One page for assignment 4 and needs to be 10 sources for annotated bibliography
Writing Four: The Research Outline
This assessment is the first draft of your proposed research paper. It should comply with all requirements as indicated in the research paper outline and requirements. DUE DATE: February 6, 2022
The research outline needs to be one page long
WRITING FIVE: ANNOTATED BIBLIOGRAPHY
What exactly is an annotated bibliography?
BIBLIOGRAPHY = list of citations information sources (books, articles, documents, websites or webpages, audio, video).
ANNOTATION = a brief (often about 150 words) descriptive and evaluative paragraph the purpose of which is to inform the reader of the relevance, accuracy, and quality of the sources cited.
EXPLANATION: An annotated bibliography summarizes the central theme and scope of each source in the list. Each annotation should include:
CITATION: a complete citation for each work included.
SUMMARY: a sentence or two summarizing the author’s main point.
EVALUATION: a) a statement about the type of source (e.g., a scholarly research article, an editorial from a professional magazine, a feature newspaper article, a chapter from a popular book, a U.S. government website); b) a short evaluation of the authority of the author to write about the topic, quality of the source, objectivity, etc. YOUR NOTES: Your own thoughts on why this is relevant for you in the context of your research paper, and how you will use this source. TIPS: Don’t confuse abstracts or summaries with annotations. Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author’s point of view, clarity and appropriateness of expression, and authority.
See the list of criteria for evaluating sources at http://library.njit.edu/researchhelpdesk/howto/evaluate.php
See also Engle, Blumenthal, and Cosgrave. “How to prepare an annotated bibliography.” Reference Department. Uris and Olin Libraries, Cornell University. rev. 12 Feb 2010. Accessed 27 August 2010. http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
Within the annotated bibliography, 10 sources will be needed to meet the requirements listed above.
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A Basis For Grade Point Average:
A Study of the Relationship between a
student’s grade point average and the
number of hours sleep.
A research conducted by
Willie J. Thompson Jr.
December 2008
2
Introduction
In the university culture the grade point average is a key indicator of a successful
college career and vice versa. Most students would agree that in order to achieve the
highest grade point average, various conditions have to be met: a balanced course load,
consistent interaction with professors and staff, encouragement from a supporting family
or network and lastly, proper rest and relaxation. However many students have found
proper rest, or adequate sleep amounts to be a challenging area to conquer. This study
seeks to present findings about sleep hours as a key determinant of student’s grade point
average. In the preparation for the work force, a college student experiences could vary
from stressful situations, high campus involvement to depression, fear, and separation
anxiety. But does the lack of sleep can affect academic performance on any level?
Problem
Our question here is to understand the relationship between a student’s grade
point average and the number of hours sleep. The Grade point average (hereafter GPA) is
a number that represents the average of a student’s grades during his or her time at an
institution, and usually weighted by a number of credits given for the course. Most
colleges and universities in the US use a four-point system. And the GPA is sometimes
used as a determining factor of the student’s ability to engage further academic material
and the acquisition of graduate and post graduate degrees. However sleep is defined as
the innate state of bodily rest and is suggested by scientist as needed for survival.
Anderson A. Zagler, found that sleep deprivation affects the immune system and
metabolism (Zagler R504-R509.)i. Zagler’s study also shows numerous ways in which
sleep is related to memory processing, preservation, stating a person is most safe when
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asleep. Engaging the above factors and comparing them to the experiences of the average
college student. This study has significance to the student who engages in a loaded course
of study and a sharp memory is needed during examination and testing seasons. This
study is scientifically significant for its uncommonness. Julian R. Betts and Darlene
Morell conducted a study the relative importance of family background, high school
resources and peer groups as determinant of GPA, but hours of sleep were not
considered. It causes this study to explore the hours of sleep a student gets, and its affect
on academic measuring systems such as GPA.
