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Oakes, Chapman, Shaffer 1

Worky Boi

Lane Shaffer, Kip Chapman,


and Malachi Oakes

Introduction
Oakes, Chapman, Shaffer 2

Our project was a sample survey in which we surveyed 11th grade students who have
Stats II in their first semester, who also have part-time jobs. We asked students what their first
quarter stats grade was, as well as how many hours a week they worked on average during the
first quarter. Our hypothesis was that if average hours worked per week increases, then first
quarter stats grade will decrease with moderate, negative correlation. We predicted the exact
correlation to be -.420.

Data Set
Population - The entire group of individuals being studied
Our population was all 11th graders who have Stats II in their first quarter.
Sample - A part of the population from which we actually collect data
Our sample was the 25 surveyed 11th graders who have Stats II in their first quarter.
Variable - Any characteristic of an individual
Our explanatory variable was the number of hours worked by students and our response variable
was the students’ grades. We identified these variables using our knowledge that the explanatory
variable is plotted on the horizontal axis and the response variable is usually the y. In addition to
this, it is common sense that the “response” variable would respond to the explanatory variable
(Grades are a response of hours worked).
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Oakes, Chapman, Shaffer 4

Outliers
Lane and Malachi were 2 outliers. They were furthest from the regression line, which
means they have the biggest variation. They didn’t follow the correlation closely. Lane had a
high stats grade but also worked a lot of hours, and Malachi had a lower stats grade and didn’t
work very many hours.

Interpret r and r2
Correlation - describes direction and strength of a straight line relationship
The correlation of our project is -.532
This means the correlation is negative and the strength is moderate. So on a graph, the line of
best fit would start in the top left corner and end towards the bottom right corner. This
correlation makes our project somewhat valid. It is somewhat valid because the correlation is not
so high that it completely proves this relationship to be accurate, but not so low that we have to
completely disregard it.
Coefficient of Determination - (r2) variation in the values of y that is explained by the least
squares regression line of y on x
The Coefficient of Determination of our project was .283 which gives our project a 28.3%
variation, making our project 28.3% accurate.
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Prediction
To make a prediction you need to have a least squares regression line. The least squares
regression line is the line that makes the sum of the squares of the vertical line distances as small
as possible. The least squares regression line equation is y = -.396x + 97.447. This equation
states that if you work about 5 hours average a week then you would have a 95.472 grade for the
first quarter in stats.
This is how we came up with that answer:
x=5
y= -.396(5) + 97.447
y = -1.975 + 97.447
y = 95.472

Lurking Variable
A lurking variable is a variable that has an important effect on the relationship among the
variables in a study, but is not the explanatory variable itself. One lurking variable would be the
amount of extracurricular activities that a student participated in. This could also affect you first
quarter stats grade. Another lurking variable would be your effort into school. If you give more
effort, then you could have a higher stats grade. This causation is confounding because the
lurking variables can cause the explanatory and response variables to change, but we don’t know
exactly how it is affected.

Conclusion
Our hypothesis was if average hours worked per week increases, then first quarter stats
grade will decrease with a moderate, negative correlation. Our correlation is -.532 which is both
negative and has moderate strength, which makes our correlation somewhat valid but our
hypothesis correct. Since the direction of the graph was negative it means the more hours you
worked the lower the stats grade.
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Works Cited

Bankovich, Andrea. Personal interview. 12 Dec. 2017.

Brown, Ian. Personal interview. 12 Dec. 2017.

Chapman, Henry. Personal interview. 12 Dec. 2017.

Cruz, Jon. Personal interview. 11 Dec. 2017.

DeSalve, Chelsea. Personal interview. 12 Dec. 2017.

Ferdarko, Hayden. Personal interview. 11 Dec. 2017.

Frano, Jordan. Personal interview. 8 Dec. 2017.

Giles, Corey. Personal interview. 11 Dec. 2017.

Klebacha, Tanner. Personal interview. 11 Dec. 2017.

Knarr, Lucas. Personal interview. 8 Dec. 2017.

Knarr, Noah. Personal interview. 11 Dec. 2017.

Martini, Ali. Personal interview. 12 Dec. 2017.

McCluskey, Dylan. Personal interview. 11 Dec. 2017.

Meterko, Ian. Personal interview. 12 Dec. 2017.

Oakes, Malachi. Personal interview. 12 Dec. 2017.

Pearce, Micah. Personal interview. 11 Dec. 2017.

Perry, Legend. Personal interview. 8 Dec. 2017.

Polohonki, Marissa. Personal interview. 11 Dec. 2017.

Scheider, Eric. Personal interview. 11 Dec. 2017.

Shaffer, Lane. Personal interview. 8 Dec. 2017.

Works Cited
Oakes, Chapman, Shaffer 7

Singler, Josh. Personal interview. 8 Dec. 2017.

Spuck, Hope. Personal interview. 12 Dec. 2017.

Stevens, Kaleb. Personal interview. 11 Dec. 2017.

Tabacsko, Joelle. Personal interview. 8 Dec. 2017.

Werner, Reagan. Personal interview. 12 Dec. 2017.

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