4Effect of Relationship between Homesickness.docx

4
Effect of Relationship between Homesickness and College
Performance
Ali Almarzooqi
Marymount University
Running Head: Homesickness and College Performance
1
Homesickness and College Performance
Introduction
Experiencing homesickness in college is natural for the students
and this problem is common in the starting years of the study.
Most of the students learn how to overcome this issue and if
not, this can lead to multiple other concerns about health
problems and academic performance. Students put in a lot of
hard work for securing admission in the college and this is the
place where their expectations and dreams can be fulfilled. The
reason for the development of homesickness in such situation is
mainly because of the change that comes as part of college life.
Students get to experience independence for the first time and
they have to deal with maturity and growth on their own.
However, there are two basic factors of homesickness including
distress and separation.

The effect of distress and separation experienced by the
homesick students is on the experience of first year college
students who need to develop commitment, social integration,
satisfaction, and peer connections (Krumrei – Mancuso et al.,
2013). In particular, homesickness is said to be the distress
level that is a key outcome of being away from home for the
first time. This distress can also be because of the academic
retention and performance where the student wants to perform
his best in the new environment. When the students are away
from their home, they experience different culture and
locations. Especially for the international students, the
language, traditions, and food are also different which makes
them do a lot of adjustments to the new environment (Harrison
& Brower, 2011). However, if the distress is not a result of
being separated from home, this cannot be called as
homesickness.
The experience of first year college students contains separation
homesickness as a significant component of their experience.
The research shows that there are about 30% of the students in
the first year who report homesickness because of separation
(Stroebe et al., 2015). However, distress is not a common
problem for homesickness. Other than homesickness, it is also
important to do research about the institutional commitment to
getting the right type of statistics. These factors do not
adversely affect one another as there are 77% of the students
suffering from separation homesickness and also having high
institutional commitment (Sun, 2016). Peer connections is
another factor that influences the level of homesickness. If the
peer connections are strong, the level of distress homesickness
decreases. The social activities that take place on the campus
can also mitigate the effect of homesickness on the college
students.
It is really important to overcome this problem in the college
students so that they can show a high level of performance in
academic terms. By increasing the social integration, this issue
can be solved. With the decrease in the level of homesickness, it

becomes easy to improve the academic performance that might
have decreased due to experiencing distress and separation
homesickness. There are different theoretical perspectives that
can be taken as the psychological grounds for the process of
homesickness. The very first perspective is the composite model
of homesickness presented by Fisher’s. this mechanism defines
the dual process that helps in coping with the sadness. The
second perspective is of the psychological development of the
student and which the theory of student departure can be
applied. This is the general model in which the change is
assessed. The third psychological discipline is the social
cognitive perspective which offers a predictive prototypical for
homesickness by elaborating on the development of student and
incorporating other factors from the social and psychological
perspective (Melzer & Grant, 2016). These are the basic
disciplines of psychology that can provide help in
understanding the reasons behind homesickness.
In the previous literature, homesickness is termed as the
adjustment disorder by the American Psychiatric Association.
This type of distress is common because of the occupational
functioning and social impairment. It is a common phenomenon
if the symptoms do not persist for more than the time period of
six months (Melzer & Grant, 2016). This is a milestone that
takes place on a universal level in the process of development.
It is proved that almost all types of people are homesick at any
certain stage of their life and this is not necessarily associated
with the college students. So, homesickness is a widespread
mechanism that has an effect on people from all age groups and
cultures. This is observed mostly in the students living in
boarding, college students and immigrants who live away from
their home due to any specific reason.
The routine psychological functioning and physical activities of
such people are affected when they are distressed because of
being away from the home. This thing leads to the conclusion
that educational performance in college is affected by the
students who are psychologically distressed (Stroebe et al.,

