As is evident from the above graph, most of the data is concentrated around the mean of the semester grades of the students (78.28). However, some outliers exist in the extremes of the data. The overall trend of the data is rising which shows that as the scores in the projects increase, their semester grade also improves. However, there are some instances which show that some students got relatively high marks in their projects but low overall grade. This can be possible due to free-riding effect on the expertise of other students in the group. The projects are done in the groups of 3 or 4 so that average or below average students when combined with above average students can get better results. Likewise there are certain incidences of low score in projects but high semester grades which can be explained by a similar argument.
Figure 2 presents the graph of homework scores and its relation with semester grades. Homework is an independent assignment to be done by the student after classes whereas quizzes are 30-minute exams taken by the students in the class. Quizzes are similar to exams except they have a short syllabus. Homework on the other hand represents the dedication of the students to work on the subject concerned. Both homework and quiz show an overall positive effect on the semester grade. However, there is a group of students that obtained quite low marks in homework 2 but decently good marks in semester grades. Similar is the case with quizzes. Quiz 2 shows a relatively stronger incidence of below average grade while the grade in semester is close to average. These deviations can be due to occasional slack performance. However, one thing that is certain is that the performance of an average student in the quizzes and homework are directly related to the semester performance.