Sleepy Grades

By: Cassie Cooper, Addey McAninch, Christa

August

Introduction
In this project, we used a sample survey to
determine if the number of hours of sleep a
student gets affects his or her GPA. We
predicted that with a less amount of hours of
sleep, the lower the GPA of the students will
be with a positive and strong correlation.

Data Set
Population is the entire group of
individuals being studied. The
population of our sample survey is all of
the students at the DuBois Area High
School.
A sample is the part of the population
from which we actually collect data
from. The population of our sample
survey is the 25 students we
interviewed.
A variable is any characteristic of an
individual. The variables in our sample
survey are the average amount of sleep
a student gets and his or her GPA.

Data Table

Graph

Interpreting r and r2
Correlation is what describes the direction and the
strength of a straight line relationship. The correlation
between the hours of sleep and the persons GPA is
0.118.
The coefficient of correlation is the variation in the
values of y that are explained by the least squared
regression line of y on x. In our sample survey, the
coefficient of correlation was 0.014.
If r=0.118, the correlation is positive meaning as the
number of hours of sleep increases, the GPA also
increases. The correlation of 0.118 means the correlation
is weak meaning it is not very valid. If then r 2= 0.014,
then any prediction made has a 1.4% variation.

Prediction
We predict that if a person sleeps for 10
hours, their GPA will be 96.358% with a 1.4%
variation.
Y= 0.326x + 93.098
Y= 0.326 (10) + 93.098
=96.358%

Lurking Variables
People with jobs = less study time
Higher class weights= higher difficulty
With less time to study their GPA could
decrease
With higher difficulty their GPA could also
decrease

Conclusion
Hypothesis: As the amount of sleep the
student gets increases, their GPA will also
increase.
Our hypothesis was partially correct: correct
in direction but not in strength. The strength
was weak, and we were expecting a
moderate strength.

Works Cited

Andrulonis, Emily. Personal interview. 4 May 2015.

Andrulonis, Melia. Personal interview. 4 May 2015.
Angheloiu, Alexandria. Personal interview. 4 May 2015.
August, Christa. Personal interview. 6 May 2015.
Brennan, Harrison. Personal interview. 4 May 2015.
Cooper, Cassandra. Personal interview. 6 May 2015.
Cooper, Christina. Personal interview. 1 May 2015.
Desalve, Dayna. Personal interview. 6 May 2015.
Gregorio, Dominic. Personal interview. 6 May 2015.
Hayes, Benjamin. Personal interview. 4 May 2015.
Hopkins, Abigail. Personal interview. 1 May 2015.
Jamison, Abigail. Personal interview. 4 May 2015.

Works Cited Contd

Kister, Katelyn. Personal interview. 1 May 2015.

McAninch, Addeson. Personal interview. 6 May 2015.
McAninch, Haley. Personal interview. 4 May 2015.
McGinnis, Matthew. Personal interview. 6 May 2015.
McMillen, Maitland. Personal interview. 4 May 2015.
Muir, Morgan. Personal interview. 6 May 2015.
Pyne, Rebecca. Personal interview, 6 May 2015.
Royer, Braden. Personal interview. 6 May 2015.
Shaffer-Doan, Arianna. Personal interview. 6 May 2015.
Smith, Lindsey. Personal interview. 6 May 2015.
Spenard, Jacquelynn. Personal interview. 1 May 2015.
Wayne, Kalee. Personal interview. 6 May 2015.
Zaffuto, Bethany. Personal interview. 4 May 2015.