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September 2022, Student Life Calendar
Get PDFStudent Life Calendarhttps://digitalcommons.shawnee.edu/event_calendars/1057/thumbnail.jp
Academic Performance in Mathematics of High School Students with Virtual Instruction vs. Face-to-Face Instruction
Get PDFThe intent of this study was to explore the extent to which the academic performance in mathematics differs between high school students with virtual learning and students with traditional classroom face-to-face learning. The study focused on Tennessee public high schools, and this thesis was a quantitative study. The data were collected from credible Internet sources such as the Tennessee Department of Education website, where the data were made available for the public to use and analyze for research purposes.
A total of 143 high schools located in 58 counties participated in the study. The selection of the sample was done by stratification, and the participating schools were selected from 20 economically disadvantaged counties and 38 economically non-disadvantaged counties. Ultimately, a total of 36 selected schools were located in economically disadvantaged counties and 107 schools were located in economically non-disadvantaged counties.
The two-way ANOVA followed by multi-regression analysis along with the software R were employed to carry out the statistical design and analyze the data. The designated statistical hypotheses were tested at 0.05 significance level. For the two-way ANOVA analysis, two types of instruction and two classifications of economic status were considered for the difference in math proficiency rates. For the multi-regression analysis, 8 independent variables including a covariate, were considered to identify the significant predictors for a valid prediction of the math proficiency rate of students with the virtual instruction method.
The sample size, sampling method, and reviewed literature supported the reliability and validity of the data results obtained from the study. The data showed a significant decline of 9.6028 ± 2.7839 percentage points in the academic performance in mathematics for students with virtual instruction. The data also resulted in a reliable predictive mathematical model with a ii coefficient of determination R2 Adj of 0.5518 and two significant predictors for the academic performance in mathematics of high school students with virtual instruction. The explicit predictive model was:
Rate of students achieving proficient academic performance in mathematics of high school students with virtual learning ≈ 5.7383 + 0.51279 × Rate of students achieving proficient academic performance in mathematics of high school students with face-to-face learning – 0.128 × Percentage of people of color constituent
A STUDY OF THE IMPACT OF THE COVID-19 PANDEMIC ON INTEGRATED MATHEMATICS II OHIO STATE TEST SCORES
Get PDFThe COVID-19 pandemic took hold of our world and affected nearly every aspect of our lives. It was especially impactful to adolescents, who were already experiencing major stressors and changes in their lives without the added effects of the pandemic. Instead of worrying about who they are going to go to prom with or sitting with at lunch, students may have struggled to help with childcare, how their learning will be delivered to them the following week, or the effects of little to no social interactions. Consistent stressors can lead adolescents to develop dysfunctional neurobehaviour or simply fall into the cycle of stress. Students become stressed, sleep abysmally, become fatigued, which ultimately leads to impaired learning. To complete the cycle, this impaired learning then leads to more stress for the student. (Romeo, 2013, Heller and Adam, 2019). Studies are beginning to come out detailing the levels of stress experienced by adolescence and young adults during the COVID-19 pandemic. It has been found that nearly 50% of students surveyed were experiencing a higher perceived level of stress, with 60% screening positive for anxiety or depression (Aiyer, Surani, Gill, Ratnani, and Sunesara, 2020). This study focuses on students from Rootstown High School in Portage County, Ohio. Data from these students 8th Grade Mathematics and Integrated Mathematics II Ohio State Tests (OST), along with Free and Reduced Lunch Forms and students’ learning environments were utilized to conduct this study. Firstly, this study seeks to determine if a student’s learning environment was predictive of their Integrated Mathematics II OST scores. This was accomplished with the use of a multiple regression model which controlled for both students socioeconomic status (SES) and 8th Grade Mathematics OST scores. Secondly, this study seeks to determine if there is a statistical significant relationship between SES and Integrated Mathematics II OST scores, learning environment and Integrated Mathematics II OST scores, and lastly to determine which, iii SES or learning environment, has a larger significant relationship to Integrated Mathematics II OST scores. These three questions were answered utilizing ANCOVA models. It was determined that there is a significant relationship between SES and Integrated Mathematics II OST scores, as well as, between learning environment and Integrated Mathematics II OST scores. While both were statistically significant relationships, this study found that the learning environment had a larger significant effect on Integrated Mathematics II OST scores. This study also brought light to the widening gap between non-economically disadvantaged and economically disadvantaged students at Rootstown Local Schools following the pandemic, while also illustrating the growth that a classroom teacher can experience from year one to year three of their career. Ultimately, Rootstown High School students’ Integrated Mathematics II scores were affected by the learning model they chose for the 2020-2021 school year and economically disadvantaged students performed much worse than their more affluent peers
Predicting Students’ Performance Using Growth Models
Get PDFThis study examines the effectiveness of latent growth models for clustering middle school math students to predict the high school academic outcome, as measured by the number of AP STEM courses passed in high school. Middle school math performance is based on the 6th, 7th, and 8th grade Rhode Island Comprehensive Assessment System (RICAS) scores. The study also examines whether demographic factors can predict student performance clusters. These demographic factors are High-risk status (HAR), eligibility for a free lunch program (FRP), and/or an individualized learning plan (IEP). The study concluded that the students’ growth can be grouped into four clusters. In addition, it demonstrated that cluster membership was associated with demographic predictors consistent with expected historical trends. Furthermore, the study found that the high school performance of students can be predicted by their membership in a growth cluster
