My project is focusing on ways to encourage students to participate in after school activities. I will be accomplishing this by using incentives, such as prizes and t-shirts. I will be working with coach White and coach Boyce do figure out ways to get students to games. Many student already attend basketball and football, but my main objective is to get the same student turn out to less attended events. I will be working with my mentors to discuss ways on improving attendance.
When we return from break I will be gathering the information needed to proceed with my project and gather my data.
I will be visiting the supervision office to ask for a list of the students who purchased parking passes as well as the number of passes sold. Supervision may also know how many spaces are in the parking lot so I will ask for that as well.
After I obtain this information I will begin to randomly select students from the list, using a random number generator, to survey.
I created a rough draft for my survey/test. Here is the link.
Part of the creativity test involves interpreting patterns and lines. I haven’t included that into my test yet.
I researched the Wallach-Kogan Creativity Test and found that it would be more ideal to use than a Torrance Creativity Test. This is because unlike the Torrance Creativity Test, it doesn’t have a time limit so it would be easier to administer.
I learned that the test is split into three parts. The first part asks you to list as many instances of things with a certain feature (ex. name round things), the second part asks you to list similarities between two things, and the last part asks the participant to interpret meanings in patterns and lines.
I got my information from these sites:
Before break started, I went to the head of the English Department and got a list of every English class at Edison. I then created my strata of grade level, and organized the classes through color. I then assigned a number to each class within a strata. For example, my English Class, AP4 with Ms. Barro zero period, was coincidentally assigned 1 because the classes within each strata are organized in alphabetical order by teacher and then assigned numbers going from 0 period to 6 period. I will now use a random number generator to select the one class from each grade level (stratum), in which I will survey all of the students present in the class. Happy New Year!!
After the peer review, which was very helpful by the way, I decided to add an experiment portion to add to my observational study. This will most likely be a matched-pairs design, though I would have to ask Mrs. Harrell first. People who have sat in the swivel chairs the first half of the school year would switch to regular seats. However, this idea probably needs more work as there are not as many regular desks in comparison to swivel chairs, people may not want to switch, and I would have to talk to people in all of the classes, which may not even be representative of 10% of the school’s student population. I will have to tinker with this a bit more, if I want to proceed with an experiment.
After reading some comments on my last post which can be found here:
I am considering the pros and cons of either doing an experiment or a observational study. In both situations I will have confounding variables that will not prove to me that having food in class helps with learning. With an experiment I can eliminate some of these variables such as the difficulty of lessons but there are other variables still like time of day and how often a student eats. A survey would give me more information on my population but I will not have a sure way of proving the cause and effect of being able to eat in class. It is quite a predicament and my New Year’s resolution will be to hopefully solve it. However, I still have done some stats for my project in the form of this picture which represents a possible process for my experiment.
Though the number of classes is subject to change, I will want to have an even amount. Through random assignment, I will select which of two different lessons the classes will have. The first set of lessons will have food. The results will be compared to check if the different lessons are similar in difficulty. The classes will then take the other lesson they have not taken without food and results will be compared between the with-food-lessons and with-out-food-lessons. As mentioned before, there are probably many confounding variables that I cannot control and I will think of more ways to control them if I choose to stick to the experiment-form for my project.
As I have been continuing research for my project, I have decided to switch my sampling method from a cluster sample to a two-stage sample. This will allow me to avoid any bias in the selection of students, since they will also be randomly selected. Before, my method lacked anonymity since they were not as random as they will be in my new sampling method. With this, I am hoping to see a consistent association between having a zero period and GPA.
Forgot to update about the slight change since my last post. So I had first planned on conducting my comparison study on the amount of funding certain sports receive over others, however I realized that I ran into a confounding variable upon speaking to Mrs. Harrell. I forgot about how much fundraising certain sports do that is not the same for all sports at Edison due to the amount of players that is unequal across the board, so I have decided to scrap that idea. Instead, I will go with what I mentioned in my third post and collect data regarding the cost of renovating the turf and pool(s) as my sample for the comparison to the court resurfacing.
I have decided that instead of randomly selecting all classrooms for my survey, I will only randomly select English classrooms. Since everyone has to take an English class, every single student will still have an equal chance of getting surveyed. Surveying only English classes will make things much simpler for me and will ensure that I don’t accidentally survey the same students twice.