2015) So, this paper will mainly focus on the evidence-based
research mechanism. The goal here is to use evidence-based
research for finding valuable facts that can help in drawing
conclusions about the relationship between the homesickness
and performance of students in college (LoBiondo – Wood et
al., 2013).
References
Harrison, J. K., & Brower, H. H. (2011). The impact of cultural
intelligence and psychological hardiness on homesickness
among study abroad students. Frontiers: The Interdisciplinary
Journal of Study Abroad, 21, 41-62.
Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., & Wilcox, D.
(2013). Psychosocial factors predicting first-year college
student success. Journal of College Student Development, 54(3),
247-266.
LoBiondo-Wood, G., Haber, J., Berry, C., & Yost, J. (2013).
Study Guide for Nursing Research-E-Book: Methods and
Critical Appraisal for Evidence-Based Practice. Elsevier Health
Sciences.
Longo, G. S., & Kim-Spoon, J. (2013). Homesickness in college
students: The role of religion in combating depression. Mental
Health, Religion & Culture, 16(5), 489-500.
Melzer, D. K., & Grant, R. M. (2016). Investigating differences
in personality traits and academic needs among prepared and
underprepared first-year college students. Journal of College
Student Development, 57(1), 99-103.
Stroebe, M., Schut, H., & Nauta, M. (2015). Homesickness: A
systematic review of the scientific literature. Review of general
psychology, 19(2), 157.
Sun, J., & Hagedorn, L. S. (2016). Homesickness at college: Its
impact on academic performance and retention. Journal of

College Student Development, 57(8), 943-957.
Terry, M. L., Leary, M. R., & Mehta, S. (2013). Self-
compassion as a buffer against homesickness, depression, and
dissatisfaction in the transition to college. Self and Identity,
12(3), 278-290.
UTSC Journal of Plant Biology
BIO A01 2018- Fall; 1(1): 1-6
Insert Principal Author’s Name/Student Number
Paper title (The title should be specific and concise-Do not use
“Formal Lab Report” in the title. All words except the first
word should be in lower case-except for proper
nouns.)[endnoteRef:1] [1: Template modified from the
following resources: “Manuscript Template,” Science
Publishing Group, The Open Access Publisher 2012 URL
http://www.sciencepublishinggroup.com/journal/guideforauthors
.aspx?journalid=173; Guidelines for Writing Scientific Papers,
Honors Organismal Biology Laboratory (no date), URL
http://www.bms.bc.ca/resources/library/pdf/GuidelinesScientific
Papers.pdf; Guidelines for Writing a Scientific Paper, Maloy
2001, URL
http://www.sci.sdsu.edu/~smaloy/MicrobialGenetics/topics/scie
ntific-writing.pdf; and Writing a Scientific Research Paper,
Massachusetts Institute of Technology 2000. URL
http://umech.mit.edu/freeman/6.021J/2000/writing.pdf.
]
Author’s Name (Principal Author), 1, Author’s Name (Bench-
mate 1), 1 Authors Name (Bench-mate 2), 1 Author’s Name
(Bench-mate 3), 1 Author’s Name (Bench-mate 4), 1 Author’s
Name1 (Bench-mate 5) 1 – If you do not know your bench-
mates names, please write your name + 4 other BIOA01

students in PRAXX
1Dept. of Biological Sciences, University of Toronto
Scarborough, Toronto, Canada
UTSC BIOA01 Lab PRAXX, BENCHX:
PRAXX TA:
Abstract: An abstract is a one-paragraph summary of your
report. It should begin with a few introductory remarks that
introduce the significance of the study. It should include (in this
order) the background of the study (1-3 sentences), mentioning
of the study system/species/object (1 sentence), the question
investigated (1 sentence), the general methods used (1
sentence), the principle results (1 sentence) and the conclusions
(1 sentence). The reader should be able to determine the major
points of your report without having to read further. The
language should be concise and no citations should be included
in the abstract. The abstract is located at the beginning of your
report, however it is usually written once you have finished
writing your paper.
Keywords: Include at least 3 keywords or phrases (specific to
your paper), which must be separated by commas to
differentiate them.
Introduction [Page limit-1 page]
This template is set up to provide you with an example of the
format expected for your Formal Lab Report (FLR). The
template provides you with the specifications needed for
preparing your FLR. You can save this file as a separate
document and type your report directly into the template. You
can then submit your edited version of this file to Quercus.
Please note that Quercus will only accept Word (.docx or .doc)
files or PDF (.pdf) files.
The introduction provides a context for the research. This
section should include the following: 1) Description of the
current state of knowledge or understanding at the beginning of
your investigation (i.e., background information synthesized

