Add more references; Write results and conclusion, start writing

discussion

paper.bib

@@ -1,6 +1,223 @@
-@book{gertner2012idea,
+@book{gertner_idea_2012,
   title={The idea factory: Bell Labs and the great age of American innovation},
   author={Gertner, Jon},
   year={2012},
   publisher={Penguin}
 }
+
+@article{michaels_academic_1989,
+	title = {Academic {Effort} and {College} {Grades}*},
+	volume = {68},
+	abstract = {This study examines the possibility that specification errors contribute to the Schuman et al (1985) findings of a weak relationship between study time and college grades. Our analyses investigate both main and interactive effects, measures of quantity and quality of study, and various context-specific models of college grades. In contrast to previous findings, we observe significant main and interactive effects of academic effort on college grades.},
+	number = {1},
+	journal = {Social Forces},
+	author = {Michaels, James W. and Miethe, Terance D.},
+	month = sep,
+	year = {1989},
+	pages = {309--319},
+	file = {Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/8UXRFWEC/Michaels and Miethe - 1989 - Academic Effort and College Grades.pdf:application/pdf;Snapshot:/home/andreas/workspace/work/hiwi/Zotero/storage/2JBVD4TS/2232194.html:text/html},
+}
+
+@article{dickinson_effect_1990,
+	title = {Effect of {Quality} and {Quantity} of {Study} on {Student} {Grades}},
+	volume = {83},
+	abstract = {In this study we investigated the relationship between study time and test scores in a course on learning principles for college education majors. The students were required to keep a continuous log of the amount of time that they spent reading, reviewing, and organizing for the course. Weak relationships with test scores were found for total study time and time spent reviewing. A much stronger relationship was found for time spent organizing the course content. An extreme-groups analysis revealed that students with high test scores spent 40 min per week organizing compared with 10 min per week for students with low test scores. The results support the importance that information-processing theorists attribute to active learning strategies.},
+	number = {4},
+	journal = {The Journal of Educational Research},
+	author = {Dickinson, Donald J. and O'Connell, Debra Q.},
+	year = {1990},
+	note = {Publisher: Taylor \& Francis, Ltd.},
+	pages = {227--231},
+	file = {JSTOR Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/8HZQXEEU/Dickinson and O'Connell - 1990 - Effect of Quality and Quantity of Study on Student Grades.pdf:application/pdf},
+}
+
+@article{zulauf_use_1999,
+	series = {Selected {Paper}},
+	title = {USE OF TIME AND ACADEMIC PERFORMANCE OF COLLEGE STUDENTS: DOES STUDYING MATTER?},
+	abstract = {Recursive regression analysis revealed time management skills and study time were positively related with quarter GPA for 93 students in three agricultural economics courses at Ohio State University. GPA increased only 0.04 points [4.0 scale] per additional study hour, suggesting substantial improvements in GPA require substantial increases in study time},
+	language = {eng},
+	editor = {Zulauf, Carl R. and Gortner, Amy K.},
+	year = {1999},
+	keywords = {academic performance, study time, Teaching/Communication/Extension/Profession, time management},
+	file = {PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/PM7CTJ7G/Zulauf and Gortner - 1999 - USE OF TIME AND ACADEMIC PERFORMANCE OF COLLEGE STUDENTS DOES STUDYING MATTER.pdf:application/pdf},
+}
+
+@article{rooney_use_1985,
+	title = {The {Use} of {Self}-{Monitoring} {Procedures} {With} {Low} {IQ} {Learning} {Disabled} {Students}},
+	volume = {18},
+	issn = {0022-2194},
+	url = {https://doi.org/10.1177/002221948501800703},
+	doi = {10.1177/002221948501800703},
+	abstract = {Given the changes in the population served in programs for the learning-disabled, there is a continuing need to verify the effectiveness of teaching methods used with D students. This research investigated the efficacy of two cognitive behavior modification procedures—self-monitoring of attention and self-monitoring of academic accuracy—with a group of low functioning students in a LD self-contained class. Data are presented which indicate that the combination of both procedures was effective for all four students in improving attention-to-task and for three of the four children in percentage of accurate responses in an arithmetic task. The discussion highlights the importance of possible modification of CBM methods and training procedures in order to develop successsful intervention programs for LD students whose cognitive functioning levels are below average.},
+	language = {en},
+	number = {7},
+	urldate = {2025-03-07},
+	journal = {Journal of Learning Disabilities},
+	author = {Rooney, Karen and Polloway, Edward A. and Hallahan, Daniel P.},
+	month = aug,
+	year = {1985},
+	note = {Publisher: SAGE Publications Inc},
+	pages = {384--389},
