Relationship Between Time Involved on Campus and its Effect on GPA

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Discussion The purpose of the current study was to find a relationship between time involved on campus and its effect on GPA. Based on the findings of this study, time spent weekly involved had no direct effect on the participant’s GPA. However, the plotted data from this specific sample showed a positive trend. This would indicate that the participants who spent more time weekly involved on campus were more likely to have a higher GPA at the end of that specific semester. The descriptive statistics for this study explored the participant’s perceived academic accountability from their organization, the academic support received from each organization, career preparation, and satisfaction. The data suggested that those involved in Greek …show more content…
The researchers attributed the decline to over-involvement and the student’s focus on the social aspect of the organization. In this study there was no direct correlation between time involved and GPA. However, the trend was positive indicating in some cases that more time involvement was accompanied by a higher GPA. The lack of diversity among organizations might be at fault for the opposing results. The findings from this study corroborate with previous research by Huang and Chang (2004). Huang and Chang found that being actively involved led to cognitive growth; this research found that students with high levels of involvement reported higher cognitive growth. The positive trend of the scatter plot in the current study relates to these findings; in some cases higher involvement led to higher GPA. Campus involvement has been linked to student emotional growth, academic success, and satisfaction (Martin, 2011). Satisfaction has been shown to correlate with academic achievement; students who are satisfied with their environment, classes, or peers are more likely to be motivated in their academic achievements. Student satisfaction has been linked to a higher likelihood of graduating (Pike 1991). Kim, Newton, and Benton (2010) found that emotional satisfaction related to higher academic confidence; students who were satisfied with their college career were more likely to have higher confidence in their academic abilities.

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