Hypothesis & Theory
It is hypothesized that the numbers of hours of sleep will have an inverse affect on
GPA. It is speculated that the hours sleep each respondent gets will affect the hours
engaged in rigorous academic work, therefore impacting the students GPA. As the
college student is in need of well rested functioning faculties’ to satisfy academic
requirements that are measured by the GPA.
Specifically, the study will explore: if the hours of study, hours working for an
employer, and if the respondent experiences trouble sleeping, all affect both the
respondents sleep hours and GPA; the on/off campus living situation can affect the
respondents sleep hours; and lastly the type of high school a student graduated from and
the respondents head(s) of household highest level of education can impact the GPA as
listed in Figure 1 below:
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Figure I. Analytical Model of Relationships among Hours Sleep and Grade Point
Average and Other related Variables.
Methodology
The handed survey research design was chosen to gather data for this problem.
This process is where questionnaires were distributed by hand, completed by respondents
and returned to data collector by hand. This allows for a personal connection between
respondent and collector, is found to be cost efficient, and easily managed by the
collector. This also allows the data collected to be free of possible confidentiality
Hours of
Study
Hours Working
for an
Employer
Hours
Sleep
GPA
Residency
On/Off
Campus
High
School
Attended
Head(s) of
Household
Highest
level of
Education
Trouble
Sleeping
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breaches, and destruction. The handed subtype does have drawbacks in which the
respondent might not feel comfortable sharing answers to certain questions with the
collector even though the questionnaire is anonymous and the respondent attitude, attire,
and presentation may be a factor in the distribution process.
Selection of the study participants were completed through two non-probability
processes called availability and quota sampling. The former sampling method is also
known as a haphazard, accidental, or convenience sample (Schutt 2006).ii This research
sampling consists of random number of freshmen, sophomores, juniors, seniors and
graduate students, both male and female. Data collectors went to certain buildings or
areas on the campus of Howard University and simply asked students who were available
to complete the survey, once all surveys were handed out and returned the sampling
process was over. The benefit of availability sampling it is convenient is easily
administered. The disadvantage to availability sampling is the prejudice the research staff
may have to the work/class schedules of respondents.
Quota sampling is intended to overcome the most obvious flaw of availability
sampling—that the sample will just consist of whoever or whatever is availability,
without any concern for its similarity to the population of interest (Schutt 154.)iii. This
research sampling consists of an equal number of freshmen, sophomores, juniors, seniors
and graduate students, both male and female. Data collectors went to certain buildings, or
areas on the campus of Howard University and simply asked students who fit the
characteristics to complete the survey, once the quota was reached the sampling process
was over. The benefit of quota sampling is the narrowed focus and is easily administered.
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The disadvantage to quota sampling is the limited research the findings will provide. It is
not representative of the entire population, and it dispels random selection.
Table 1 below, presents the demographics of the respondents to the questionnaire:
61% of the respondents were female; 36% of the respondents were from homes whose
parent(s) held a bachelors degree; 162 respondents parents share a family income of less
than 40,000; and 502 of them grew up in suburban/rural areas.
Table 1
Demographic Characteristics of Sample
Demographic Characteristics Frequency Percent
Gender
Female 619 61.0
Male 367 36.2
Total 986 97.2
Education of Family Head
No college degree 310 31.7
Bachelors degree 373 36.8
Master’s degree or higher 295 29.1
Total 978 96.4
Annual Family Income
Less than $40,000 162 15.9
$40,000 to $59,999 156 15.4
$60,000 to $79,999 153 15.1
$80,000 to 99,999 138 13.6
$100,000 to 149,999 126 12.4
$150,000 or higher 95 9.4
Total 830 96.4
Median: $70,000
Type of Area Grew Up In
Urban 474 46.7
Suburban/Non Urban 502 49.7
Total 976 96.3
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To collect data a questionnaire was designed by the fall 2008 Sociological
Methods class under the guidance of Dr. Johnny Daniel. A total of 8 questions were
asked to aid us in our understanding of the relationships among hours sleep and grade
point average and other related variables. Specifically: How many hours a week, on
average, do you spend studying, and measured on a scale ranged from less than 1 hour to
40 hours or more? Please indicate whether you experienced trouble sleeping during this
semester and asked to check if applicable? Was your high school public or private which
included the option of other? Do you live on-campus or off-campus, as a yes-on or no-off
measurement? How many hours of sleep do you get on an average night, and asked to
write in response? Which category best represents your overall grade point average,
measured on a scale ranging from 0= GPA not established to 12= 4.0? What is your
classification with choices ranging from freshmen to graduate or professional student?