Engaging Students in Art
No full textEach student has their own interests and skill sets that make them unique, and it is our job as educators to teach our students new skills sets beyond their comfort zone to make them well rounded individuals. The challenge lies in how educators not only teach their students these new skill sets, but how educators engage them and keep them engaged so that they remember these skill sets years after leaving the education system. Art is arguably one of the many important classes a student needs to be a well-rounded individual, but it is often outside of many students’ skill sets, or so they believe. Because of this some students tend to dislike art and eventually disengage in art class altogether. The goal of this study is to use different factors such as materials, teaching strategies, and community integration to better engage students, particularly the disengaged students, in art class
A Study of Cosmic Rays
No full textA Study of Cosmic Rays
Cosmic rays are a form of radiation associated with a group of elementary particles, such as muons and various nuclei. Muons are the most common of these particles which can be detected at sea level. These particles lose energy as they travel through the atmosphere. One would suspect that particles which travel through the atmosphere at angles close to the zenith would result in a higher flux, compared to those at lower angles, as the travel a shorter distance to the ground. It has been thought that the flux of these particles would be closely related with the square of the cosine of the angle of these particles from the zenith. We should also expect a higher rate of detection at higher altitudes compared to the rate at sea level. The goal of this presentation is to demonstrate the accuracy of these statements using an apparatus consisting of three Geiger tubes connected to a coincidence box and counter
Predicting Academic Achievement in Undergraduate Statistics Courses using the GRIT Gauge
Get PDFHigher education institutions strive to make accurate predictions regarding student achievement. These predictions can lead to productive admissions policies, better initial course placements, greater retention rates, and ultimately higher graduation rates. Current research suggests that cognitive and non-cognitive factors can predict academic success. Using a multiple measures system can provide the most encompassing assessment method for potential student success. Grit is a non-cognitive factor that has recently gained the attention of researchers in its ability to predict success. Grit can be described as a dispositional personality trait that enables an individual to achieve long-term goals despite difficulties that may arise. Dispositional measures are not currently assessed for administrative purposes at Shawnee State University. The goal of this study was to determine if GRIT®, measured by the GRIT Gauge®, is an accurate predictor of academic success for undergraduate statistics students at SSU. This study investigated this topic by developing and analyzing three research hypotheses. The first two research hypotheses used logistic regression techniques to determine if dispositional, situational, and academic measures were significant predictors of final course grades. The third research hypothesis used two-way ANOVA techniques to determine if there was a difference in mean GRIT scores across age, socioeconomic status, and the interaction effect. The results of the data analysis showed that Instinct and Tenacity (subscores of GRIT), age, and high school GPA were predictive of academic outcomes. The results also showed that one of the subscores of GRIT (Growth) had a significant difference in mean for the interaction of subjects\u27 age and socioeconomic status. A few recommendations for future research consist of continued research using the GRIT Gauge including validity and reliability testing, further research predicting academic success using dispositional measures at SSU, and additional investigation of the relationships between grit and ii other factors. As a result of this study, the administration at Shawnee State University and other higher education institutions may be interested in further research regarding grit as a predictor of success
Taking a stand: How women are saying no to Photoshop
No full textThe usage of Photoshop and other photo editing tools to severely manipulate and distort the physical appearance of women has been largely criticized within the past decade as mass media forms have grown. Many social media users have taken to popular applications such as Instagram, Twitter, Facebook and TikTok to express their dislike of these editing practices. Other research has proven how Photoshop and the continuous exposure to unrealistic beauty standards (i.e. the thin ideal) can have negative effects on both the mental and physical health of those absorbing these images. Using content analysis as my method, this research looks at and interprets data in the form of TikTok comments acquired from a popular body positivity influencer, Spencer Barbosa. This research seeks to examine how women engage with social media posts that are critical of Photoshop and photo editing
Music Intervention
No full textOff-task behavior is a problem in many classrooms. This is a problem because there are ways to get off-task on chrome books, talking to desk neighbors, walking around the room, etc. The purpose of this study was to use music as a positively reinforcing intervention to increase on-task behavior in originally a student in the elementary class, but then became useful to use as a class. Using a single subject, AB research design, the examiner collected frequency data during daily observations. Results indicate that by the end of the six weeks of intervention, on-task behavior increased by 85%
The Effects of Art on the Productivity and Mental Well-Being of Adolescents
No full textWhen looking at art education, we often see a substantial gap in recognition, appreciation, and funding. Though the arts are a subject that many students find themselves drawn to in one way or another, frequently, its value is overlooked, especially in terms to mental health and productivity benefits. This study will be investigating the correlation between art lessons that use art therapy methods and allow for creativity and self-expression and its effects on behavior and mood of children in the classroom.
Research will be conducted by analyzing time on task, documenting disruptions or outbursts and by evaluating the results of presenting a class with a restrictive art lesson as opposed to one that permits creative expression. Daily student check-ins will be used to document student moods at the conclusion of each class