from the existing literature – think about what information
readers would need to know to be able to understand your lab
report); 2) Background information about study species used; 3)
The purpose of the experiment and/or the question being asked;
4) Hypothesis/hypotheses written as statements. Null
hypotheses may be included here; 5) Brief description of the
approach being used to test your hypothesis/hypotheses
statement; 6) Predictions written as explanatory statements
(“If…then”) that focus only on experimental treatment groups
(not controls) and are backed up with relevant references.
It is imperative that you include properly formatted in-text
citations to support all non-original ideas within your
introduction. Failure to include in-text citations will result in a
grade penalty and could possibly lead to an academic offence.
Materials and Methods [Page limit – 1/2 page- 1 page]
The purpose of this section is to describe the experimental
procedures, including any controls. This section should be
written in the past tense (and first-person if applicable); the
remainder of the paper should be written in the present tense.
The description should be complete enough to allow someone to
repeat your work. The Methods section should describe the
chronological process that you used to complete the research,
how all of the data was collected, and a short description of the
statistical analyses you completed. It should be written in
complete sentences, not bulleted lists. Do not include lab coat,
gloves, or safety goggles in your materials description-the use
of personal safety equipment is assumed.
Be certain to include any software used to produce graphs and
analyze data (e.g., Excel, GraphPad). Also, be certain to include
an in-text citation of the lab manual in this section (and a
corresponding complete reference in your reference section) but
summarize the methods in your own words.
Results [Page limit - 1 ½ - 2 pages (written ½-1 page, figure ½
page, table ½ page)]

The results section describes the results of, but DOES NOT
interpret, your experiment. You should present your table and
figure in this section. The ‘Results’ section should always begin
with text and not your table and figure. You should describe
your findings to the reader - you should refer the reader to your
table and figure in your results description (e.g., see Table 1 or
Figure 1). By referring to your table and figure appropriately,
you can concisely present your results in several paragraphs. If
you do not refer to the appropriate figure or table in your results
section, you will be penalized.
For the purpose of this report, your table and figure should be
embedded within your results section. Be certain that there is
nota page break in the middle of your table or figure and do not
wrap text around the outside of the table and figure. (Note that
some journals require that the tables and figures be included
following the reference section.) The table caption should
appear above the table, whereas the figure caption should
appear below the figure. Insert your table and figure after they
are cited in the text.
Be sure to record all your class data on the Table 3.2 in your lab
manual. You will need these data to do the statistical analysis to
produce the Table and Figure for your ‘Results’ section of your
Formal Lab Report. See tips for the Table caption below.
Table 1: Your caption should be above your table and include
details of what is included in your table. The information in
your caption/table should be complete enough and presented in
a way that the reader can easily understand the information
presented without referring to the text of your report.
INSERT TABLE HERE – Your Statistical Worksheets should
not be used for your Table in your Formal Lab Report. You
must select information from your Worksheets to make a Table
for your FLR. Your Table should include the following columns

for each t-test comparison. You will be comparing each of the
four treatment groups (light intensity in lumens) with the
negative control (dark), as well as the positive control (outside
light). Thus, you will have 8 comparisons.
Your Table should include the following columns for each t-test
comparison:
a. n
b. critical t- value
c. calculated t-value
d. df
e. actual p-value (p > 0.05 or p < 0.05 or p = 0.05)
f. conclusion (did you reject or fail to reject the null
hypothesis?)
INSERT FIGURE HERE – Prepare a bar graph with standard
deviation error bars using the total oxygen produced (ml) for
your complete data set (posted on Quercus for your lab
practical). This means that the columns will be an average of all
8 values for each control and each experimental treatment
group. You will have a total of 6 bars in your bar graph.
Treatments should be shown as categories on the x- axis, mean
total oxygen produced (ml) should be on the y- axis. The
controls and the 4 treatments should be discernable by clear
labels on the x-axis.
Note: If treatments cannot be discerned from your figure, you
will be penalized.
Figure 1: Your caption should be below your figure and include
details of what is depicted in your graph. The information in

your caption/graph should be complete enough and presented in
a way that the reader can easily understand the information
presented without referring to the text of your report.
Discussion [Page limit – 1 - 1 ½ pages]
The discussion section is where you report on the interpretation
and conclusion of your results. This is your opportunity to
demonstrate your ability to analyze, evaluate, interpret and
reason effectively. The discussion should relate your findings to
your original question, hypothesis (or hypotheses if you had
more than one), and predictions, which means that you evaluate
your results in terms of your original
question/hypothesis/predictions and point out the biological
relevance of your findings. Avoid redundancy between the
sections, especially the ‘Results’ and ‘Discussion’, of the lab
report.
In addition, you should generalize the importance of your
findings, discuss ambiguous data, and relate your results to
other published studies (i.e., results published in primary
scientific literature). Is your work in agreement or in contrast
with previously published work? You should also discuss any
sources of experimental error or limitations. You should end
your discussion by summarizing the main points that you want
the reader to remember; you should provide closure for the
report and by extension, the reader. You should also recommend
specific areas of further research based on your results and the
findings of other published studies.
It is imperative that you include properly formatted in-text
citations to support all non-original ideas within your
discussion. Failure to include in-text citations will result in a