+	file = {SAGE PDF Full Text:/home/andreas/workspace/work/hiwi/Zotero/storage/ETX97WRA/Rooney et al. - 1985 - The Use of Self-Monitoring Procedures With Low IQ Learning Disabled Students.pdf:application/pdf},
+}
+
+@article{napoles_role_2023,
+	title = {The {Role} of {Time} {Management} to the {Academic} {Performance} of the {College} {Students} {During} {Pandemic}},
+	volume = {10},
+	copyright = {Copyright (c) 2023 International Journal of Social Sciences and Humanities Invention},
+	issn = {2349-2031},
+	url = {https://valleyinternational.net/index.php/theijsshi/article/view/3829},
+	doi = {10.18535/ijsshi/v10i02.05},
+	abstract = {This study was undertaken to determine a statistical correlation between the role of time management and the academic performance of the college students during a pandemic. The population of the research consisted of distance learning students from the\  Department of Technology Teacher Education of Mindanao State University-Iligan Institute of Technology. One hundred eighty-two participants belonging to different courses who were selected randomly, ranging from first year to fourth year, participated conveniently in this study. Survey questionnaires regarding time management on a five-point likert scale were used to collect data from respondents and were disseminated through Google forms. Before utilizing scales, professionals in the field review them for validity. The variables' previous GPA correlated with .139 and a significance of .061 indicated that they have no significant relationship with how students manage their time. It is concluded that both variables have no significant relationship with each other and time management skills do not affect students' school performance significantly. However, students should be aware of time wastage and take responsibility for enhancing their time management skills and maintaining their grade point average.},
+	language = {en},
+	number = {02},
+	urldate = {2025-03-07},
+	journal = {International Journal of Social Sciences and Humanities Invention},
+	author = {Napoles, Michael Art and Altubar, Jepril Ann B. and Anding, Hannah Kris T.},
+	month = feb,
+	year = {2023},
+	note = {Number: 02},
+	keywords = {Distance Learning, Online Learning, Time Management},
+	pages = {7731--7741},
+	file = {Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/FST4M46S/Napoles et al. - 2023 - The Role of Time Management to the Academic Performance of the College Students During Pandemic.pdf:application/pdf},
+}
+
+@article{masui_diligent_2014,
+	title = {Do diligent students perform better? {Complex} relations between student and course characteristics, study time, and academic performance in higher education},
+	volume = {39},
+	issn = {0307-5079},
+	shorttitle = {Do diligent students perform better?},
+	url = {https://doi.org/10.1080/03075079.2012.721350},
+	doi = {10.1080/03075079.2012.721350},
+	abstract = {Research has reported equivocal results regarding the relationship between study time investment and academic performance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academic performance, while taking into account student characteristics (e.g. gender, prior domain knowledge), and (b) to examine the relation between a number of student and course characteristics and study time. Data included course-specific study time recordings across the entire term, grades for 14 courses, expert ratings of six course characteristics, and other data from the records of 168 freshmen in business economics. For most courses, study time predicted grades, even beyond student characteristics. However, there were differential results depending on the course considered, stressing the importance of examining relations at course level instead of globally across courses. As to study time, course characteristics were strong predictors.},
+	number = {4},
+	urldate = {2025-03-07},
+	journal = {Studies in Higher Education},
+	author = {Masui, Chris and Broeckmans, Jan and Doumen, Sarah and Groenen, Anne and Molenberghs, Geert},
+	month = apr,
+	year = {2014},
+	note = {Publisher: SRHE Website
+\_eprint: https://doi.org/10.1080/03075079.2012.721350},
+	keywords = {academic performance, study time, higher education, learning environment, self-regulated learning, student characteristics},
+	pages = {621--643},
+	file = {Submitted Version:/home/andreas/workspace/work/hiwi/Zotero/storage/S7W5636G/Masui et al. - 2014 - Do diligent students perform better Complex relations between student and course characteristics, s.pdf:application/pdf},
+}
+
+@article{plant_why_2005,
+	title = {Why study time does not predict grade point average across college students: {Implications} of deliberate practice for academic performance},
+	volume = {30},
+	issn = {0361-476X},
+	shorttitle = {Why study time does not predict grade point average across college students},
+	url = {https://www.sciencedirect.com/science/article/pii/S0361476X04000384},
