SPRING 2025
PSYC 255
Does the amount of time studying have a positive correlation with overall GPA?
Author Note: The following study did not occur. The purpose of the paper was to properly format a study using APA style.
Abstract
This study was aimed at researching whether 3+ hours of study time is positively correlated with an increased GPA in a given course. We utilized a longitudinal design to determine any correlation between our dependent variable (GPA) and our independent variable (study time) over an 8-week period of time; utilizing self-report measures, and a series of pre-study surveys to determine eligibility. The overall results were able to determine a positive correlation however statistical significance was only recognized when students utilized a deep approach to learning. Although, it has often been suggested that for every 1 hour of lecture for a given course, 2 hours of study time is recommended. However, upon crunching the numbers we can determine that the quality of the studying, coupled with a student's prior knowledge and skill before entering the course, is more significant than any specific amount of time invested studying.
1. Introduction
“Study your @$$ off!” Heard by every student across the globe, in every language created by humans; when describing how to get a better grade for any class… in turn leading to a higher overall GPA in their educational career. “However, contrary to popular belief, Krohn & O’Conner (2005) and Didia & Hasnat (1998) reported that study time negatively correlates with academic performance.” (Nonis, Hudson, 2010 Pg. 229) It is widely believed that a certain quantity of study hours are necessary to achieve an outstanding mark for any course. Rather there is a combination of factors involved, including; attendance, study/scheduling techniques, prior knowledge, etc., which all play a role in the quality of the studying accomplished during an allotted time frame. “Results suggest that truly studying may not simply be a quantity issue; there are qualitative techniques, such as good study habits, that can make study time effective for students.” (Nonis, Hudson, 2010 Pg. 236) There is also a distinction to be made between surface and deep level approaches to learning, “...[as] described by Marton and Siiljo (1984).” (Kember et al., 1995 Pg. 330) Surface strategies are reproducible and limit the aim to learn only the bare essentials and reproduce through note learning. Deep strategies are meaningful, including reading extensively on the subject matter, interrelating new information with previous relevant knowledge. There is a third approach described as ‘achieving’; however, we will not incorporate this concept into our current study as it mostly signifies the types of students that are valedictorians or for lack of a better reference, outliers. “Surface learners do not search for unifying principles so are left with the daunting task of remembering numerous fragments of information. When they do not seek to understand the principles they are investigating in an experiment, they are left with slavishly following procedures in a handbook.” (Kember et al., 1995 Pg. 337) This type of surface level approach can often lead to longer hours of personal study, simply trying to understand the underlying concepts being displayed. Meanwhile, “...a student who employs a deep approach can save time by concentrating on the main principles of a lecture, piece of reading, problem/laboratory experiment.”(Kember et al., 1995 Pg. 336) Suggesting that previous knowledge of a given course and the personal strategies utilized for studying more intently have a more meaningful impact on the students overall quantity of study. “...students who have superior prior knowledge and skills coming into the college could attain a given GPA with less study time than those with weaker prior knowledge and skills.” (Plant et al., 2004 Pg.105) Although, “No single factor can be taken in isolation as predicting grades. [GPA is influenced by] so many factors; such as gender, IQ, study habits, study time, age, year of study, level of parent’s educational attainment, social status, number of children, birth order, etc. In fact, almost all the above environmental, personal and natural factors exert influence on academic performance.” (Ukpong, George, 2013 Pg. 172) Controlling for as many of the variables that have previously been described will be an aim of the following research. The purpose of this study is to fill in the gap of this area of research for the overall population of San Diego City College students between the ages of 30-40. For students between the ages of 30-40 years at San Diego City College, investing 3+ hours a week into personal study time has a positive correlation with an individual's overall GPA in a given course.