major grade penalty.
Acknowledgements [Page limit – 1 paragraph, optional]
The acknowledgements section is where you can choose to
acknowledge people who contributed to your work in some way
but do not fit the criteria to be included as authors. This is also
where you would include information about funding sources.
References [Page limit - 1/2 - 1 page]
You must include at least three primary scientific literature
sources (which you are responsible for finding) as well as the
BIOA01 lab manual in the proper format (Name-Year System,
CSE Style- see Section C of the FLR Information page). Further
resources can be included in addition to the three required
primary sources. This style combines in-text parenthetical
citations with a reference list at the end of your report (Walker
and Rapley 2009). The references should be organized in
alphabetical order by the primary author’s surname (last name) -
DO NOT alphabetize the names within each citation. Be
consistent when writing journal titles - write all journal titles

out in full (e.g., European Food Research and Technology) or
all abbreviated (e.g., Eur Food Res Technol).
Tip: Complete the online Library Research module and
associated quiz to help you find relevant primary resources.
See examples below and more by using library resource
document included with other FLR files on Quercus. Remember
to remove subheadings when preparing your reference list.
Reference list should be a single alphabetized list.
Scholarly Journal Article (primary source)
Ma Q, Scanlan C, Bell R, Brennan R. 2013. The dynamics of
potassium uptake and use, leaf gas exchange and root growth
throughout plant phenological development and its effects on
see yield in wheat (Triticum aestivum) on a low-K sandy soil.
Plant Soil 373:373-384.
Scholarly Journal Article (primary source found on the internet)
Mattupalli C, Genger RK, Charkowski AO. 2013. Evaluating
incidence of Helminthosporium solani and Colletotrichum
coccodes on asymptomatic organic potatoes and screening
potato lines for resistance to silver scurf. Am J Potato Res
[Internet]. [Cited 20 June 2013.] Available from
http://link.springer.com/content/pdf/10.1007%2Fs12230-013-
9314-3.pdf
Scholarly Journal Article (review, not a primary source)
Miao Y, Stewart BA, Zhang F. 2011. Long-term experiments for
sustainable nutrient management in China. A review. Agronomy
for Sustainable Development 31:397-414.
Chapter in Book (not a primary source)
Denison RF. 2012. Selfish genes, sophisticated plants, and
haphazard ecosystems. In Darwinian Agriculture: How
Understanding Evolution can Improve Agriculture. Princeton
(NJ): Princeton University Press. Pages 76-94.
Chapter in Book Series (not a primary source)

Fageria NK, Moreira A. 2011. The role of mineral nutrition on
root growth of crop plants. Advances in Agronomy (Book
series) 110:251-331.
Internet Resource (secondary or tertiary source)
Williamson RC. 2004. Deciduous tree galls [Internet]. Madison
(WI): University of Wisconsin-Madison; [cited 2013 Sep 12].
Available from
http://labs.russell.wisc.edu/pddc/files/Fact_Sheets/FC_PDF/Dec
iduous_Tree_Galls.pdf
No light
(0 lumens)
(mL)
Outdoors
>4000 Lumens
(mL)
Light Intensity 1
600 Lumens
(mL)
Light Intensity 2
1800 Lumens

(mL)
Light Intensity 3
2250 Lumens
(mL)
Light Intensity 4
2600 Lumens
(mL)
Group 1 Tube 1 0.00 1.3 0.93 1.41 0.22 0.33
Group 1 Tube 2 0.00 1.4 0.81 1.05 0.18 0.19
Group 2 Tube 1 0.00 1.2 0.50 1.53 0.23 0.55
Group 2 Tube 2 0.00 1.5 0.76 1.29 0.24 0.68
Group 1 Tube 1 0.00 1.5 0.42 0.75 0.18 0.41
Group 1 Tube 2 0.00 1.6 0.33 0.64 0.25 0.31
Group 2 Tube 1 0.00 1.3 0.37 0.59 0.24 0.26
Group 2 Tube 2 0.00 1.5 0.33 0.75 0.11 0.38
La
b
P
ra

ct
ic
a
l
0
1
3
La
b
P
ra
ct
ic
a
l
0
1
4
BIOA01H3 F Fall 2018 FORMAL LAB REPORT
INFORMATION
A. OVERVIEW