+	doi = {10.1016/j.cedpsych.2004.06.001},
+	abstract = {The current work draws upon the theoretical framework of deliberate practice in order to clarify why the amount of study by college students is a poor predictor of academic performance. A model was proposed where performance in college, both cumulatively and for a current semester, was jointly determined by previous knowledge and skills as well as factors indicating quality (e.g., study environment) and quantity of study. The findings support the proposed model and indicate that the amount of study only emerged as a significant predictor of cumulative GPA when the quality of study and previously attained performance were taken into consideration. The findings are discussed in terms of the insights provided by applying the framework of deliberate practice to academic performance in a university setting.},
+	number = {1},
+	urldate = {2025-03-07},
+	journal = {Contemporary Educational Psychology},
+	author = {Plant, E. Ashby and Ericsson, K. Anders and Hill, Len and Asberg, Kia},
+	month = jan,
+	year = {2005},
+	keywords = {Academic performance, Deliberate practice, Grade point average, Study habits, Study time},
+	pages = {96--116},
+	file = {ScienceDirect Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/6CLRGKBL/Plant et al. - 2005 - Why study time does not predict grade point average across college students Implications of deliber.pdf:application/pdf;ScienceDirect Snapshot:/home/andreas/workspace/work/hiwi/Zotero/storage/I7AWASSH/S0361476X04000384.html:text/html},
+}
+
+@article{schuman_effort_1985,
+	title = {Effort and {Reward}: {The} {Assumption} that {College} {Grades} {Are} {Affected} by {Quantity} of {Study}*},
+	volume = {63},
+	shorttitle = {Effort and {Reward}},
+	abstract = {The relation between college grades and self-reported amount of effort was examined in four major and several minor investigations of undergraduates in a large state university. Grades were operationalized mainly by using grade point average (GPA), though in one investigation grades in a particular course were the focus. Effort was measured in several different ways, ranging from student estimates of typical study over the term to reports of study on specific days. Despite evidence that these self-reports provide meaningful estimates of actual studying, there is at best only a very small relation between amount of studying and grades, as compared to the considerably stronger and more monotonic relations between grades and both aptitude measures and self-reported class attendance. The plausible assumption that college grades reflect student effort to an important extent does not receive much support from these investigations. This raises a larger question about the extent to which rewards are linked to effort in other areas of life—a connection often assumed but seldom investigated.},
+	number = {4},
+	journal = {Social Forces},
+	author = {Schuman, Howard and Walsh, Edward and Olson, Camille and Etheridge, Barbara},
+	month = jun,
+	year = {1985},
+	pages = {945--966},
+	file = {Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/ST8F6X85/Schuman et al. - 1985 - Effort and Reward The Assumption that College Grades Are Affected by Quantity of Study.pdf:application/pdf;Snapshot:/home/andreas/workspace/work/hiwi/Zotero/storage/6ZFY7KPK/2232109.html:text/html},
+}
+
+@misc{e_g_williamson_relationship_nodate,
+	title = {The relationship of number of hours of study to scholarship.},
+	url = {https://psycnet.apa.org/record/1936-02704-001},
+	abstract = {A study based on the reported hours of study of 257 freshmen at the University of Minnesota during the week just prior to mid-quarter examinations. The mean hours of study were 27.09; the {\textless}em{\textgreater}r{\textless}/em{\textgreater} between scholarship and hours of study was-.06; the {\textless}em{\textgreater}r{\textless}/em{\textgreater} between scores on the Minnesota college aptitude test and hours of study was -.20. A comparison of these results with other studies is given, and it is concluded that the location of the week used in this study probably makes the new data closer approximations to the true relationships. The student of low ability must study more than the student of high ability, but the increase will not necessarily result in much higher scholarship. (PsycINFO Database Record (c) 2016 APA, all rights reserved)},
+	language = {en-US},
+	urldate = {2025-03-07},
+	journal = {APA PsycNET},
+	author = {{E. G. Williamson}},
+	doi = {10.1037/h0056481},
+	file = {PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/IIVGJSV8/The relationship of number of hours of study to scholarship..pdf:application/pdf;Snapshot:/home/andreas/workspace/work/hiwi/Zotero/storage/F4ZN6958/1936-02704-001.html:text/html},
+}
+
+@article{kember_learning_1995,
+	title = {Learning approaches, study time and academic performance},
+	volume = {29},
+	issn = {1573-174X},
+	url = {https://doi.org/10.1007/BF01384497},
