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Correlation of StudentGrades with Class
ScheduleBandong, Cruz, Dosol,
Gonzales, Maningas, MartinezCE 21 Engineering Statistics
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When are we at our
peak?
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.VS
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Circadian Rhythm
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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 fortheir majors and weighty
subjects
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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 thestudents
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Objectives -To determine whether or not the time of
the class affects the performance of thestudents.
-To advice the admin how to schedule thesubjects to be
offered.
-To advice the teachers how to approachthe students at certain
times.
-To advice the students how to act/approach a certain subject at
differenttimes of the day.
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Significance
Subjects
Fairly Easy Difficult*GE*PE (walking)ES 1
ES 200CE 188CE 202
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SignificanceT 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 1884-5:30 CE 21 CE 21
W ou ld you w an t th is sched u le?
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What subject should we gatherdata?
The subject Should have many timeslots
Should have departmental exams Students from diff. courses
should be
taking it
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Why Math 17? Many timeslots Many students
Long exams are pretty much thesame
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How to gather data? Math 17 profs did not give us the
grades of their classes So a survey was done, the students
arent 100% honest, but we can askthem personal questions
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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?
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Compute for the studentsgrade
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 dont have LE4 and LE5yet
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TATISTICAL CONCEPTS
raphi cal represen tat ion
Histogram boxplot
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east Squares Line
r immed Mean
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ypothesis Testing
T-test
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Results and Discussions
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: >G oo d G ra d e d e fin e d a s G rad e8 0
T d istrib u tion w a s u se d on-C lasse s 1 4
N orm a ld istrib u tion w a s u sed on
C lass 5H :0 % 80 H 1: < % 80
: : :Class 1 8 30 9 45: : Class 2 10 00:11 15: : Class 3 11
30
:12 45: : :Class 4 1 00 2 15: : :Class 5 2 30 3 45
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Findings:
Ranking in terms of performance:
1.2:30 Class (33.72)
2.8:30 Class (33.69)3.11:30 Class (30.82)4.1:00 Class
(29.87)
5.10:00 Class (20.37)6.7.
8.
Ranking on howstudents wouldgrade themselves:
1.8:30 Class 1.6982.2:30 Class 1.763.11:30 Class 1.88
4.10:00 Class 1.8825.1:00 Class 1.92
6.
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Conclusion No correlation between the two variables Peak classes
exist!
Students want these classes
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Recommendations Consider other external factors
On the spot testing results Actual exam preparations
Number of samples per class
