PHASE TWO: Plus Minus Grading System Opinions of Flagler College Students in Fall 2016
Introduction:
On the first phase of this project, the plus minus grading system opinionsof a sample of 150 Flagler College students from fall semester 2016 was explored. In this phase of the report, this same sample of 150 students will be divided into two smaller samples. The two samples are the sample of Flagler College students who have previously attended a school that used the plusminus grading system and the sample of Flagler College students who had not previously attended a school that used the plusminus grading system. For purposes of this report, the two samples will be defined with a simple phrase. The term “PlusMinus Students” will define the sample of those Flagler College students who have previously attended a school that uses the plusminus grading system and the term “Not PlusMinus Students” will refer to the sample of those Flagler College students who did not previously attend a school that used the plusminus grading system. There are 76 PlusMinus Students and 74 Not PlusMinus Students sampled.
Students surveyed answered many other questions. They reported their academic standing, their GPA, and other opinions of the specifics regarding the plusminus grading system . In this report, three comparisons will be investigated. First, a comparison will be made between the reported hours spent studying per week between the PlusMinus and Not PlusMinus Students. Then the responses to if they were aware that Flagler used the grading system and if they thought if the grading system was profitable toward students will be compared between the PlusMinus and Not PlusMinus Students.
Comparison #1: Hours Studying Weekly
The following stacked boxplots and corresponding summary statistics represent the hours spent studying weekly for the PlusMinus Students and Not PlusMinus Students. One of the PlusMinus Students stated that she spent 50 hours a week studying. Since there are 168 hours per week, this is incredible but not impossible. Therefore, this student is included in the sample for this comparison.
Overall, there was not much of a difference in the reported time spent studying per week between the PlusMinus Students and Not PlsMinus Students. The median hours spent studying for the PlusMinus Student was 10 hours per week while the median hours spent studying for the Not PlusMinus Students was the same 10 hours per week. The upper and lower quartiles for the samples were slightly different the first group at 6 and 20 hours and the second group at 5 and 15 hours. The minimum and maximum number of hours studying per week were also very similar (at 0 and between 45 and 50 hours respectively). Both sample distributions had outliers. In fact, the upper fence of 20 hours for the Not PlusMinus Students was greater than the upper fence of 15 hours for the PlusMinus Students. This goes against my intuition that the Not PlusMinus Students would spend less time studying because they believe the plusminus grading system is going to bump their GPA up. Furthermore, the variability of the responses is the slightly different between the two groups based on an IQR of 14 hours for the PlusMinus Students and 10 hours for the PlusMinus Students. It seems that those students who have not yet experienced the plusminus grading system slightly tend to study longer during the week.
Summary statistics for Hours Studying per Week:
Group by: Previously Attended School with PlusMinus Grades

Comparison #2: Knew Flagler’s Use of PlusMinus Grading
The following split bar plot shows that PlusMinus Students and Not PlusMinus Students differ in their responses to their knowledge of Flagler College’s use of the plusminus grading system. Approximately 61% of both groups were not aware and approximately 48% of both groups were aware. This is certainly an interesting result. Regardless of a students’ previous experience of plusminus grading in school they still have a greater chance of not being aware of Flagler’s grading system. This may be a positive factor when thinking about how a student decides on a college. They may be better off not knowing before choosing to keep their interest in programs the school provides a priority.
Comparison #3: PlusMinus Profitable toward Students
The following contingency table compares the responses to PlusMinus Profitable toward Students between the PlusMinus Students and Not PlusMinus Students. Overall, 98 out of the 150 students surveyed believe that plusminus grading system is profitable while only 52 students do not. Thus, 65.3% (98/150) of all the students surveyed feel that plusminus grading system is profitable. Therefore, the majority of the students surveyed feel that plusminus grading system is profitable.
Of the 74 PlusMinus Students surveyed, 54 feel that plusminus grading system is profitable and of the 76 Not PlusMinus Students surveyed, 44 feel that plusminus grading system is profitable. That is, 73.0% (54/74) of the PlusMinus Students feel that plusminus grading system is profitable while 57.9% (44/76) of the Not PlusMinus Students feel that plusminus grading system is profitable. There is certainly a significant difference in opinion on the profitability of the plusminus grading system between these groups.
Conclusion
In this comparison of the opinions between the students surveyed who did previously attend a school that used the plusminus grading system (PlusMinus Students) and those students surveyed who did not attend a school that used the plusminus grading system (Not PlusMinus Students), it was found that these two groups did not differ in the time they invest studying each week and there was a very high percent of difference in their knowledge of Flagler’s use of the plusminus grading system. It was found, that the two groups did differ in their opinion on how profitable they thought the plusminus system would be for students. More of the students surveyed who came previously from a school with the plusminus grading system (PlusMinus Students) felt the grading system would be profitable than the students surveyed who did not previously attend a school with the plusminus grading system (Not PlusMinus Students). This is not surprising to me. If a student has had exposure and experience, then they are more apt to embrace the plusminus grading system as a part of their academic measurement (and hopefully success) and would consider it to be profitable, possibly because of familiarity.
Contingency table results:
Rows: Previously Attended School with PlusMinus Grades Columns: Do you think that students profit from the plus minus grading system at Flagler
ChiSquare test:

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