class – 1.88
5.10:00 Class (20.37) 4.10:00 Class – 1.882
6. 5.1:00 Class – 1.92

7. 6.

8.
Conclusion
• No correlation between the two variables
• “Peak” classes exist!
– Students want these classes
Recommendations
• Consider other external factors
– On the spot testing results
– Actual exam preparations
– Number of samples per class

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