Are Gender, Opinions about Religion, and Attending Parties

Associated with Students’ Grade Point Averages?

Caye Clack

Kennesaw State University

 Introduction

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Method

Data Collection

During the 2004-2005 school year students in statistics classes at a university in the

northeastern United States completed surveys in which they reported their grade point averages,

genders, how many days per month they attended parties, and how important they considered

religion to be in their lives.

Analysis

This study was an observational study based on survey results. Microsoft Excel Office

365 was used to conduct the statistical analysis. Effects were considered statistically significant

at the alpha = 0.05 significance level.

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 Exploratory Data Analysis

The findings from our exploratory data analysis are summarized below.

Variable Description Type of Data Values Notes

Name
Sex Student’s gender Categorical; Male, Participants were
nominal Female approximately equally
divided by gender
GPA Student’s grade Quantitative; GPA ranged The average GPA was
point average continuous from 1.5 to 4.0 a B.
with 4.0 being an
A
ReligImp How important Qualitative; Not, Students were most
students rated ordinal Fairly, likely to report religion
religion in their Very as fairly important.
live
PartyDays The number of Quantitative; The number of The data are right
days students discrete party days skewed with eight high
reported ranged from outliers.
attending parties none to 31
per month

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 As shown in Table 1 and Figure 1 below, slightly more than half (55%) of the

participants in the study were female.

Table 1: Relative Frequency Distribution of Sex

Distribution of Students at a University in the
Northeastern United States, 2004-2005, n = 690
Gender Frequency Relative Frequency
Female 382 0.55
Male 308 0.45
Total 690

Figure 1: Pie Chart of Sex Distribution of

Students at a University in the Northeastern
United States, 2004-2005, n = 690

As shown in Table 2 and Figure 2, most of the students surveyed (68%) reported

considering religion to be of some importance in their lives. Slightly less than one-third (32%)

considered religion unimportant.

Table 2: Relative Frequency Distribution of

How Important Students at a University in the
Northeastern United States Considered
Religion, 2004-2005, n = 690
How Important Frequency Relative Frequency
Fairly 319 0.462
Not 222 0.322
Very 149 0.216
Total 690

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Figure 2: Bar Chart of How Important Students at
a University in the Northeaster U.S. Considered
Religion, 2004-2005, n = 690

Data Analysis

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Conclusion

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