Professional Documents
Culture Documents
Group 8
Professor Lewallen
As many know college is not cheap nor is living on one's own. In order to create a
sustainable life as a young adult, many students will opt to secure a part time job in order to be
able to feed oneself and live a life outside of school. With this being said, we wanted to observe
the effects of jobs on academic performance. In order to collect all of these answers we used
Google Docs Form, across several classes we collected 130 responses total. In order to achieve
an idea of the demographic that were answering we asked for gender, whether or not they have a
job on campus, the year they are currently(Freshmen, Sophomore, Junior, Senior or Post Bacc),
the school they belonged to, amount of credit hours they were taking, employment status (Full-
time, Part-time, or seasonal), which they paid more attention to (school or work), which extent
are they able to find time to do class work at the level expected of them, and finally their GPA.
The purpose of these questions were to find out how jobs affect academic performance, as the
effect of employment status on academic performance and what the employment status of these
students were.
Discussion
This is the first graph we included in our presentation. It represents our audience, which
consisted of mostly freshmen students. This data is crucial to have because it allows us to
compare the job/school relationship between different grade levels. We had a total of 130
Figure 1
This next graph breaks up the respondents by their gender. We had a total of 20 males,
107 females and 2 people who preferred not to state their gender. This information is also
valuable because it allows us to see the difference between genders in regards to how they work
with having a job and attending school. This information also allows us to determine if there is a
specific gender that favors work over school, or if the different genders have any similarities and
differences.
Figure 2
In this next graph, we wanted to take things further and see which genders acquired a job
during their time here this semester. Our results showed us that, 2 males were full time, 18
females, and 0 prefer not to say. Secondly, 11 males were part time, 67 females, and 2 prefer not
to say. Lastly, 6 males were seasonal, 22 females and 0 prefer not to say. This did not come as a
huge surprise as our female demographic was much larger but we were fascinated to find the
Figure 3
The next graph we decided to create shows the relationship between the type of job
individuals have (part-time, full-time or seasonal) and the amount of credit hours they are taking.
Based off of the data, most students that have a part-time job are taking a total of 17 credit hours.
Full-time jobs are the least present amongst our respondents, which indicates that there is a
pattern going on. The one student that is taking >=21 credits has a full-time job, which is
surprising since we figured the higher the credits, the less work hours a student has.
Figure 4
Years and employment show what type of job individuals have and what grade level they
are in. Most students have a part-time job, then second up is a seasonal job. The data also
suggests that most students, regardless of their grade level, have a part-time job over a full-time
or seasonal one.
Figure 5
In the spirit of measuring all aspects of academic life/ performance, we decided to
measure how much time these students felt they had for school on a scale of 1-10. (one being no
time and 10 being a lot.) A majority of students answered a 7 which is a fair amount of time.
With this being said, many also answered 8,9, and 10 which tells us that many of these employed
students felt that they still had an immense amount of time left over for school. This tells us that
regardless of employment status, most students have time for a job and school.
Figure 6
Figure 7
Our group wanted to know how focus was affected with these students and where their
focus was designated and essentially which was prioritized over the other (school or work). A
substantial amount of students who worked part time hours focused on school where a marginal
amount focused on school. The same situation occurs for students who worked seasonal jobs. In
terms of full-time students, the individuals here devoted more attention and focus to work over
school. Essentially this shows us that the few students working full- time hours dedicated more
In this final analysis, we wanted to see how being employed as a student affected overall
academic performance in the way of grade point average. We measured this on the standard
GPA scale (1.0-4.00), with this being said only 4 individuals had a 1.99 or below and they were
part time students. 5 full-time students had between 2.00 and 2.99, 13 part-time and 6 seasonal.
Between 3.00 and 3.99 there were 14 full-time students, 56 part-time, and 17 seasonal. Lastly, 2
full-time students had a 4.00, 8 part-time, and 5 seasonal. We found that regardless of
When overlooking the data, our group concludes that having a job does not necessarily
affect school performance. Most of our respondents have a part-time job and still hold an above
average GPA. About 68% of students stated that they have enough time to focus on school and
get their school work done. On a scale from 1-10, most students said they are at a 7 in terms of
having enough time for school. Zero respondents stated that they felt they had zero time to focus
on school.
In regards to our topic, some other questions we could potentially ask can be:
1. How often do you call off of work in order to catch up on school work?
2. What type of job do you have, and do you feel this type of job is beneficial or
These three questions can help our group gather more detailed information, and can help our
conclusion. If our group was able to do this project over again, we would probably start by
making sure we have a good comparison to look at. Asking the question about whether or not
they have a job is very important because it can be useful to compare the data. We would be able
to see if students are less stressed out when they are jobless, as opposed to students who have a