School

Expenditures

Business Statistics Final Project

Ziyad Chehade, David Maheia, Evahn Madrid, Jadon Neal
Nov 20, 2023
 Table of Contents
Introduction:

Acknowledgments ……………………………………………………………………………………………… 3

Research Topic & Question ………………………………………………………………………………….4

Rationale ……………………………………………………………………………………………………………4

Hypothesis ……………………………………………………………………………………….…………...…..4

Variables …………………………………………………………………….………………….……………..…..5

Relationship ………………………………………………………………………………………..……………..5

Methodology:

Research Participants ………………………………………………………………………………..……….6

Data Collection ………………………………………………………………………………………..………..6

Materials ……………………………………………………………………………………….………………….6

Study Structure ……………………………………………………………………………….…………………6

Procedures …………………………………………………………………………………………………………7

Data Analysis:

Tabulation ……………………………………………………………………………………………….……….8

Data Representation & Interpretation ………………………….…………………………………….12

Probability ……………………………………………………………………………………………………….16

Binomial ………………………………………………………………………………………….………………17

Suggestions ……………………………………………………………………….……………………………..18

Limitation ………………………………………………………………………………………………………..18

Conclusion ……………………………………………………………………………………..…………….....19

Questionnaire ………………………………………………………...……………………………………..…20
 Acknowledgements

We the researchers would like to express our sincere gratitude to those who

have aided us in this report. We acknowledge that without them this report would

not have been possible to conduct. We want to extend an outstanding gratitude to

the 25 students of SJCJC, who took the time out of their busy day to respond to

our survey. Having their response made this research and report possible.

Lastly, we want to extend a sincere thank you to our lecturer, Mr. Popper.

Without him and his guidance this project would not have existed. We thank him

for taking time out of his busy schedule to always assist us in the right direction

as we went along with our research.

 Introduction

Research Topic:

School Spending

Research Question:

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Rationale:

School spending can help us understand how funds are allocated in education. It

can provide insights into the impact of different spending strategies on student

outcomes. Plus, it helps policymakers make informed decisions to improve

education systems.

Hypothesis:

Students' weekly spending has a big impact on how well they do in school.

It is predicted that kids who have larger weekly budgets will perform better

academically than students who have smaller budgets because they will

have greater access to extracurricular activities, educational materials, and

a balanced lifestyle. It is anticipated that overall student success will

favorably connect with the ability to pay for both academic and

nonacademic demands.
Variables:

Independent Variable: What is available to purchase in or around school

Dependent Variable: The amount of money spent by students

Controlled Variable: Influences (friends), location, and intentions

Relationship:

The term "independent variable" in relation to kids' school spending refers

to a component that is purposefully altered or modified, such as the

availability of funding or spending guidelines established by the school. The

outcome or behavior that is being assessed, such as the amount of money

spent by students, is known as the dependent variable. Controlled variables,

such as the students' age, place of residence, and socioeconomic status, are

those that are maintained constant throughout the study to remove any

potential impact they may have on the dependent variable.

 Methodology

Research Participants:

For our research, a sample population of 25 students were selected to complete our

questionnaire. These students were chosen using the random sampling method.

Data Collection:

In order to collect data on our research topic of school spending , we utilized an online

survey maker to create our questionnaire. We came up with a total of ten questions.

After creating the survey we then distributed it to the 25 chosen participants; who then

filled in and submitted the questionnaire. Once all participants had submitted their

responses, the survey results were tallied and further analyzed.

Materials:

● Laptop, ● Google Docs,

● Google Forms, ● Google Sheets.

● Calculator,

Study Structure:

The data which was tallied and analyzed was then assessed. The three most important

questions of the survey were then graphically represented. The chosen graphs were a bar

chart, a pie chart, and a pareto diagram.

Procedures:

1. Research topic was presented to the group via the lecturer.

2. A survey draft was created and handed to the teacher for revision.

3. Draft corrections were returned.

4. Second draft was made and turned in.

5. Second draft was returned and questions were approved to begin online survey

creation.

6. Survey description and questions were properly constructed on Google Forms.

7. The link to the online survey was copied and sent to the randomly selected 25

SJCJC students.

8. Once all responses were received, the form was closed.

9. Results tallied by Google Forms were then analyzed.

10. The Three most important questions were picked.

11. Next, the three best types of graphs were selected to be paired respectively with

the three survey questions chosen.

12. Graphical representations of the three questions were created.

13. Conclusion was created based on the hypothesis and survey results.

14. Findings were then discussed and shared.

 Data Analysis

1.) What is your “Gender”?

