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8/3/2019 SOWK Midterm
1/19
NELS 8th grade 1
NELS 8TH
GRADE EDUCATIONAL TRANSITION AND EXPERIENCES
NELS 8TH
GRADE EDUCATIONAL TRANSITION AND EXPERIENCES
Ashea M. Turner
SOWK 300 02
Jacqueline Mcarthur
February 23, 2012
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NELS 8th grade 2
Abstract
This study will examine the characteristics of 8th
grade students along with unique transitioning
patterns as they moved to higher levels of education. These traits includes the overall math
proficiency exam scores, number of hours students watches TV on weekdays, students sex, and
the percent in school who receive free lunch. There will be a close examination of the correlation
between all the variables. Overall, there will be a conclusion stemming from the data collected
which will provide further analysis.
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Hypothesis
The number of hours a student watches TV on the weekdays has an effect on his/her overall
math proficiency exam score. The independent variable is the number of hours a student watches
TV weekdays. The dependent variable is the overall math proficiency exam score. The values for
the number of hours students watch on week days are: 2 or less hours, 2-4 hours, and 4 or more
(1, 2, 3, and 8.) The values for the dependent variable of the math proficiency exam score are:
below level 1, level 1, level 1 and 2, and all 3 levels (0, 1, 2, 3, and 8).
The control variable is the student sex and percent of students in school who receive free lunch.
Values for sex are male and female. Values for percent of students in school who receive free
lunch are none-30, 31-75, and 76-100. The higher number of hours a student watches TV on
weekdays will result in lower math proficiency exam scores. The lower the number of hours a
student watches TV on weekdays will result in higher math proficiency exam scores. The effect
of the control variable on the original bivariate relationship described in the first hypothesis is
the percentage of male and females who watch a certain amount of hours of TV on weekdays
and the scores received on the math proficiency exam scores.
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Rationale
The independent variable will ultimately affect the dependent variable because the number of
hours students watch TV on weekdays has a huge impact on their overall math efficiency exam
scores. The higher the amount of hours a student watches TV, diminishes the time he/she could
be studying for the math exam. The lower the amount of hours of TV watched by students,
increases study time, which in turn will result in higher math proficiency exam scores.
The control variable will influence the bivariate relationship because the sex of the student will
automatically determine the number of hours of TV watched by females and males which will
have a direct impact on exam scores. The control variable will show the number of hours female
students watch of TV and the number of hours males watch of TV. The percent of students in
school who receive free lunch will also influence the bivariate relationship because students who
receive free lunch may not necessarily have an incentive to do well in school because they
receive free lunch. There is no monetary investment which in turn will not motivate the students
to do well. Students who have to pay for lunch may have more of an incentive to do well because
of the monetary investment in his/her education. Students who have to pay for lunch typically
come from middle to high income family households. Students who do not have to pay for lunch
usually come from low income family households.
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Results
Table 1
Number of Hours Students Watches TV on Weekdays
Hours
Count Col Pct 2 or less hours 2-4 hours 4 or more Totals
Below Level 1 10.5 11.5 15.4 12.1
Level 1 27.0 34.0 39.7 32.9
Level 1 and 2 22.2 22.9 21.1 22.2
All 3 Levels 29.9 21.5 13.3 22.4
Missing 10.3 10.2 10.5 10.3
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Table 2
Overall Math Proficiency
by the Number of Hours Students Watches TV on Weekdays
Sex
Count Col Pct 2 or less hours 2-4 hours 4 or more Totals
Male Respondents
Below Level1 10.2 12.7 15.8 12.6
Level 1 24.1 30.2 35.8 29.5
Level 1 and 2 23.5 23.4 22.4 23.2
All 3 Levels 32.3 23.1 14.7 24.2
Missing 9.8 10.6 11.2 10.5
Female Respondents
Below Level1 10.7 10.5 15.1 11.7
Level 1 29.6 37.6 43.0 36.0
Level 1 and 2 21.2 22.4 20.0 21.4
All 3 Levels 27.9 20.1 12.3 21.0
Missing 10.6 9.4 9.7 9.9
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NELS 8th grade 7
Table 3
Percent of Students in School Who Receive Free Lunch
Sex
Male Respondents
Count Col Pct 2 or less hours 2-4 hours 4 or more Totals
Below Level 1 17.0 12.7 18.4 15.6
Level 1 36.3 40.6 44.2 40.6
Level 1 and 2 19.9 21.5 17.2 19.7
All 3 Levels 14.8 14.7 10.1 13.3
Missing 12.0 10.5 10.1 10.8
Female Respondents
Below Level 1 26.0 24.4 21.7 24.0
Level 1 43.3 48.0 40.0 43.9
Level 1 and 2 12.5 13.4 12.2 12.7
All 3 Levels 6.7 3.9 4.3 4.9
Missing 11.5 10.2 21.7 14.5
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NELS 8th grade 8
Discussion
The longer hours students watched TV on weekdays resulted in lower math proficiency exam
scores. Also, students who received free lunch had a higher rate of lower exam scores. Males
watch more TV on weekdays compared to females. Lower exam scores are higher with males
than female students. The control variable is sex; male and female. Using the control variable
helped influence the bivariate relationship because it showed the ratio of males to females
according to the number of hours of TV they watch on weekdays. The effects of the control
variable is that it helped to categorize students by using sex as the constant, and other factors to
see the percentage or ratio of students who did or did not do well on their exams based off of
environmental influences.
The number of hours a student watches on weekdays results in their overall math proficiency
exam. Students who watch more hours of TV tends to score poorly on their exams. There is an
impact on socioeconomic status and education. Family background is linked with educational
attainment. There is a unique correlation between free lunches and standardized exams. Free
school lunch is a predictor in how well or poor students will do on exams. The control variable
of free lunch was used to determine the social class of students in the school. Conclusions which
can be drawn from this study is that students with poor academic skills will indeed have lower
test scores and students with great academic skills will have higher test scores.
According to the information provided, students who come from lower income family
households who receive free lunch, do poor on proficiency math exams. Therefore, spending
more time on studying and diminishing hours of watching TV will overall increase performance
on test taking which will result in exceptional exam scores.
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NELS 8th grade 9
References
Murphy, M., Pagano, M., Nachmani, J., Sperling, P., Kane, S., & Kleinman, R. (1998). Therelationship of school breakfast to psychosocial and academic functioning.Archives of Pediatrics
and Adolescent Medicine, 152(9), 899-907. Retrieved from http://archpedi.ama-assn.org/cgi/content/abstract/152/9/899
Smith, J. (1997). Effects of eighth-grade transition programs on high school retention and
experiences. The Journal of Educational Research, 90(3), 144-152. Retrieved fromhttp://www.jstor.org/pss/27542084
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Appendix
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