+	doi = {10.1007/BF01384497},
+	abstract = {This study investigated the relationship between learning approach, time spent studying and grades awarded. A class of mechanical engineering students (N=34; male) were asked to keep an hour-by-hour study diary for one week. The Biggs' Study Process Questionnaire (SPQ) provided measures of these students' approach to study tasks. Use of a surface approach to learning was found to be positively correlated with both high attendance in class and greater hours of independent study time. The former is explained by the surface learner's need for the lecturer to define the course; the latter by the inefficiency of a surface approach. Poor grades in spite of long study hours mirror an inefficient surface approach. This finding suggests the need for individual study counselling. Case studies show that the use of a deep approach does not result in good grades unless accompanied by sufficient work. The diary method in conjunction with the SPQ appears to be a promising method for researching workload, study times and other related variables.},
+	language = {en},
+	number = {3},
+	urldate = {2025-03-07},
+	journal = {Higher Education},
+	author = {Kember, David and Jamieson, Qun Wang and Pomfret, Mike and Wong, Eric T. T.},
+	month = apr,
+	year = {1995},
+	keywords = {Academic Performance, Learn Approach, Mechanical Engineering, Promising Method, Study Time},
+	pages = {329--343},
+	file = {Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/G8WUZWIJ/Kember et al. - 1995 - Learning approaches, study time and academic performance.pdf:application/pdf},
+}
+
+@article{schuman_comment_2001,
+	title = {Comment: {Students}' {Effort} and {Reward} in {College} {Settings}},
+	volume = {74},
+	issn = {0038-0407},
+	shorttitle = {Comment},
+	url = {https://www.jstor.org/stable/2673146},
+	doi = {10.2307/2673146},
+	number = {1},
+	urldate = {2025-03-08},
+	journal = {Sociology of Education},
+	author = {Schuman, Howard},
+	year = {2001},
+	note = {Publisher: [Sage Publications, Inc., American Sociological Association]},
+	pages = {73--74},
+	file = {JSTOR Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/AYBTRUSF/Schuman - 2001 - Comment Students' Effort and Reward in College Settings.pdf:application/pdf},
+}
+
+@article{hill_effort_1990,
+	title = {Effort and {Reward} in {College}: {A} {Replication} of {Some} {Puzzling} {Findings}},
+	volume = {5},
+	issn = {0886-1641},
+	shorttitle = {Effort and {Reward} in {College}},
+	url = {https://www.proquest.com/docview/1292260741/citation/16AEB9E8A9FF44E0PQ/1},
+	language = {English},
+	number = {4},
+	urldate = {2025-03-08},
+	journal = {Journal of Social Behavior and Personality},
+	author = {Hill, Lester},
+	year = {1990},
+	note = {Num Pages: 11
+Place: Corte Madera, CA, United States
+Publisher: Select Press},
+	keywords = {Psychology, Social Sciences (General), Sociology},
+	pages = {151--161},
+	file = {Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/X69I8QXV/Hill - 1990 - Effort and Reward in College A Replication of Some Puzzling Findings.pdf:application/pdf},
+}
+
+@article{rau_academic_2000,
+	title = {The {Academic} {Ethic} and {College} {Grades}: {Does} {Hard} {Work} {Help} {Students} to "{Make} the {Grade}"?},
+	volume = {73},
+	issn = {0038-0407},
+	shorttitle = {The {Academic} {Ethic} and {College} {Grades}},
+	url = {https://www.jstor.org/stable/2673197},
+	doi = {10.2307/2673197},
+	abstract = {Most scholars and teachers accept, as part of the natural order of the universe, a strong relationship between study efforts and students' academic performance. Yet, the only systematic investigation of this relationship, a 12-year project at the University of Michigan, repeatedly found little to no correlation between hours studied and grades. The study presented here replicated parts of this project but did so with a different conceptualization of effort. This new perspective views effort as the outcome of an "academic ethic," a student worldview that emphasizes diligent, daily, and sober study. This article shows how this concept can be operationalized and measured and provides evidence for its existence among some students at Illinois State University. It then shows a significant and meaningful relationship between methodical, disciplined study and academic performance. It closes by considering how the selectivity of colleges and universities would affect the findings and suggests some new directions for research.},
+	number = {1},
+	urldate = {2025-03-08},
+	journal = {Sociology of Education},
+	author = {Rau, William and Durand, Ann},
+	year = {2000},
+	note = {Publisher: [Sage Publications, Inc., American Sociological Association]},
+	pages = {19--38},
+	file = {JSTOR Full Text PDF:/home/andreas/workspace/work/hiwi/Zotero/storage/H58YHZEJ/Rau and Durand - 2000 - The Academic Ethic and College Grades Does Hard Work Help Students to Make the Grade.pdf:application/pdf},
+}