2. Participants
Selected using a combination of simple random & systematic sampling; along with elements of convenience sampling (the population is rather small as it is.) In 2022-23 San Diego City College had 1,783 students aged between 30-40 years. Of this population we received 750 (42%) submissions with a simple survey requesting potential inclusion in our research about study time and GPA. Of these 750 students, 150 (8%) cleared our inclusion and exclusion criteria; which included: must be 30-40 years old, in at least their second year of community college with a total of 24 units completed, be available for 2 interviews (initial and follow-up) and be willing to divulge personal information about their personal study habits and overall GPA. Of these 150 students 105 (70%) identified as female and 45 (30%) were male. Furthermore, 50% (75) Hispanic/Latino, 20% (30) were Caucasian, 20% (30) Black or African American and 10% (15) Asian; which is a similar representation to the overall campus population demographics. The reason this research is important is because of the gap we see in regards to returning students (i.e. have life experience with age; 30-40 year olds) and the amount of time it requires studying to achieve an outstanding GPA in a given course.
3. Measures
The DV in our research is overall GPA, as we are trying to determine if our IV (amount of study time) has a positive correlation with an increase in overall GPA (DV). We will utilize the following sets of standards and measures to determine our data:
Official University Records: to obtain overall GPA.
Biggs’ Study Process Questionnaire: 42-item self-report measure to assess a student's approaches to learning. It measures the extent to which students endorse different learning approaches and the underlying motives and strategies. (surface, deep and achieving as described in the introduction)
Time Allocation Log/ Daily Diary: how many hours spent on certain tasks while studying, being descriptive in the time spent doing which activity.
4. Procedure
This is a correlational study as we are attempting to relate the amount of time students invest studying as compared to overall GPA. To begin we sent out a survey to the entire student body at San Diego City College, to inquire for anyone willing to partake in a research study regarding studying and GPA, which gave us our initial 750 possible participants, of which 150 students met our inclusion criteria. We then conducted an initial interview to explain the study and what we were discovering as well as to gather relevant information (GPA/ Biggs’ Study Process Questionnaire) and to distribute the research materials (Time Allocation Log, etc.) as well as to explain the expectations of participants and that no compensation would be given for partaking in this research. We conducted a follow-up session after 8-weeks to collect the Time Allocation Log and Daily Diary from everyone as well as to ensure all participants were satisfied with the conduct of the research overall.
Random Survey: simple questionnaire to determine possible inclusion of participants.
Initial Contact: gathered Official University Records for GPA and recorded scores for Biggs’ Study Process Questionnaire, along with distributing materials needed to complete the study (Time Allocation Log).
Follow-Up: Received Time Allocation Logs and concluded the data collection portion.
5. Results
The results supported the hypothesis of the current study. Investing 3+ hours a week into personal study time has a positive correlation with an individual's overall GPA in a given course, however, statistical significance was shown only when that time was invested with a deep approach to learning.
6. Discussion
This study was focused on the effects of study time on a given GPA and if an increased amount of study time has a positive correlation with overall GPA in a given course. It was discovered that although time does not weigh much as a factor as compared to the approach of the individual completing the studying, on average individuals who invested 3+ hours into studying each week with a deep approach to learning saw an increase in overall GPA in a given course.
6.1. Limitations, Strengths and Future Research
This study only focused on a small population of an average of 2000 community college students at San Diego City College. Furthermore, the hypothesis itself created limitations for the direction of the overall study as it was focused on a set amount of time. It would be recommended that future research aim to eliminate a time based parameter and focus on the approaches to learning when studying. Additionally, the scales & measures utilized were self-reporting tools and could not be controlled for veracity. However, even with these aforementioned limitations, this study was able to focus on a community of college students returning to education that are often overlooked as they are in the middle of their age and not ‘college freshman’.
6.2. Conclusion & Implications
The significance of this research is in the removal of the stigma of how much time is required studying to receive an increased overall GPA in a given course. It has previously been suggested that for every 1 hour spent in a classroom another 2 hours must be invested of personal time to studying. However, this is not the case, as we have determined; prior knowledge and skills can reduce the amount of time needed to study when incorporated with a deep style of learning approach.
