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The document presents a statistical investigation into factors affecting academic performance at Guimaras State University across three programs: BSIT, BSEd, and BSBA. Using inferential statistics, the study found that attending review sessions and increasing study hours positively impact GPA, while significant differences in performance were noted among programs. Recommendations include expanding review sessions and promoting effective study strategies to improve overall student success.

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3 views2 pages

Activity 2

The document presents a statistical investigation into factors affecting academic performance at Guimaras State University across three programs: BSIT, BSEd, and BSBA. Using inferential statistics, the study found that attending review sessions and increasing study hours positively impact GPA, while significant differences in performance were noted among programs. Recommendations include expanding review sessions and promoting effective study strategies to improve overall student success.

Uploaded by

tacadaosabandanna
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Activity 2

Danna Frances S. Tacadao – MAEd Soc Sci

Using Inferential Statistics to Understand Academic Performance


Across Programs
As a research analyst at Guimaras State University, I conducted a
statistical investigation to explore the factors influencing students’
academic performance across three college programs: BSIT, BSEd, and
BSBA. By applying inferential statistics, I was able to draw meaningful
conclusions from a sample of 150 students, using techniques such as
estimation, hypothesis testing, regression analysis, and ANOVA.

1. Sampling and Estimation of GPA


By randomly selecting 150 students, I ensured that the sample was
representative of the broader student population. Using this data, I constructed
a confidence interval for the average GPA, which provided a reliable range
within which the true university-wide GPA likely falls. This allowed us to estimate
academic performance with statistical certainty, even without surveying every
student.
2. Hypothesis Testing on Review Session Attendance
I tested the hypothesis that attending review sessions has a significant impact
on GPA using a t-test. The results showed a statistically significant difference in
GPA between students who attended review sessions and those who did not.
This implies that review sessions are beneficial and positively influence
academic performance.
3. Correlation and Regression Analysis of Study Hours and GPA The analysis
revealed a positive correlation between hours of weekly study and GPA.
Regression analysis further confirmed that study hours are a strong predictor of
academic success. The model showed that as study hours increase, GPA tends
to rise, highlighting the importance of consistent study habits.
4. ANOVA and Non-Parametric Tests Across Programs
To determine if academic performance varied by program, I conducted ANOVA
and non-parametric tests. The results indicated a statistically significant
difference in average GPA among BSIT, BSEd, and BSBA students. This suggests
that program-specific factors—such as curriculum design or instructional
methods—may influence student outcomes.
5. Interpretation and Recommendations
Overall, the findings underscore the importance of structured review sessions
and dedicated study time in boosting academic performance. Differences across
programs suggest a need for tailored academic support. I recommend
expanding access to review sessions, promoting effective study strategies, and
conducting further research into program-specific challenges to enhance
student success university-wide.

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