paper.tex

@@ -10,7 +10,6 @@
 \usepackage{dsfont}
 \usepackage{mleftright}
 \usepackage{bbm}
-\usepackage{lipsum}
 \usepackage[
 	backend=biber,
 	style=ieee,
@@ -97,7 +96,7 @@
     the staff of the KIT library for their unknowing - but vital -
     participation.}}
 
-\markboth{Journal of the International Association of KIT Bibliophiles}{The
+\markboth{Journal of the Association of KIT Bibliophiles}{The
     Effect of the Choice of Hydration Strategy on Average Academic Performance}
 
 \maketitle
@@ -129,6 +128,9 @@
 %
 
 
+\vspace*{-1mm}
+
+
 %%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Introduction}
 
@@ -136,7 +138,7 @@
 interwoven. As an example, an investigation was once conducted by Bell Labs
 into the productivity of their employees that found that ``workers with the
 most patents often shared lunch or breakfast with a Bell Labs electrical
-engineer named Harry Nyquist'' \cite{gertner2012idea}, and we presume that
+engineer named Harry Nyquist'' \cite{gertner_idea_2012}, and we presume that
 they also paired their food with something to drink. We can see that
 intellectual achievement and hydration are related even for the most
 prestigious research institutions.
@@ -147,137 +149,144 @@ to leverage it to improve the academic performance of KIT students.
 
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-\section{Experiment Setup}
+\section{Experimental Setup}
 
-
+Over a period of one week, we monitored the usage of the water dispenser
-Over a period of \todo{1 week} we monitored the usage of the water dispenser
+on the ground floor of the KIT library at random times during the day.
-on the ground floor of the KIT library. The experiment comprised two parts,
+The experiment comprised two parts, a system measurement to determine the
-a system measurement and a recording of the behaviour of participants. The
+flowrate of the water dispenser, and a behavioral measurement, i.e., a recording
-system measurement consisted in determining the flow rate of the water
+of the choice of hydration strategy of the participants: $S_\text{L}$ denotes
-dispenser. The behavior of the participants we chose to evaluate was their
+pressing the left button of the water dispenser, $S_\text{R}$ the right one,
-choice of hydration strategy, i.e., the tendency to press the left or right
+and $S_\text{B}$ pressing both buttons.
-button of the water dispenser.
 
