Today we will present our findings in poster format during class and learning about other analyses conducted in class. This will allow my group to further simplify our findings and generalize our conclusion of no statistical significance found between extracurriculars and cumulative GPA at VMI. We still need to finish our research paper and reflective essays but once those two items are solidified, the significance of this study and, overall, the course will be more apparent.

After plugging in the results of the survey, my group found that there is no statistical significance of extracurriculars both currently and in high school with cumulative GPA at VMI. This proves the null hypothesis of our study and justifies the possible theory that more free time may provide individuals with the means to get work done in comparison to those who are involved within the corps. Further analysis should include specific majors and application requirements for these extracurriculars at VMI.

As we begin our research project and get our IRB application approved, my group and I will begin applying the statistical and data analysis presented in the homework towards the data we will collect. The following presents what will be analyzed in our research:
Research Q: Why do some VMI cadets have higher GPAs than others?

Theory: Those who are not as involved in the corps will have lower GPAs than those involved with extracurricular activities also lack in time commitment and work ethic. One can assume that being involved does not let cadets slack on their work, but in reality the correlation is more closely linked to the actual involvement in extracurriculars; they have the effect of development, career aspirations, school attendance, social standing among peers, reduced delinquency, lower dropout rates, reduced drug use, and most significantly future success. Being involved with extracurriculars thus promotes time-management skills and ambitions which can cause students to strive for better grades and put the time into studying.

Hypothesis:

HYP 1- time management/involvement in extracurriculars – If a cadet is highly involved
within activities in the corps such as clubs, rank, extracurricular activities, etc; the cadet will have a higher GPA compared to a cadet who is not as involved in the corps.

HYP 2- If a cadet spends more time (hours) studying per day, then they will have a higher GPA.

HYP 3- If a cadet has better natural abilities at retaining knowledge, then they will have a higher GPA.

Method: random sample of 100 cadets (90 males, 10 females to accommodate the representation of the population) between the classes of 2021, 2020, and 2019.Collecting extracurriculars, major, and GPA.

We will be handing out the surveys today and analyze the data after all 100 samples are collected and combined. I’m interested to see what the correlation between the variables will present.

Worksheet 7 has been pretty repetitive but it reinforces the concept of Chi-square and other measures of association, which have been concepts I’ve struggled with in Statistics. Starting this chapter I was a little hesitant because of all the different measures, but after putting crosstabs to practice and comparing values in the scenarios, I feel much more confident validating statistical significance for variables. I’ve learned that chi-square is used to determine if an observed crosstab relationship deviates from the expectations of the null hypothesis. I’ve learned that if both variables are ordinal, Somer’s d is the appropriate measure of association, reporting the strength of a relationship. I also learned that Somer’s d is a proportional reduction in error which tells you the extent to which the values of the independent variable predict the values of the dependent variable. These lessons this chapter and their implementation in Worksheet 7 will further my understanding with variable relationships and help me better analyze statistical significance, especially once I begin my research project.

It is still difficult for me to fully comprehend the applicability of SPSS to the research paper we will be completing by the end of this semester but by utilizing the program each week, it is making me more familiar with the concepts I was never able to grasp during Statistics. For example, Worksheet 6 of this week involves analyzing the means of variables using the T charts, Lower and upper bounds, t-values, p-values, mean differences, and mean comparisons. Though I was introduced these concepts in Statistics class, we always had to calculate them on our own (which I didn’t enjoy so much). What I like about SPSS is that you just plug in the variables and suddenly you have the numbers you need without using any equation. This program was designed specifically for political science majors, making it so much easier to conduct a statistical analysis without having to do calculations. I don’t mind doing the worksheets because they are very straightforward. This makes it easier to reinforce these concepts and start thinking about the research paper, my theories, hypotheses, and variables I will be comparing.

As the class progresses and I’m starting to get a grip on the whole SPSS program and the purpose of the course, I’m starting to enjoy IS 301 and understand the significance data analysis plays in political science. This course will be a crucial trade once I begin preparing my Honors Thesis and even the research projects assigned this semester. Though SPSS was difficult to understand initially, once I figured out how to properly download it and started with Worksheet 1, I realized all I have to do is read the chapters in Pollock’s workbook and I will understand the process. One thing that still worries me is being able to apply this program and in my production of the Honors Thesis and research projects without having the workbook tell me exactly what to do. If I wasn’t being walked through each step with Pollock holding my hand telling me exactly what to do and when, I don’t believe I would be able to finish the worksheets on time. That being said, I realize I have to approach the worksheets differently and start comprehending each step and the significance to it. Once I do that, I will be able to translate the processes over to my actual research. Also, once the group work picks up and we start using SPSS to solidify our theories and hypotheses, I will gain a better understanding for the applicability of SPSS.

When I first saw that IS 301- Techniques of Computer Analysis, I was quite concerned. I had no idea what the class would entail or how I would approach it, being your typical IS major who freaks out seeing any type of statistic or graph when reading an article. I was not a fan of AP Statistics whatsoever and tried to avoid the course and its materials as much as possible as a college student. I expect this course to be a lot of what I am trying to avoid: numbers, graphs, and interpreting and analyzing statistics and data. So far the class seems to be moving at a pace which will allow me to embrace the benefits of working with statistics in political and social sciences. I simply know I will have to work hard in this class in order to obtain these benefits.