1. Group 3: Joscie Barrow, Nicole Devey, Megan Hanson, Shealyn Kwan-Smith, and Gregory Morrison

2.  The purpose of our research question was to determine whether or not there is a correlation between number of texts sent per class by high school aged girls and their grade point average.  This question was based on the assumption that increased number of texts sent per class would relate to a lower grade point average.

3.  In order to test our research question, each member from group three asked 4-8 teenage girls; at least one freshman, one sophomore, one junior, and one senior, on average the number of texts sent in a single class and what their overall grade point average is.  The data set included 40 total samples of teenage girls with numerous outcomes.  Keys points and parameters in gathering the data: Randomly ask 4 teenage girls ▪ (one freshman, sophomore, junior and senior) Estimation of how many texts they sent in one class What their overall GPA is

5. NNumber of Text Messages sent per class Mean: 61.7 Standard Deviation: 120.9667723 Five-Number Summary: 0, 3.5, 11, 30, 500 Range: 500 Mode: 3 Outliers: 150, 200, 250, 250, 300, 450, 500

6. GGPA Mean: 3.508 Standard Deviation: 0.4376413879 Five-Number Summary: 2.3, 3.2, 3.7, 3.825, 4 Range: 1.7 Mode: 3.7 Outliers: None

7. rr= 0.045122488 Line of regression: y=0.000163x+3.49755

8.  Not many difficulties in finding girls to ask, but surprised by the fact that the ones that seemed to text less admitted that they used twitter instead. Even with both distractions on texting and twitter the overall GPA was still pretty high.

9.  Distribution:  Texts / Class is skewed to the right with the mean at 61.7 texts/class.  GPA is skewed to the left with the mean at 3.5 Correlation:  Correlation Coefficient = 0.04512249  Critical Value for Sample = 0.315 p Since r is close to zero, there is little evidence that a linear relation exists between the number of texts/class and the corresponding GPA of high school aged girls. Also, since the Correlation Coefficient is much less than the Critical Value, then p >.05 which means that there is less than 95% chance that a relationship exists between texts/class and GPA among high school aged girls.

10. Our group’s correlation coefficient is far too low, compared to the critical value, to consider a correlation between the two variables. According to our data, there is no correlation between a high school girl’s composite GPA and the amount of text messages she sends per class.