Home Work - 03
I. How do the CGPA trajectories over the four undergraduate years differ between
male and female students, and how do they compare when considering MS years?
The line plot shows the CGPA trajectories over the four undergraduate years, comparing
male and female students. Each line represents the average CGPA trend across different
years for each gender.
II. How does CGPA change across the four undergraduate years and subsequent
Master's years, and does this change vary by gender?
Intercept (3.557): The estimated CGPA for female students in their first year is 3.56.
Year (0.003308): The effect of academic year on CGPA is not statistically significant
(p-value = 0.686). In other words, the CGPA does not change over time for both male
and female students.
Gender (-0.248): On an average, Male students have a CGPA that is 0.25 points lower
than female students. There is a notable difference in CGPA between genders, with
males having consistently lower scores.
The ICC is 0.69, which means 69% of the total variance in CGPA is due to differences
between students (between-student variability).
A high ICC suggests that students’ individual differences (e.g., ability, study habits)
explain a large proportion of the variability in CGPA, rather than fluctuations over time.
σ² (0.02): The small residual variance (Within-Student Variability) implies that once a
student's CGPA is established, it doesn't vary much over the years for that particular
student.
Individual students maintain relatively consistent CGPA over the four years of study.
III. What is the variability in CGPA among students across undergraduate years,
and how does gender moderate this variability?
Interpretation of Random Effects (Variability)
Within-student variability over years (Year variance = 0.000201): There is very
little variation in how individual students' CGPAs change over time. This small variance
indicates that most students' CGPAs remain relatively stable across years.
Within-student variability based on gender (Gender Variance=0.091371): This
shows that there is significant variability in CGPA based on gender. In other words,
gender introduces additional variability, with male students showing different
trajectories of CGPA change than female students.
IV. How does the impact of gender on CGPA change over time across
undergraduate year?
Year*Gender [Male] (p-value>.05/.01). That means the change in CGPA across years
does not differ by gender.
VI. How does CGPA in the first undergraduate year predict overall performance in
subsequent undergraduate years and does this relationship vary by gender?
GPA_Year1 (p-value>0.05/0.01): This suggests that first-year GPA does not significantly
predict overall CGPA for female students.
Gender [Male] × GPA Year1 (0.77): The coefficient of 0.773 suggests that for male students, as
first-year GPA increases, their overall performance in subsequent years improves at a much faster
rate than for female students.
