What is the correlation between student cumulative GPA and the number of hours spent on school work each week? Be sure to include the computations or StatCrunch output to support your answer. The answer is R= 0.30790085. StatCrunch output: Correlation between “Q10 What is your cumulative Grade Point Average at Kaplan University?” and “Q11 How many hours do you spend on school work each week?” is: 0.30790085 b) Is the correlation what you expected? No‚ I expected the correlation to be higher
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Statistics course. The different variables include areas related to the student’s academic factors as well as factors related to the student’s personal life. The academic related variables are: course of study‚ study hours per week‚ semester credit hours‚ GPA‚ class year‚ semester and class time. The personal life variable is: work hours per week. All of the above listed variables are highly related to a students’ ability to succeed in a Business Statistics course. The main purpose of this research paper
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AB‚ Marianito T. Taeza‚ AB‚ and G. Regil D.Valera‚ BSCE Registrar’s Office‚ Divine Word College of Bangued June 1‚ 2011. The objective of this study was to examine factors such as age‚ gender‚ high school graduated from‚ and Grade Point Average (GPA) in fourth year and to identify whether these factors could distinguish differences among students based on academic performance. A survey was made from the available data at the Registrar’s Office. The researchers looked into the records of the first
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RACE DIFFERENCES IN IQ A Commentary on Rushton and Jensen (2005) Richard E. Nisbett University of Michigan J. P. Rushton and A. R. Jensen (2005) ignore or misinterpret most of the evidence of greatest relevance to the question of heritability of the Black–White IQ gap. A dispassionate reading of the evidence on the association of IQ with degree of European ancestry for members of Black populations‚ convergence of Black and White IQ in recent years‚ alterability of Black IQ by intervention programs
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students missed class due to illness‚ and GPA. In accordance with the health behavior model‚ we hypothesized that students with a low emotional stability personality trait are susceptible to more health problems causing them to miss class due to illness‚ resulting in a negative correlation between the two variables. We also expect that the higher a student’s emotional stability is‚ the higher their GPA is likely to be‚ therefore resulting a positive correlation between the two variables. The more a
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MZA‚ and DZA twins to answer a questionnaire. The questionnaire was designed to measure Subjective Well-being (SWB) and the results were grouped. The correlation in the SWB scores between the MZ twins was 0.44 and 0.52 between MZA twins. The correlation between DZ twins was close to zero and similarly for DZA twins as well. In all‚ the correlation was less than 0.05 between happiness and educational levels‚ income‚ social status‚ marital status‚ and
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and found their IQs correlated +.75. The similarity of the correlations supports the reliability and validity of the genetic basis of intelligence. Further research support would be Horn (1983) who reported findings from the Texas Adoption Project‚ which involved almost 500 adopted children. The correlation between the adopted children and their biological mothers was +.28‚ and between the adopted children and their adoptive mothers was even lower at +.15. Both of these correlations although very
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Taylor Browne Title Can you have best of both worlds? Question In a group of high school students‚ is there a correlation between relationship status and GPA? Introduction High school is great time for many people. You start to find yourself‚ meet new friends‚ and find love. Some parents tell their children that they don’t need to be relationship because they need to focus on school. Students in high school can’t see their boyfriends or girlfriends until homework is done. Parents sometimes even
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another may show the opposite pattern. Nevertheless‚ subtests measuring different abilities tend to be positively correlated: people who score high on one such subtest are likely to be above average on others as well. These complex patterns of correlation can be clarified by factor analysis‚ but the results of such analyses are often controversial themselves. Some theorists
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academic success. A short survey was composed based on average amount of caffeine consumed per day measured in milligrams and academic performance measured by GPA. This survey was administered through Survey Gizmo to Dr. Pleskac’s PSY 395 class‚ and a total of 59 participants completed the survey. Overall‚ there was a slight‚ negative correlation between amount of caffeine consumed per day on average and academic performance. Increases in caffeine consumed on average were negatively correlated with
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