In BIOA01, you are expected to apply your knowledge,
understanding, lab skills, critical
thinking and inquiry skills into performing an experiment that
demonstrates concepts relating to
photosynthesis. You will examine the effect of light intensity on
the photosynthetic activity of an
aquatic plant. You will perform statistical analyses on your
class data together with data from a
second class using Student’s t test to make comparisons across
treatments of varying light
intensities. ALL DATA you will be using for your FLR will be
posted on Quercus by Friday
October 5th, 2018.You will form conclusions using scientific
evidence and you will justify and
communicate your results in a formal lab report (FLR). There
are some questions to get you
started at the end of Lab 3 of your BIO A01 lab manual. See the
chart below for important
dates and the due date for your FLR.
You will be provided with an electronic template of the FLR,
which will include specific
instructions for each section/component of the report. See
checklist below:
☐ Appropriate title
☐ Name of Principal author (i.e., you) and your Bench-mates
☐ Lab practical number and your Bench number
☐ TA’s name (spelled correctly)
☐ Abstract
☐ Key words
☐ Introduction (including reference to primary sources)
☐ Materials and Methods
☐ Results (including a written component, Table and Figure)

☐ Discussion (including reference to primary sources)
☐ Acknowledgements (optional)
☐ References
Your report should be typed in the FLR template provided to
you through Quer, double-
spaced, in Times New Roman with 10pt font. Headings often
have larger font (Refer to
Template).
B. FORMAL LAB REPORT SCHEDULE:
DESCRIPTION DATE
A01 FLR Materials POSTED on Quercus
under “ A01 FLR materials”.
FLR Information page, Statistical Worksheets, Guide to
Reading/Interpreting t-tests with Table of Critical t
values, Template for FLR
by Monday September 24th, 2018
Posting of Data Set for your FLR
by Friday October 5th, 2018
FLR submission to Quercus (all practicals)
Your submission will be automatically screened by Turnitin for

potential academic integrity violations.
Friday October 26th, 2018
by 11:59am
Late penalty:
Late submissions of FLR, after 11:59am on Friday October
26th, will result in deduction of 10% of your grade
per day. This late penalty is an automatically calculated by
Quercus.
The last day to sumbit your FLR is Wednesday, October 31 at
11:59am.
C. RESEARCH HELP
To help you find relevant primary journal articles to include
your FLR, the UTSC library has prepared a
video tutorial. After watching this tutorial, you will be required
to take an online quiz delivered through
Quercus. More information regarding this quiz will be posted
on Quercus.
D. REFERENCES AND CITATIONS

All references and in-text citations included in your formal lab
report must follow the “Name- Year
System” of the “CSE Style.” A brief overview of the format can
be found via the following
website:
https://ctl.utsc.utoronto.ca/twc/sites/default/files/CSE.pdf
E. PLAGIARISM AND ACADEMIC INTEGRITY
Plagiarism is a serious academic offence with serious
consequences for any students found to have
plagiarized any of their assignments, essays, lab reports, or any
other academic work.
To assist you in understanding what constitutes an academic
offence, you are required to take an
online quiz delivered through Quercus. More information
regarding this quiz will be posted on
Quercus.
Check the Academic Calendar for University of Toronto
Scarborough (UTSC) 2016 - 2017 for the
policy on plagiarism and other issues of academic misconduct.
The UTSC Academic Policy will be
strictly enforced in BIO A01H3 F and BIO A02H3 S. So be sure
you understand the meaning of
plagiarism and keep it in mind when working on your Formal
Lab Report.
Evidence of PLAGIARISM in your submitted Formal Lab
Report could RESULT IN A MARK OF
ZERO (“0”) for the entire FORMAL LAB REPORT. Additional

academic sanctions may be applied if
warranted.
REMINDER: Academic integrity is essential to the pursuit of
learning and scholarship in a University,
and to ensuring that a degree from the University of Toronto is
a strong signal of each student’s
individual academic achievement. As a result, the University
treats cases of cheating and plagiarism
very seriously. The University of Toronto’s Code of Behaviour
on Academic Matters outlines the
behaviours. If you have questions or concerns about what
constitutes appropriate academic
behaviour, refer to
http://www.governingcouncil.utoronto.ca/policies/behaveac.htm
http://www.governingcouncil.utoronto.ca/policies/behaveac.htm
BIO A01H3 Y Fall 2017
Guide to Preparing and Interpreting the Result of your Student’s
t-Test
You can either do the t-tests on licensed statistical programs on
computers in UTSC’s computer stats
labs or you can use free online ‘plug-in’ programs such as the
one found at
http://www.graphpad.com/quickcalcs/ttest1.cfm?Format=C

The step-by-step instructions below are based on the latter
graph pad program. Read the website
thoroughly, and consider what boxes should be selected given
the data set.