Options Tally Percentage
Male 11 44%
Female 14 56%

2.)How old are you?

Options Tally Percentage
16-18 14 56%
19-21 7 28%
22-24 2 8%
25 & over 2 8%

3.) What is your weekly allowance?

Options Tally Percentage
$1 - $50 11 44%
$50 - $100 8 32%
$100 - $150 0 0%
$150 - $200 6 24%
4.) How do you get your funds daily?
Options Tally Percentage
Parent/Guardian 15 60%
Personal Savings 2 8%
Both Savings and Parent 6 24%
Work 2 8%

5.) Weekly Spending

Options Tally Percentage
<$50 8 32%
$50 - $100 15 60%
$100 - $150 0 0%
$150 - $200 2 8%

6.) Do you buy food on a regular basis?

Options Tally Percentage
Yes 17 68%
No 8 32%

7.) How much do you spend on food weekly?

Options Tally Percentage
$20 - $30 7 28%
$30 - $40 6 24%
$40 - $50 4 16%
$50 + 8 32%
8.) Do you drive to school?
Options Tally Percentage
Yes 14 56%
No 11 44%

9.) How much is your weekly gas expenditure?

Options Tally Percentage
$40 - $50 13 52%
$50 - $60 1 4%
$60 - $70 1 4%
$70 + 10 40%

10.) Do you spend money on extracurricular activities if so, how?

25 responses.
 Data Representation & Interpretation

Students who drive to school tend to have more money to spend. This is because they are more
likely to have a higher weekly allowance and a higher weekly gas budget. Students with higher
incomes are more likely to have parents who can afford to buy them a car and pay for gas.
Students who drive to school are more likely to live in areas where public transportation is not
readily available. This may force them to drive to school, even if they have a lower income.
Students who buy food on a daily basis spend more money on food than students who don't.
The data suggests that there is a relationship between income, food purchasing habits, and
weekly allowance among students. Students who buy food on a daily basis are more likely to
come from lower-income households. This may mean that they have less money available for
other expenses, such as gas. Students who buy food on a daily basis may be more likely to live
in areas where there are many food options available. This may make it easier and more
affordable for them to buy food on a daily basis, rather than buying groceries in bulk and
cooking at home.
Students who rely on their parents for money tend to spend more on school weekly, especially
on food and gas. This is because they are more likely to eat out and drive to school, both of
which are more expensive than cooking at home and taking public transportation. Students who
rely on their parents for money should be mindful of their spending, especially on food and gas.
By budgeting their money and making small changes, such as cooking at home and taking
public transportation, they can save money and reduce their reliance on their parents.
 Profitability
The following table shows the probability distribution of the male and female
SJCJC students who participated in the data collection from our research survey.
The table shows students weekly spending.

Options Tally Percentage

<$50 8 32%
$50 - $100 15 60%
$100 - $150 0 0%
$150 - $200 2 8%

If a student is selected at random out of the 25 participants on their weekly

spending. What is the probability that he/she spends::

1.) less than $50.

= 8/25
= 0.32

2.) Students spending $50 - $100.

= 15/25
= 0.6

3.) Students who spend both <$50 and $150 - $200.

=0
 Binomials
At SJCJC it is estimated that 40% of the student body drives to school. From a simple random
sample of twenty-five students, what is the probability that the number of students who drive to
school is:

Exactly 3
P(x = 3)
= 0.0019

Between 10 and 15 inclusive

P(10 ≤ x ≤ 15)
= P(x ≤ 15) - P(x ≤ 9)
= 0.9995 - 0.8106
= 0.1889

11 or more
P(x ≥ 11)
= 1 - P(x ≤ 10)
= 1 - 0.9022
= 0.0978

5 or fewer
P(x ≤ 5)
= 0.1935

More than 15
P(x > 15)
= 1 - P(x ≤ 15)
= 1 - 0.9995
= 0.0005
 Conclusion

After carefully analyzing the data gathered from the survey we came up with
the conclusion that school spending at SJCJC Students varies based on their taste
and also extracurricular activities. From the responses we drafted that out of the 25
Students 44% were male and 56% were female participants. Also out of those
participants our findings shows that Students at SJCJC mostly spends $50 - $100
weekly. When it came to Extracurricular activities they were 14 which is 56% out
of the 25 participants who took part in the survey. Another key finding from the
research is that when the question was asked “Do you buy food on a regular basis”
we expected that at least 80% of the participants would respond with the answer
yes but to our surprise, they were still 32% of the students who answered no
bringing our expectations down to the correct figure being 68% or 11 of the 25
Students.
End of Report