Page 2 of 5 MG 620 Term Project and Grading Rubrics SPRING 2019 Grading Rubrics: >Detailed > Stage I………………………………………………..…………………………… (30%) A. Select a topic of interest: Identify the variable under study a. Topic: 1. Once you have identified your topic, define your variable of interest which will be your topic for undertaking the research. For example, if your topic is the Transportation industry, then you will focus on the profit for that industry, try to identify some factors that will help explain the industry’s profit such as costs of shipment, cost of production, market shares or revenues. Next, try to formulate your title by turning the relationship between profit and one of the explanatory factor in the form of a question that will motive to collect data to solve the problem. Title: Do revenues and costs influence the profit of the transportation industry for the most recent twenty years? 2. If you are interested in examining the problems facing First Year College Students, then your topic is 1st Year Students. Title: Does the number of hours of study influence student Grade Point Average? The relationship between the dependent and independent variables can be known in advance before the data are collected. This pre-relationship is referred to as the theoretical framework. Reference at least three scholarly articles to understand how each independent variable influences the dependent variable. 1. Article number 1. For example, in the URL search for student performance. A list of articles will show up. Make a brief analysis (3-5 sentences) describing what the author reported about the relationship; positive, or negative. This will be part of your theoretical expectation of the variables before you collect the data. 2. Article 2. Do the same as above 3. Article 3. Do the same as above. If your topic is first year students, then you will need to identify theoretically all those factors that may explain the variations of the dependent variable. Some explanations are: Dependent Variable: GPA for the at least twenty-five students. Independent Variables: In theory, it is argued that as the number of hours studied, student gain more knowledge and confidence in the course material. So, the relationship between GPA and the number of hours studied is expected to be positive (make reference((s) to your articles). Do the same type of expectation for the average distance (in miles) travelled. B. Creating your data set before you start to write: Data collection. This data table will be eventually placed as an Appendix See below the data set in the table showing GPA and Hours Studied, distance travelled for 25 students. I: GPA: Grade point average over 25 students II. Variables that may influence GPA are Hours studied, and Distance travelled. Table showing the dependent variable (GPA) and independent variables (Hours and distance for twenty-five students. Student Dependent (Y) GPA Independent(X1) Hours Independent (X2) Distance Independen ...

1. Page 2 of 5
MG 620 Term Project and Grading Rubrics
SPRING 2019
Grading Rubrics:
>Detailed >
Stage
I………………………………………………..………………………
…… (30%)
A. Select a topic of interest:
Identify the variable under study
a. Topic:
1. Once you have identified your topic, define your variable of
interest which will be your topic for undertaking the research.
For example, if your topic is the Transportation industry, then
you will focus on the profit for that industry, try to identify
some factors that will help explain the industry’s profit such as
costs of shipment, cost of production, market shares or
revenues. Next, try to formulate your title by turning the
relationship between profit and one of the explanatory factor in
the form of a question that will motive to collect data to solve
the problem.
Title: Do revenues and costs influence the profit of the
transportation industry for the most recent twenty years?
2. If you are interested in examining the problems facing First
Year College Students, then your topic is 1st Year Students.
Title: Does the number of hours of study influence student
Grade Point Average?
The relationship between the dependent and independent
variables can be known in advance before the data are collected.
This pre-relationship is referred to as the theoretical framework.
Reference at least three scholarly articles to understand how
each independent variable influences the dependent variable.
1. Article number 1. For example, in the URL search for student

2. performance. A list of articles will show up. Make a brief
analysis (3-5 sentences) describing what the author reported
about the relationship; positive, or negative. This will be part of
your theoretical expectation of the variables before you collect
the data.
2. Article 2. Do the same as above
3. Article 3. Do the same as above.
If your topic is first year students, then you will need to
identify theoretically all those factors that may explain the
variations of the dependent variable. Some explanations are:
Dependent Variable: GPA for the at least twenty-five students.
Independent Variables: In theory, it is argued that as the number
of hours studied, student gain more knowledge and confidence
in the course material. So, the relationship between GPA and
the number of hours studied is expected to be positive (make
reference((s) to your articles). Do the same type of expectation
for the average distance (in miles) travelled.
B. Creating your data set before you start to write: Data
collection.
This data table will be eventually placed as an Appendix
See below the data set in the table showing GPA and Hours
Studied, distance travelled for 25 students.
I: GPA: Grade point average over 25 students
II. Variables that may influence GPA are Hours studied, and
Distance travelled.
Table showing the dependent variable (GPA) and independent
variables (Hours and distance for twenty-five students.
Student
Dependent (Y)
GPA
Independent(X1)
Hours
Independent (X2)

3. Distance
Independent X3
1
2
3
4
5
6
7

4. 8
9
10
11
12
13
.

5. .
25
Source:
Stage II: Establishing a relationship and
Purpose………………….. (10%)
Theoretical relationship
a. Hours (H) refers to the number of hours preparing for the
course per week. Existing literature shows that there is a
positive relationship between GPA and Hours. Provide
Reference.
b. Distance refers to the average returned number of miles
travelled to college per week. Literature shows that DPA
Distance can be negatively related. Offer reference(s)
c. Others
Purpose:
To describe and explain how first year students perform. The
analysis will be undertaken at two levels as described below.
Stage III: Descriptive
Statistics………………………………………….. (20%)
a. Descriptive Statistics
First, compute the summary statistics for only the dependent

