Preface:

the right amount of Sleep is essential for learning, good memory, and health in general, which makes it important when studying college populations. This analysis use sleep data from students to evaluate length of sleep, how consistent, and how it affects different demographics.The findings offer insight into the sleep patterns that mold student success.

  1. Is there a significant difference in the average GPA between male and female college students?

  2. Is there a significant difference in the average number of early classes between the first two class years and other class years?

  3. Do students who identify as “larks” have significantly better cognitive skills (cognition z-score) compared to “owls”?

  4. Is there a significant difference in the average number of classes missed in a semester between students who had at least one early class (EarlyClass=1) and those who didn’t (EarlyClass=0)?

  5. Is there a significant difference in the average happiness level between students with at least moderate depression and normal depression status?

  6. Is there a significant difference in average sleep quality scores between students who reported having at least one all-nighter (AllNighter=1) and those who didn’t (AllNighter=0)?

  7. Do students who abstain from alcohol use have significantly better stress scores than those who report heavy alcohol use?

  8. Is there a significant difference in the average number of drinks per week between students of different genders?

  9. Is there a significant difference in the average weekday bedtime between students with high and low stress (Stress=High vs. Stress=Normal)?

  10. Is there a significant difference in the average hours of sleep on weekends between first two year students and other students?

Answering these questions will deeper our understanding with student sleep patterns.

Analysis:

  1. Is there a significant difference in the average GPA between male and female college students?
  2. Is there a significant difference in the average number of early classes between the first two class years and other class years?
  3. Do students who identify as “larks” have significantly better cognitive skills (cognition z-score) compared to “owls”?
  4. Is there a significant difference in the average number of classes missed in a semester between students who had at least one early class and those who didn’t?

  1. Is there a significant difference in the average happiness level between students with at least moderate depression and normal depression status?

  1. Is there a significant difference in average sleep quality scores between students who reported having at least one all-nighter and those who didn’t?

  1. Do students who abstain from alcohol use have significantly better stress scores than those who report heavy alcohol use?

  2. Is there a significant difference in the average number of drinks per week between students of different genders?

  3. Is there a significant difference in the average weekday bedtime between students with high and low stress?

  4. Is there a significant difference in the average hours of sleep on weekends between first two year students and other students?

The conclusion between male and female GPA reveals no substantial difference. It is relatively the same across the dataset. The course scheduling patterns are even across lower and upper years. Students appear to not change as they progress through the years. Chronotype didn’t predict cognitive differences. The larks and owls had minor differences in the data. Students who chose to have one early class didn’t miss more classes than those with no early classes. Students that had moderate depression reported lower happiness scores to those with normal depression. Students that do all-nighters had on average worse sleep quality than those who did not. According to the data heavy alcohol users have higher stress scores. This suggests that heavy drinking and increased stress are correlated. Average weekly alcohol consumption was different across genders. One gender reported higher average drinks per week. This shows the differing behavioral patterns. Higher stress levels lead to later bedtimes on weekdays compared to lowered stress levels. They influence sleep quality. Weekend rest habits are consistent among upper- and lower-year students.