GROUP #5

PROFESSOR LEWALLEN
EDT 180 B
26 APRIL 2015

STUDENT
DOWNTIME
ALVARO BRAUN
DEMITRIA SALAZAR
KIRA KADEL

Student Downtime - Group #5

TOPIC: HOW STUDENTS SPEND THEIR DOWNTIME

SURVEY QUESTIONS:
1. What is your age?
2. What year are you?
3. How many hours of downtime would you say you have in a
week?
4. How do you spend your downtime most often?
5. Who do you usually spend your downtime with?
6. Where do you usually enjoy your downtime?

To collect our survey responses and results, we used Google Docs Form.
After all of the participated survey takers were accounted for, we received 27
responses.

CHARTS:

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Student Downtime - Group #5

Chart #1:

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Student Downtime - Group #5

The chart illustrated above gives us a look at the age of the students who
participated in the survey. We see that for 18 year olds we had 9 participants. About
ten 19 year olds, we received zero participants for 20 year olds, the same number
of 21 and 22 year olds participated and lastly three 23 year olds.

CHARTS CONTINUED:
Chart #2:

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Student Downtime - Group #5

The chart above simply shows the class participants and how many in each
year. 20 Freshman, around 2 Sophomores and 5 Juniors. Seniors were not among
our participants. This data helped us
understand the demographic we were to analyze when receiving the results to our
survey questions and where they lie along the lines.

CHARTS CONTINUED:
Chart #3:
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Student Downtime - Group #5

We now look at the correlation between the class year and who the students
choose to spend their downtime with. For Freshman, 8 said with friends, 2 for family,
4 for significant other and 6 chose no one. When it came to Sophomores 1 chose
friends and the other family. 3 Juniors chose friends, 1 chose family and 1 chose
significant others. No seniors participated in the survey.

CHARTS CONTINUED:
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Student Downtime - Group #5

Chart #4:

This graph displays the correlation between the hours of downtime students
have in a week and the year in which they are in such as Freshman, sophomore, etc.
It is shown that the Freshman class between 0 and 20 hours a week of downtime.
Sophomores show they may range between 0-5 hours to 11-25 hours a week of
downtime and lastly, the Junior class has anywhere between 6-10 and 16-20. We did
not have any Senior participate in the survey.

CHARTS CONTINUED:
Chart #5:
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Student Downtime - Group #5

Upon asking the questions what is your age? and where do you usually
enjoy your downtime?, we wanted to determine the correlation between age and
where the participants of the survey spent their free/downtime. Our chart above
displays the results of our collective data. The options we gave in answering the
question of where downtime is spent were between home, the gym, friends house,
outside and lastly the library. What we found was that students between the ages of
18 and 19 spend the most amount of their downtime at home followed by outside
and at friends houses and very little at the gym and library.

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Student Downtime - Group #5

CHARTS CONTINUED:
Chart #6:

In this graph we wanted to take a look at the correlation of activities

and location in which these activities are done. We have noticed that a number of
people that spend time at home are most likely to participate in one or if not all of
the activities presented to them. It is what we see that has the highest percentage
and in which would make more sense. The library, we see takes no part in the
downtime spent by the students.

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ANALYSIS:
When analyzing the data and charts we have provided we concluded that
age, activities and hours of downtime have somewhat of a correlation among each
other. We see that there were more Freshman than any other class who participated
in the survey and with this information we know that there was a wide range of
answers between them. For example, hours of downtime and where they choose to
spend them. Whereas for Sophomores and Juniors, we see that they are limited
somewhat in time and activities.
Some new questions that we might want to ask related to our topic would be
why the participants are either left with such little or so much downtime. It may
consist of different aspects in which involves the students workload, time
management or general life. This would have been interesting to know as it would
have given our data some background and foundation.
If we were given the opportunity to redo the survey and assignment, we
would most likely want to change the topic and find new and further interesting
data regarding the life of college students. More specifically, ask more in depth
questions which stem from our original questions. For example, why do you feel
you are left with such little downtime? and give a list of options or what
challenges do you face when keeping time management and downtime separate?.

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These questions could pose much more challenging data while our statistical
approach may vary. .

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