Fix paper format: letter->a4

paper.bib

@@ -214,7 +214,7 @@ TLDR: Investigation of the efficacy of two cognitive behavior modification proce
 }
 
 @article{schuman_effort_1985,
-	title = {Effort and {Reward}: {The} {Assumption} that {College} {Grades} {Are} {Affected} by {Quantity} of {Study}*},
+	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.},

paper.tex

@@ -1,4 +1,6 @@
-\documentclass[journal]{IEEEtran}
+\documentclass[a4paper, journal]{IEEEtran}
+
+\usepackage[left=1.57cm,right=1.57cm,top=1.8cm,bottom=1.57cm]{geometry}
 
 \usepackage{amsmath,amsfonts}
 \usepackage{siunitx}
@@ -27,7 +29,7 @@
 \def\@maketitle{%
     \newpage
     \null
-    \vspace*{-4mm}
+    \vspace*{-3mm}
     \begin{center}%
         {\Huge \linespread{0.9}\selectfont \@title \par}%
         {\large \lineskip .5em%
@@ -36,7 +38,7 @@
             \end{tabular}
         \par}%
     \end{center}%
-    \vspace*{-8mm}
+    \vspace*{-3mm}
 }
 \makeatother
 
@@ -90,7 +92,7 @@
 
 \begin{document}
 
-\title{\vspace{-3mm}The Effect of the Choice of Hydration Strategy on
+\title{The Effect of the Choice of Hydration Strategy on
     Average Academic
 Performance}
 
@@ -115,7 +117,8 @@ of the Choice of Hydration Strategy on Average Academic Performance}
     academic performance and project that by using the right button
     of the water dispenser to fill up their water bottles, students
     can potentially gain up to \SI{4.14}{\second} of study time per
-    refill, which is amounts to raising their grades by up to 0.00103 points.
+    refill, which amounts to raising their grades by up to
+    $0.0003$ points.
 \end{abstract}
 
 \begin{IEEEkeywords}
@@ -128,8 +131,6 @@ of the Choice of Hydration Strategy on Average Academic Performance}
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 %
 
-\vspace*{-5mm}
-
 %%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Introduction}
 
@@ -137,7 +138,7 @@ of the Choice of Hydration Strategy on Average Academic Performance}
 
 \IEEEPARstart{T}{he} concepts of hydration and study have always been
 tightly interwoven. As an example, an investigation was once
-conducted by Bell Labs into the productivity of their employees that
+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{gertner_idea_2012}, and we presume that they also paired their
@@ -153,12 +154,12 @@ performance of KIT students.
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Experimental Setup}
 
-Over a period of one week, we monitored the usage of the water
+Over a period of one week, we monitored the use of the water
 dispenser on the ground floor of the KIT library at random times
-during the day. The experiment comprised two parts, a system
+during the day. The experiment comprised two parts: a system
 measurement to determine the flowrate of the water dispenser, and a
-behavioural measurement, i.e., a recording of the choice of hydration
+behavioural measurement, i.e., a record of participants' chosen
-strategy of the participants: $S_\text{L}$ denotes pressing the left
+hydration strategies: $S_\text{L}$ denotes pressing the left
 button of the water dispenser, $S_\text{R}$ the right one, and
 $S_\text{B}$ pressing both buttons.
 
@@ -171,7 +172,7 @@ strategy, for the behavioural measurement $113$ in total.
 \begin{figure}[H]
     \centering
 
-    \vspace*{-4mm}
+    \vspace*{-2mm}
     \begin{tikzpicture}
         \begin{axis}[
                 width=0.8\columnwidth,
@@ -197,7 +198,7 @@ strategy, for the behavioural measurement $113$ in total.
         \end{axis}
     \end{tikzpicture}
 
-    \vspace*{-3mm}
+    \vspace*{-2mm}
 
     \caption{Flow rate of the water dispenser depending on the
     hydration strategy.}
@@ -205,15 +206,14 @@ strategy, for the behavioural measurement $113$ in total.
     \vspace*{-2mm}
 \end{figure}
 
-Fig. \ref{fig:System} shows the results of the system measurement. We
+Fig. \ref{fig:System} shows the results of the system measurement.
-observe that $S_\text{L}$ is the slowest strategy, while $S_\text{R}$
+To investigate the difference in flowrate between strategies, we used
-and $S_\text{B}$ are similar. Due to the small sample size and the
+a Mann Whitney U test, because of its nonparametric nature.
-unknown distribution, the test we chose to verify this observation is
+We found that $S _\text{L}$ was slower than
-a Mann Whitney U test. We found that $S _\text{L}$ is faster than
+$S_\text{R}$ with a significance of $p < 0.01$, while no
-$S_\text{R}$ with a significance of $p < 0.0001$, while no
+statistically significant difference was found between $S_\text{R}$ and
-significant statement could be made about $S_\text{R}$ and
+$S_\text{B}$. The results of the behavioural measurement are shown in
-$S_\text{B}$. Fig. \ref{fig:Behavior} shows the results of the
+Fig. \ref{fig:Behavior}.
-behavioural measurement.
 
