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Group A6 Report
Group A6 Report
Gary Lewallen
26 April 2019
It is well-known that a lot of factors go into whether or not students contribute to their
responsibilities regarding their education. After given a list of a few said factors, our group
decided to narrow down our research to one very prominent factor: work. We asked ourselves,
“How common was it for student schedules to have conflicts between work and school?” In
order to collect data for our research question, we asked our respondents a series of questions
through Google Forms. Our questions included what year the respondents were in; how long
they might have been employed at their current job; whether or not they actively make time for
homework; the number of hours they spend in class; the average number of hours they work in a
week; their cumulative GPA; and how often school and work actually conflict. In total, our
ninety-one respondents, fifty-three were freshmen. As the class level went up, the number of
respondents decreased; there were twenty sophomores, thirteen juniors, four seniors, and one
graduate student replying to the survey. Due to the obvious fact that the data collected was
primarily representing freshmen, it was data only really accurate for this specific sample. With
that being said, all the data that the respondents had provided us with should be taken with a
when one might consider that many of the respondents are still freshman students. Of the
unemployed students, most are self-sufficient with twenty-three of them stating as such. The
remaining nine are unemployed, but likely actively looking for a job. As for the employed
respondents, most of them haven’t even been employed for a full year at their current job. The
chart below also indicates that there is a lower likelihood that any given respondent of the survey
has been employed at the same place for an extended period. Out of the ninety-one respondents,
only eighteen of them have been holding their current occupation for more than four years.
The grade point averages, or GPA, reported by respondents had a surprisingly large range
to them. With the lowest GPA at 1.38 and the highest GPA at 4.25, it is clear to see that the
group of respondents for this survey had varying levels of academic ability. No definitive mode
can be ascertained from the data since the averages are measured to the nearest hundredth,
meaning a mode from the results could come from only two or three averages being exactly the
same. From the whole host of respondents, the average GPA turned out to be a respectable 3.31,
meaning that most of them are at a good place in school if they can all come together to provide
a decent GPA the way they did. Interestingly enough, the median of the GPA data was a 3.41,
meaning the average is quite close to the exact middle of the sample group.
The average GPA per class level all fell within a closer range of numbers, the lowest
being 2.95 and the highest being 3.47. The graduate student average should be seen with some
skepticism since there is only a single graduate student. The same goes for the senior class, with
a small sample size of four students--although, the fact that their class was the only one to fall
below a 3.0 average shows how having such a small sample number might skew results. Seeing
that the freshman class ended up with the highest average GPA, it can be deduced that this
for homework and studying, or are unsure about it. The data shows that most of the respondents
are very aware of their schedules and are given the opportunity to be good with time
management. Eighty-four respondents replied that they do, indeed, set aside time to study and do
homework.
The following chart compares time spent in class and the average time spent at work. For
the respondents that are currently employed, it can be seen that a lot of time is devoted to work.
Looking at the averages, class hours average at twelve while work hours average at fourteen. The
mode of each data set is what tells us that a majority of respondents are unemployed though, with
the most common work hour average being zero. Meanwhile, the most common amount of time
for class hours is ten, which isn’t too far off from the average. While the work time minimum is
zero, due to the unemployed, the class time minimum being three means that the respondent with
that answer likely only has one class across a whole week. As for the maximums of either group,
it is plain to see that work demands far more time with the class max being twenty-four and the
As seen in the chart below, a large number of respondents reported having few schedule
conflicts. That can be attributed to the number of unemployed students as they have no
secondary priority to take up time in their schedules the way an employed student would. Despite
that, this chart still makes it clear that frequent conflict between work and school is not all that
common. A little less than fifty respondents reported that they had any conflict between their job
and their school life. Even when there might be a schedule conflict, most respondents indicated
that those issues arose at a rate that was not terribly frequent.
When looking at scheduling conflicts with only the unemployed in mind, the graph
changes to show that most working students face only infrequent conflicts between work and
school. The more frequent conflicts become, the fewer respondents there are for that category.
Even when discounting the responses of unemployed students, the “Never” category of conflict
frequency is third compared to the other categories. As seen with the previous table, having work
and school conflict from “very often” to “always” is a minority, showing that many respondents
attain a job, whether they may be a freshman or a senior, their schedule does become more
demanding. Looking at the respondents, particularly those with a job, a good amount have stated
that they do not face an overwhelming number of scheduling conflicts. However, “occasionally”,
“very often”, and “always” are still positive responses in indicating that there is a work conflict.
After conducting this research, some new questions have risen, such as how much a student’s
GPA might drop if they were to take on more work hours. As a group, we decided that if this
project were to be done again, we would ask different questions to better hone in on what our
main topic is. Our group feels as though the questions we asked this time were too specific,
making the process of calculating and analyzing the resulting data a bit more difficult than we
anticipated. Overall, this was an interesting project to undertake and seeing the results from
respondents was fascinating with how varied they were. In conclusion, with moderation in class
hours, work hours, and the routine of studying or doing schoolwork, there would be less conflicts