And, what is the highest level of education the head(s) of your family household received
measure by a range from Elementary school diploma to Degree beyond the bachelor’s
degree?
The advantages to these questions were they were all closed ended and refined by
the professor. The questions maintained a consistent focus, and were not tedious, boring,
or lengthy. The disadvantages could have been the opened ended questions in which
respondents could not circle but have to give careless written responses.
To data was analyzed on an aggregate basis, in which all responses are combined
for the purpose of explanation, description or evaluation. This quantitative research uses
statistical procedures: univariate (frequency and percent distribution of grade point
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average, (hereafter DV), bivariate (percent distribution of hours of sleep, (hereafter KIV),
variance, range, mean, mode, correlation, t-test, ANOVA, and regression checks.
Findings
The GPA of a student is simply a measuring rod of all the academic course work a
student has engaged in at an institution. In the administered questionnaire the Howard
University grading system ranged from GPA not yet established to 4.0, which is an A.
Students were asked to identify which category best represents their overall grade point
average this variable indicated here is the dependent variable.. The chart below describes
a percentage distribution of the respondents GPA.
In Table 2, the pattern of the distribution of GPA’s according to shows the modal
category for respondents is GPA category 2.6 to 2.9. The mean GPA for the respondents
is 3.1.
Table 2
Frequency Distribution and Percentage Distribution of
the Grade Point Average
GPA Frequency %
2.5 or less 73 8.3
2.6 to 2.9 181 20.6
3.0 to 3.1 147 16.7
3.2 to 3.3 151 17.2
3.4 to 3.5 131 14.9
3.6 to 3.7 101 11.5
3.8 to 4.0 96 10.9
Total 880 100
Mean 3.1
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In Table 3 we find a cross tabulation between the respondents grade point average
and hours of sleep. This table shows that there is almost to no relationship between the
KIV and DV. The chi square test reads only a .099% of non-significance.
Table 3
Percentage Distribution of the GPA by the R Hours Sleep
Index of R
Hours Sleep
Index of GPA
– 5 hours 5 hours 6 hours 7 hrs 8 hrs 9 hrs +
2.5 or less 7.6 10 7.7 4.7 5.7 15.2
2.6 to 2.9 24.1 23.3 19.9 15.3 28.6 17.4
3.0 to 3.1 17.7 20.7 17.6 15.3 12.4 17.4
3.2 to 3.3 21.5 18 13.5 21.2 20
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3.4 to 3.5 13.9 11.3 17.9 15.9 10.5 10.9
3.6 to 3.7 5.1 10 11.5 13.5 15.2 8.7
3.8 to 4.0 10.1 6.7 11.9 14.1 7.6 17.4
Total 100 100 100 100 100 100
Number 79 150 312 170 105 46
Chi-Square= 40.324^, df=30, p=.099
During the t-test the entire group of respondent is divided in two, by the number
of hours sleep. Group 1 (getting 5 to 6 hours of sleep) is 4.00 and the mean for group 2
group (getting 7 to 9 or more hours of sleep) is 3.58. The respondents hours of sleep in
either group does not encourage or discourage the respondents GPA. The other results
were; t-value=1.83, df=860, and p-value=0.67. The p-value of the t-test records no
significant relationship between group means.