 \begin{figure}[H]
     \centering
@@ -241,10 +241,11 @@ behavioural measurement.
         \end{axis}
     \end{tikzpicture}
 
-    \vspace*{-3mm}
+    \vspace*{-2mm}
 
     \caption{Distribution of the choice of hydration strategy.}
     \label{fig:Behavior}
+    \vspace*{-1mm}
 \end{figure}
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
@@ -257,31 +258,31 @@ the time spent waiting as well as the time dispensing water, is
 \cite[Section 14.3]{stewart_probability_2009}%
 %
 \begin{align*}
-    W = E\mleft\{ S \mright\} + \frac{\lambda E\mleft\{ S^2
+    W = E\mleft\{ S \mright\} + \frac{\lambda \cdot E\mleft\{ S^2
     \mright\}}{2\mleft( 1-\rho \mright)}
     ,%
 \end{align*}%
 %
 where $S$ denotes the service time (i.e., the time spent refilling a
 bottle), $\lambda$ the mean arrival rate, and $\rho = \lambda \cdot
-E\mleft\{ S \mright\}$ the system utilization. Using our experimental
+E\mleft\{ S \mright\}$ the system utilisation. Using our experimental
 data we can approximate all parameters and obtain $W \approx
 \SI{23.3}{\second}$. The difference to always using the fastest
 strategy amounts to $\SI{4.14}{\second}$.
 
 Strangely, it is the consensus of current research that there is only
 a weak relationship between academic performance and hours studied
-\cite{plant_why_2005}. The largest investigation into the matter
+\cite{plant_why_2005}. Observing Figure 1 in
-found a correlation of $\rho = 0.18$ \cite{schuman_effort_1985}
+\cite[p. 950]{schuman_effort_1985} and performing a linear regression,
-between GPA and average time spend studying per day. Using a rather
+we quantified the grade gain per additional hour studied as
-high estimate of 5 refills per day, we predict a possible grade gain
+$\SI{0.054}{points/hour}$. Using an estimate of 5 refills per day, we
-of up to $0.00103$ points.
+thus predict a possible gain of up to $0.0003$ points.
 
 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%
 \section{Discussion and Conclusion}
 
 Further research is needed, particularly on the modelling of the
-arrival process and the relationship between the response time gain
+arrival process and the relationship between the response time and
 the grade gain. Nevertheless, we believe this work serves as a solid
 first step on the path towards achieving optimal study behaviour.
 
@@ -289,7 +290,7 @@ In this study, we investigated how the choice of hydration strategy
 affects average academic performance. We found that always choosing
 to press the right button leads to an average time gain of
 \SI{4.14}{\second} per refill, which translates into a grade
-improvement of up to $0.00103$ levels. We thus propose a novel and
+improvement of up to $0.0003$ points. We thus propose a novel and
 broadly applicable strategy to boost the average academic performance
 of KIT students: always using the right button.
 
@@ -302,3 +303,4 @@ of KIT students: always using the right button.
 \printbibliography
 
 \end{document}
+

scripts/find_grade_gain.py

@@ -0,0 +1,51 @@
+import matplotlib.pyplot as plt
+from scipy import stats
+import numpy as np
+import argparse
+
+
+def main():
+    """
+    [1] H. Schuman, E. Walsh, C. Olson, and B. Etheridge, “Effort and Reward:
+        The Assumption that College Grades Are Affected by Quantity of Study*,”
+        Social Forces, vol. 63, no. 4, pp. 945–966, June 1985.
+    """
+    # [1, p. 950]
+    hours_studied = np.array([1, 2.5, 3.5, 4.5, 5.5, 6.5])
+    gpa = np.array([2.94, 2.91, 2.97, 2.86, 3.25, 3.18])
+
+    # Parse command line arguments
+
+    parser = argparse.ArgumentParser()
+    parser.add_argument("--plot", action="store_true")
+
+    args = parser.parse_args()
+
+    # Compute Spearman rank order correlation
+
+    corr, p = stats.spearmanr(hours_studied, gpa)
+
+    print("======== Spearman rank order correlation ========")
+    print(f"Correlation: {corr}")
+    print(f"p-value: {p}")
+
+    # Perform linear regression
+
+    slope, intercept, r, p, std_err = stats.linregress(hours_studied, gpa)
+
+    print("======== Linear regression ========")
+    print(f"slope: {slope:.8f} points/hour = {slope / (60 * 60):.8f} points/second")
+    # Printing the p-value here doesn't make much sense, because we don't know
+    # whether the assumptions for the test are satisfied
+
+    if args.plot:
+        plt.plot(hours_studied, gpa, label="Plot from publication")
+        plt.plot(hours_studied, slope * hours_studied + intercept, label="Best fit")
+        plt.xlabel("Hours studied")
+        plt.ylabel("GPA")
+        plt.legend()
+        plt.show()
+
+
+if __name__ == "__main__":
+    main()

tex-fmt.toml

@@ -0,0 +1 @@
+tabsize = 4