 As is always the case with measurements, care must be taken not to alter
 quantities by measuring them. To this end, we made sure only to take system
 measurements in the absence of participants and to only record data on the
 behaviour of participants discreetly.
 
-% \lipsum[3]
+% TODO: Describe the actual measurement setup? (e.g., filling up a 0.7l bottle
+% and timing with a standard smartphone timer)
 
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-\section{Experiment Results}
+\section{Experimental Results}
 
-\begin{filecontents*}{system.csv}
-4,5
-5,6
-6,7
-6,7
-2,3
-3,4
-8,9
-4,5
-1,2
-2,3
-3,4
-4,5
-\end{filecontents*}
-
-\begin{filecontents*}{behavior.csv}
-42, 34
-\end{filecontents*}
 
 \begin{figure}[H]
     \centering
 
     \begin{tikzpicture}
-        % Boxplot groups columns, but we want rows
-        \pgfplotstableread[col sep=comma]{system.csv}\systemcsvdata
-
         \begin{axis}[
-            width=0.9\columnwidth,
+            width=0.85\columnwidth,
             height=0.4\columnwidth,
             boxplot/draw direction = x,
-            xmajorgrids,
+            grid,
-            ytick = {1, 2},
+            ytick = {1, 2, 3},
-            yticklabels = {Left button, Right button},
+            yticklabels = {$S_\text{B}$ (Both buttons), $S_\text{R}$ (Right button), $S_\text{L}$ (Left button)},
             xlabel = {Flowrate (\si{\milli\litre\per\second})},
         ]
-            \foreach \n in {0,1} {
+            \addplot[boxplot, fill, scol1, draw=black]
-                \addplot+[boxplot, fill, draw=black] table[x index=\n] {\systemcsvdata};
+                table[col sep=comma, x=flowrate]
-            }
+                    {res/flowrate_both.csv};
+
+            \addplot[boxplot, fill, scol2, draw=black]
+                table[col sep=comma, x=flowrate]
+                    {res/flowrate_right.csv};
+
+            \addplot[boxplot, fill, scol3, draw=black]
+                table[col sep=comma, x=flowrate]
+                    {res/flowrate_left.csv};
         \end{axis}
     \end{tikzpicture}
 
-    \caption{\todo{Flow rate of the water dispenser depending on the button pressed.}}
+    \caption{Flow rate of the water dispenser depending on the button pressed.}
     \label{fig:System}
 \end{figure}
 
-\todo{TODO: Data collection and plotting}
-
 \begin{figure}[H]
     \centering
 
     \begin{tikzpicture}
-        % Boxplot groups columns, but we want rows
-        \pgfplotstableread[col sep=comma]{system.csv}\systemcsvdata
-
         \begin{axis}[
-            width=0.9\columnwidth,
+            ybar,
+            bar width=15mm,
+            width=\columnwidth,
             height=0.4\columnwidth,
-            boxplot/draw direction = x,
+            area style,
-            xmajorgrids,
+            xtick = {0, 1, 2},
-            ytick = {1, 2},
+            grid,
-            yticklabels = {Left button, Right button},
+            ymin = 0,
-            xlabel = {Flowrate (\si{\milli\litre\per\second})},
+            enlarge x limits=0.3,
+            xticklabels = {Left button, Right button, Both buttons},
+            ylabel = {No. of presses},
         ]
-            \foreach \n in {0,1} {
+            \addplot+[ybar,mark=no,fill=scol1] table[skip first n=1, col sep=comma, x=button, y=count]
-                \addplot+[boxplot, fill, draw=black] table[x index=\n] {\systemcsvdata};
+                {res/left_right_distribution.csv};
-            }
         \end{axis}
     \end{tikzpicture}
 
-    \caption{\todo{Distribution of the choice of hydration strategy.}}
+    \caption{Distribution of the choice of hydration strategy.}
     \label{fig:Behavior}
 \end{figure}
 
-\todo{TODO: Data collection and plotting}
+Fig. \ref{fig:System} indicates that $S_\text{L}$ is the slowest
+strategy, while $S_\text{R}$ and $S_\text{B}$ are similar.
+Due to the small sample size ($N=10$) and the unknown distribution, the test
+we chose to verify this observation is a Mann-Whitney U test. We found that
+$S _\text{L}$ is faster than $S_\text{R}$ with a significance of $p < 0.0001$,
+while no significant statement could be made about $S_\text{R}$ and
+$S_\text{B}$.
 
