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.






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CHARTS:
Chart #1:

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.

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CHARTS CONTINUED:
Chart #2:

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.


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CHARTS CONTINUED:
Chart #3:

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.


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CHARTS CONTINUED:
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.
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CHARTS CONTINUED:
Chart #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,
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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.

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
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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.

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

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