Dionisia RigbyCBSE 7202T
Seminar in Applied Research IIFall 2013
Action Research Midterm
BEST PRACTICES TO KEEP KINDERGARTEN STUDENTS
ENGAGED
Rationale – Slide 3
Experimental Design – Slide 4
Threats to Internal Validity – Slide 5
Threats to External Validity –Slide 6
Proposed Data Analysis- Slide 7-10
Survey Questions – Slide 11
References – 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 • OXO
Pre-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
0
0.5
1
1.5
2
2.5
3
3.5
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-Survey
Stretching Jumping Jacks Called OnStanding Up No Intervention 7%
7%
20%
7%
60%
Pre-Survey
Stretching 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-A
xis
Tim
es F
ell A
slee
p D
uri
ng
Core
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-A
xis
Atti
tud
e To
war
ds Ju
mp
ing
Jack
s
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