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Discussion}
 
 
+We examine the effects of the choice of hydration strategy. To
+this end, we first estimate the amount of time saved by choosing a certain
+strategy and relate that to a possible gain in academic performance, i.e.,
+grades.%
+%
 \todo{
 \begin{itemize}
+    \item ``We measured the average bottle size''
     \item Quantify relationship: Compute average time saving by using right
         button $\rightarrow$ translate into grade gain
-    \item Develop novel strategy $\equiv$ Use right button
-\end{itemize}
-}
-
-\todo{
-\begin{itemize}
     \item People using the left button slow down the entire queue
         behind them, not only themselves
-    \item Possible sources of error: Limited sample size
 \end{itemize}
-}
+}%
 
+Many attempts have been made in the literature to relate the time spent
+studying to academic achievement -  see, e.g.
+\cite{schuman_effort_1985, zulauf_use_1999, michaels_academic_1989, dickinson_effect_1990}.
+The overwhelming consensus is that there is a significant relationship,
+though it is a weak one.
+%Many of the studies were only performed over
+% a period of one week or even day, so we believe care should be taken when
+% generlizing these results. Nevertheless, the overwhelming consensus in the
+% literature is that a significant relationship exists, though it is a weak one.
 
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Conclusion}
 
-\todo{
+
-\begin{itemize}
+In this study, we investigated how the choice of hydration strategy affects
-    \item Reiterate discussion resuls: time and grade gain
+the average academic performance of a student. We found that always choosing to
-    \item Further research: People seeing a long queue might
+press the right button leads to an average time gain of \todo{\SI{10}{\second}}
-        decide not to fill up their bottles $\rightarrow$ they drink
+per day, which translates into a grade improvement of $\todo{0.001}$ levels.
-        less $\rightarrow$ They perform worse academically
+We thus propose a novel and broadly applicable strategy to boost the average
-\end{itemize}
+academic performance of KIT students: always pressing the right button.
-}
+
+Further research is needed to develop a better model of how the choice of
+hydration strategy is related to academic performance. We
+suspect that there is a compounding effect that leads to $S_\text{L}$ being an
+even worse choice of hydration strategy: When the queue is long, students are
+less likely to refill their empty water bottles, leading to reduced mental
+ability. Nevertheless, we believe that with this work we have laid a solid
+foundation and hope that our results will find widespread acceptance among the
+local student population.
 
 
 %
@@ -291,3 +300,4 @@ behaviour of participants discreetly.
 
 
 \end{document}
+

res/flowrate_both.csv

@@ -0,0 +1,11 @@
+index,flowrate
+0,42.47104247
+1,46.41350211
+2,42.80155642
+3,43.8247012
+4,42.63565891
+5,40
+6,43.8247012
+7,44
+8,43.8247012
+9,46.21848739

res/flowrate_left.csv

@@ -0,0 +1,11 @@
+index,flowrate
+0,25.46296296
+1,24.49888641
+2,25.88235294
+3,25.17162471
+4,25.94339623
+5,26.5060241
+6,25.17162471
+7,27.29528536
+8,27.5
+9,24.88687783

res/flowrate_right.csv

@@ -0,0 +1,11 @@
+index,flowrate
+0,42.47104247
+1,42.14559387
+2,47.00854701
+3,37.03703704
+4,43.1372549 
+5,39.14590747
+6,37.93103448
+7,38.32752613
+8,37.54266212
+9,38.19444444

res/left_right_distribution.csv

@@ -0,0 +1,5 @@
+# 0=left, 1=right, 2=both
+button,count
+0,50
+1,38
+2,25