6. variables to include:
. Mean
. Standard deviation
. Frequency distribution
. Pie chart
. 95% confidence interval for the mean of the dependent
variable.
Second, compute the summary statistics between the dependent
and the independent variables to include:
The correlation coefficient for each of the independent variables
and the dependent variable.
-GPA and Hours (r = 0.90), for example
-GPA and Distance (r= 0.89)
At this stage, choose that correlation coefficient with the
highest value; in this case, it is GPA and Hours (0.90). Since
there are many possible samples, perform a hypothesis testing
for the correlation coefficient for the best strength of the
relationship.
Draw the scatter plot between the dependent (Y) and the
independent ( X). Is the relationship positive or negative?
Stage IV: Inferential Statistics
…………………………………………….. (20%)
b. Inferential Statistics
Here, run a regression between Y and X for the purpose of
prediction. Show the regression line and then show the
followings:
1. Run an OLS regression to test the significance of the
theoretical signs expected
· What is the Y-intercept
· Compute the slope
· R square

7. · Is the explanatory variable significant at the 5% level? That is,
what is the “t” value?
· Estimate the regression equation and graphically show the
regression line
· Compute the p-value
Stage V: Summary and Conclusion
…………………………………….. (15%)
Does the data provide evidence of the theoretical relationship
between GPA (Y) and the independent variable ( X). Details on
the expected relationship are covered in chapter 13 in the
course.
Required: Organize, Visualize and Analyze your data as shown
below:
2. Construct a frequency distribution or histogram for your
variable
3. Graphically depict your data using two other methods studied
(scatter plot/trend line/ histogram/pie chart).
4. Establish your hypothesis; that is the expected sign(s)
between the dependent and independent variables. After you
have established the various hypotheses, narrow down your
research to only one hypothesis.
5. Run an OLS regression to test the significance of the
theoretical signs expected
· What is the Y-intercept
· Compute the slope
· R square
· Is the explanatory variable significant at the 5% level? That is,
what is the “t” value?
· Estimate the regression equation and graphically show the
regression line
· Compute the p-value
6. Comments on your results – this is important so think
carefully and write.
Stage VI:APA format and errors free
…………………………………………( 5%)
TOTAL

8. 100%
>Summary of Format>
1. Introduction
· Background material to your topic (the industry)
· The scope of your research (what aspect of the industry are
you focusing on)
· State the overall purpose of your research (to evaluate, to
examine whether a relationship exists)
· Your main findings (offer an analysis); make
recommendations, etc.
2. Body
3. Summary
4. Conclusion (main findings)
5. References
6. APA:
a) Double lines
b) APA style
c) Times Numeral Font
d) Errors free
The working hypothesis for the paper is that if a student sleeps
better, the student gets focused study hours leading to better
grades.
Questionnaire
PART I Background
Demographic Data
Background Information about students
1.
Are you a student at College
Yes

9. No
2.
If your answer is yes, which semester of study?
Section A
Sex
Circle
3.
Male = 1
Female = 2
Section B
PART II Information on Variables
4
What is your GPA?
5.
What is your midterm grade?
6.
How many hours do you sleep?

10. 7.
On average, how many hours do you study per week?
8.
Based on your previous experiences, has exam performance
improved with full night sleep?
Yes
No
9.
Without full night sleep, how would you rate your concentration
level listening to lectures or studying?
Circle
Horrible = 1
Difficult = 2
Average = 3
Can manage = 4
Wonderful = 5
References
Lowry, M., Dean, K., & Manders, K. (2010). The link between
sleep quantity and academic performance for the college
student. Sentience, 3(2), 16-9.
Peters, B. R., Joireman, J., & Ridgway, R. L. (2005). Individual
differences in the consideration of future consequences scale
correlate with sleep habits, sleep quality, and GPA in university
students. Psychological Reports, 96(3), 817-824.
Taylor, D. J., Vatthauer, K. E., Bramoweth, A. D., Ruggero, C.,
& Roane, B. (2013). The role of sleep in predicting college
academic performance: is it a unique predictor?. Behavioral
Sleep Medicine, 11(3), 159-172.

11. Sheet1Student numberMidterm GradeSleep hours/dayStudy
hours/week1836142876123948254917225926186875177817158
78612974514109772711928231294921138872214857251592820
16846181780517186641619836182075517218981522869192388
7182475510258161326778122762610287971929848153067613
Sheet1Student at CollegeYear of studyGenderGPAMidterm
GradeSleep hours/dayStudy hours/weekExam performance
improved with fll night sleepConcentration Level
1YesSophomoreFemale3.483614Yes12YesJuniorFemale3.28761
2No13YesSophomoreFemale3.994825Yes24YesSeniorFemale3.
791722Yes45YesSophomoreFemale3.892618Yes46YesSophomo
reMale3.787517Yes47YesSophomoreMale3.381715No28YesJun
iorFemale378612No29YesSeniorMale3.574514Yes110YesJunior
Male497727Yes211YesJuniorMale3.892823Yes312YesSeniorFe
male3.894921Yes413YesSophomoreMale3.788722Yes314YesSo
phomoreFemale3.885725Yes315YesJuniorMale3.792820Yes216
YesSeniorMale3.484618Yes217YesSophomoreMale3.280517Ye
s118YesSophomoreMale2.7566416No119YesSophomoreMale3.5
83618Yes220NoSeniorMale375517No221NoJuniorMale3.88981
5Yes422NoSophomoreFemale3.786919Yes123NoSophomoreFe
male3.488718Yes324NoSeniorMale2.875510Yes325NoSeniorM
ale381613Yes226NoSeniorMale2.9577812Yes427NoSophomore
Male2.562610No428NoJuniorFemale379719No429NoJuniorFem
ale3.184815Yes330NoJuniorFemale2.967613Yes3
Sheet2Student numberMidterm GradeSleep hours/dayStudy
hours/week1836142876123948254917225926186875177817158
78612974514109772711928231294921138872214857251592820
16846181780517186641619836182075517218981522869192388
7182475510258161326778122762610287971929848153067613