Dionisia RigbyCBSE 7202T

Seminar in Applied Research IIFall 2013

Action Research Midterm

BEST PRACTICES TO KEEP KINDERGARTEN STUDENTS

ENGAGED

Rationale – Slide 3Experimental Design – Slide 4

Threats to Internal Validity – Slide 5Threats to External Validity –Slide 6Proposed Data Analysis- Slide 7-10

Survey Questions – Slide 11References – Slide 12

TABLE OF CONTENTS

The purpose of this research is to find the best practices to keep kindergarteners engaged and energetic in an all day program. It has been noticed that many students fall asleep throughout the day. Numerous kinesthetic

activities will be used as a form of intervention to see what keeps students

engaged the most. A pre-survey will be given, intervention will be implemented and post-

survey will be given

RATIONALE

One Group Pre-Test Post-Test Design • One group, 29 girls (School X in Brooklyn, NY) will

receive a pretest (O)• Group will be exposed to a treatment (X)• Group will be post-tested (O)Symbolic Design Representation • OXOPre-Test (O) and Post-Test (O) = Pre and Post SurveyTreatment (X) will consist of before and after videos of scholars during math and core instruction over the period of 2 weeks

EXPERIMENTAL DESIGN

• History – events outside of the experiment are likely to occur such staying up late the night before or on a regular basis

• Maturation- overtime students may become accustomed to kinesthetic movements causing them to no have an effect

• Mortality – students may have long absences or may transfer schools

• Statistical Regression – a low number of students my bring forth results, causing data to be insignificant

THREATS TO INTERNAL VALIDITY

• Pre-Test Treatment – students may act differently since they were pre-tested

• Multiple Treatment – Students may receive more than one treatment in succession

• Experimenter Effects – Researcher actively presents potential threats; due to person bias researcher may effect results due to previous knowledge of students

THREATS TO EXTERNAL VALIDITY

PROPOSED DATA ANALYSIS

Like Jumping Jacks Jumping Jacks Keep Engaged

00.5

11.5

22.5

33.5

4

Jumping Jacks

Pre-Test Post-Test

The proposed data two sets of information. The data shows students attitude towards jumping jacks pre and post-survey. The second set of data shows if jumping jacks keep students engaged pre and post test. Most students attitude towards jumping jacks improved towards jumping jacks. Jumping jacks kept more students engaged and on-task post test.

Attitude Rating Scale 1 – Strongly dislike 2- Dislike 3 – Like 4 – Strongly Like

Engagement Scale

1- Never 2- Rarely (1 to 3 times) 3 – Most (4 to 7 times) 4- Always

  Pre-Survey Likes Jumping Jacks

Post-Survey Likes Jumping Jacks

Pre-TestJumping Jacks Keep Engaged

Post-Test Jumping Jacks Keep Engaged

Student #1 1 3 2 4Student #2 2 3 1 4Student #3 2 4 1 4Student #4 2 4 2 4Student #5 1 4 1 3Student #6 2 3 1 3Student #7 1 3 2 4Student #8 1 4 2 4Student #9 2 3 1 3

Student #10 2 3 2 3MEAN 1.6 3.4 1.5 3.6

PROPOSED DATA ANALYSIS

Above is the proposed data for the activity students prefer to stay engaged during instruction. Pre-survey most students prefer to try to stay engaged on their own with no intervention. Post-survey most students prefer to do jumping jacks to stay engaged.

20%

47%

7%

20%

7%

Post-SurveyStretching Jumping Jacks Called OnStanding Up No Intervention 7%

7%

20%

7%

60%

Pre-SurveyStretching Jumping Jacks Called On Standing Up No Intervention

Preferred Activity to Stay Engaged  Pre-Survey

# of Students

Post-Survey# of Students

Stretching 1 3

Jumping Jacks 1 7

Called On 3 1

Standing Up 1 3

No Intervention

9 1

PROPOSED DATA ANALYSISSample Data Set Hypothetical Scattor Plot and Line Best Fit - SleepinessX-Axis Y-Axis

4 12 53 21 82 63 3

2 73 24 14 2

Correlation Coefficient: -0.941 rxy= -.94

0

1

2

3

4

5

6

7

8

9

0 1 2 3 4 5

Y-Ax

is Ti

mes

Fel

l Asle

ep D

urin

g Co

re

X-Axis Attitude Toward Core

Series1

Linear (Series1)

X-Axis = Do you like CORE?1 - Strongly Dislike2- Dislike3- Like 4 - Strongly Like

Y-Axis = Number of times student falls asleep during Core0-8 Times

Sample Data Set represents proposed correlation between my pre-test survey question, "Do you like Core (science and social studies)?" and the number of times students fall asleep during Core. This data shows a strong negative correlation between student's attitude towards Core and number of times students fall asleep during Core.

PROPOSED DATA ANALYSISSample Data Set Hypothetical Scattor Plot and Line Best Fit - Attitude Towards Jumping Jacks X-Axis Y-Axis

4 41 22 12 21 11 1

3 34 44 34 4

Correlation Coefficient: 0.908 rxy= .91

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

0 1 2 3 4 5Y-Ax

is Atti

tude

Tow

ards

Jum

ping

Ja

cks

X-Axis Need Jumping Jacks

Series1

Linear (Series1)

X-Axis = Do you need jumping jacks to keep you awake during Core?1 - Strongly Disagree2- Disagree3- Agree4 - Strongly Agree

Y-Axis = Do I like jumping jacks?1 - Strongly Disagree2- Disagree3- Agree4 - Strongly Agree

Sample Data Set represents proposed correlation between a post-test question, "Do you need jumping jacks to keep you awake during Core?" and post-test question, "Do I like jumping jacks?". This data shows a strong positive correlation between needing jumping jacks to keep students awake and their attitude toward doing jumping jacks.

SAMPLE SURVEY QUESTIONS

1. Do you like Core? 1-Stongly Dislike 2- Dislike 3- Like 4 – Strongly Like

2. Do you feel sleepy during Core? 1-Stongly Dislike 2- Dislike 3- Like 4 – Strongly Like

3. Do you like jumping jacks? 1-Stongly Dislike 2- Dislike 3- Like 4 – Strongly Like

4. Do you need jumping jacks to keep you awake? 1-Stongly Dislike 2- Dislike 3- Like 4 – Strongly Like

O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. PowerPoint slides. Retrieved from Blackboard Course Documents

REFERENCES