Table 4 shows the mean GPA while comparing the results of the DV, and KIV
between groups which measures 0.011 represents a significant difference. The Scheffe
test shows there is a GPA difference between the people in Group 1 who get 5 hours of
sleep and those in Group 2 who get 7 hours of sleep.
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Table 4
Results of the ANOVA Comparing Means of the Grade Point Average by
the R Hours Sleep
Sum of
Squares
df Mean
Square
F Sig.
Between
Groups 48.267 5 9.654 2.977 0.011
Within Groups 2775.817 856 3.243
Total 2824.08 861
Table 5 shows, the correlation to be statistically significant, yet inconsistent with
the hypothesis that the numbers of hours sleep has an inverse impact on the
DV.
Variables that have significant yet small direct relationships with the DV is the
respondents: head(s) of household highest level of education, on/off campus living
situation, if respondent experienced trouble sleeping, and the number of hours the
respondent works per week.
Table 5
Matrix Correlation Coefficients Resulting from the
Intercorrelation of the Variables in Study
Variables
2
3
4
5
6
7
8
1 Grade Point Average .0587 -.0211 .1534 00263 -.0398 .1794 -.0218
2 Number of hours of sleep R gets on a
average night -.0249 .033 -.0074 -.1494 .0953 .0007
3 Type of high school R attended -.0427 .0253 .0088 -.0305 -.0015
4 Highest level of education of R’s family
household head -.0676 .0008 .0076 -.0243
5 Whether R live on-campus or off-
campus .0179 -.0641 -.2684
6 Trouble sleeping -.0821 -.0186
7 Number of hours per week studying -.0032
8 Number of hours per week working
for an employer
*Coefficients that are statistically significant are in bold. Range in Number of cases: 2 to 8.
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Table 6 shows, the coefficient are statistically significant but inconsistent with the
hypothesis. . This table reveals respondents; hours of study, hours of work, trouble
sleeping and the head of household highest level of education have significant effects on
the DV and the type of high school, and number hours of sleep don’t, this also helps to
understand the multiple R and R square relations. In comparing the standardized
coefficients, if they were to be ordered the KIV would be the very last determinant of the
DV.
Table 6
Results of the Regressions of Grade Point Average
on a Model Composed of Sleep Hours, High School, Family Education, Residency,
Trouble Sleeping, Study Hours, and Work Hours
Variables In Model
Unstandardized
Coefficients
Standardized
Coefficients
Number of hours per week studying 0.342 0.176
Number of hours per week working for an employer -0.014 -0.011
Trouble sleeping -0.069 -0.018
Type of high school R attended -0.084 -0.019
Whether R live on-campus or off-campus 0.212 0.058
Highest level of education of R’s family household
head 0.420 0.181
Number of hours of sleep R gets on a average night 0.008 0.005
(Constant) 2.062
Multiple R 0.626
Multiple R Square .392
Number 734
*Coefficients that are statistically significant are in bold.
Notes: Predictors (constant) number hours of sleep R gets on an average night.
Conclusions
The findings presented under the six statistical procedures all reject the
hypothesis. The variables are not related to each other in the 2008 fall study conducted on
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the campus of Howard University. While a student’s GPA may be affected by several
factors however in this case the hours of sleep one engages is not a significant factor. In
this case the respondent’s classification, parents education, residency, trouble sleeping,
hours of study, and high school privatization were all considered and yet the table shows
the hypothesis to be overthrown. This implies it is not necessary for people to focus on
the hours of sleep they get but on the hours of study they engage in at an academic
institution of high learning.
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REFERENCES
i Zager, A., Andersen, M. L., Ruiz, F. S., Antunes, I. B., & Tufik, S. (2007). Effects of acute and chronic
sleep loss on immune modulation of rats [Electronic version]. Regulatory, Integrative and Comparative
Physiology, 293, R504-R509.
ii Schutt, Russell K. Investigating the social world: the process and practice of research. 5th ed. P. 152
iii Schutt, Russell K. Investigating the social world: the process and practice of research. 5th ed. P. 154