Step 1: What is your H1? What is your H0? The standard rule
for a t-test is that if your Sample
statistic falls within 95% of the range of values expected for H0
, then you fail to reject H0, and
there is no difference between your value and the value
expected under H0. Remember that if
your Sample statistic falls beyond the 95% range, in the “tails”
of the expected distribution,
then you reject H0 because it is unlikely that your Sample
statistic is drawn from the same
range of values as H0. In other words, the two groups you are
comparing in your t-test are
different. Just because your data is different does not
necessarily mean that the finding
supports H1. Whether or not H1 is supported by your data is an
interpretation that you should
address in your Discussion!
Step 2: Find your degrees of freedom (df) in Table 2 below. Go
across that row to find the
Critical t-value under α= 0.05. Note this value in your
Worksheet.
Step 3: Compare your Calculated t-test statistic to the Critical t-
test value. Is larger or
smaller? Follow the guidelines under Table 1 below to draw

your statistical conclusion.
http://www.graphpad.com/quickcalcs/ttest1.cfm?Format=C
Table 1: Table of Critical t Values of Student's t Distribution
with df Degrees of Freedom.
α (2 tail) = 0.2 0.1 0.05 0.02 0.01
df
1 3.078 6.314 12.706 31.819 63.655
2 1.886 2.920 4.303 6.965 9.925
3 1.638 2.353 3.182 4.541 5.841
4 1.533 2.132 2.776 3.747 4.604
5 1.476 2.015 2.571 3.365 4.032
6 1.440 1.943 2.447 3.143 3.707
7 1.415 1.895 2.365 2.998 3.500

8 1.397 1.860 2.306 2.897 3.355
9 1.383 1.833 2.262 2.821 3.250
10 1.372 1.812 2.228 2.764 3.169
11 1.363 1.796 2.201 2.718 3.106
12 1.356 1.782 2.179 2.681 3.055
13 1.350 1.771 2.160 2.650 3.012
14 1.345 1.761 2.145 2.625 2.977
15 1.341 1.753 2.131 2.603 2.947
16 1.337 1.746 2.120 2.584 2.921
17 1.333 1.740 2.110 2.567 2.898
18 1.330 1.734 2.101 2.552 2.878
19 1.328 1.729 2.093 2.540 2.861
20 1.325 1.725 2.086 2.528 2.845
21 1.323 1.721 2.080 2.518 2.831
22 1.321 1.717 2.074 2.508 2.819
23 1.319 1.714 2.069 2.500 2.807
24 1.318 1.711 2.064 2.492 2.797
25 1.316 1.708 2.060 2.485 2.787

26 1.315 1.706 2.056 2.479 2.779
27 1.314 1.703 2.052 2.473 2.771
28 1.313 1.701 2.048 2.467 2.763
29 1.311 1.699 2.045 2.462 2.756
30 1.310 1.697 2.042 2.457 2.750
31 1.309 1.696 2.040 2.453 2.744
32 1.309 1.694 2.037 2.449 2.739
33 1.308 1.692 2.035 2.445 2.733
34 1.307 1.691 2.032 2.441 2.728
35 1.306 1.690 2.030 2.438 2.724
36 1.306 1.688 2.028 2.435 2.720
37 1.305 1.687 2.026 2.432 2.715
38 1.304 1.686 2.024 2.429 2.712
39 1.304 1.685 2.023 2.426 2.708
40 1.303 1.684 2.021 2.423 2.705
Table 2. Guide for interpreting Calculated t Values and
Probability Values from Excel.

Method 1
Method 2
Conclusion
if
t
>
t
Critical (in Table 2)
if
p < 0.05
then
reject Ho

if t < t Critical (in Table 2) if p > 0.05 then fail to reject Ho

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4Effect of Relationship between Homesickness.docx