Discussion 3
Paris04
2 years ago
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files (3)Discussion3RES8921.docx
Discussion2-Correlations1.docx
PPT3-1.ppt
Discussion3RES8921.docx
Discussion 3: Hypotheses
Hypothesis Testing
Refer to your Huck text and the chapter titled, "Hypothesis Testing" (or some other source) and then provide the following information:
Based from the variables you presented in the second discussion write a Null and Alternate hypothesis.
Ho: Null
Ha: Alternate
The Huck text chapter on hypothesis testing offers many different examples of null and alternate hypothesis. Once you've stated your hypotheses, then read the final section of the chapter, The Meaning of Significance. In 3-4 sentences discuss whether or not you think the tests of your hypotheses may be significant in casual everyday language and in terms of statistical significance.
Discussion2-Correlations1.docx
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Discussion 2: Correlations
Student name
Course name
Institutional affiliation
Professor’s name
Due date
My dissertation research looks into the effect of “Parental Involvement” and “Attention Span Increase” on Head-start students’ attention spans during reading activities. The bivariate correlation analysis allows us to examine two hypothetical variables.
Variable Name 1: Parental Involvement
Operational Definition: Parental engagement in home reading activities, including frequency of reading sessions, support for discussions of the material, and help provided during reading exercises.
Variable Name 2: Attention Span Improvement
Operational Definition: The observable enhancement in attention span during reading activities is measured by attention-focused assessments, behavioral observations, and feedback from educators.
The study — which focuses on the beneficial effects parental participation can have on a child’s academic development specifically their reading skills — provides the reasoning to evaluate the relationship between these two variables (Kong & Yasmin, 2022). Understanding this correlation between parental involvement and attention span improvement, especially in reference to pre-kindergarten reading activities in Head-start programs, can go a long way in creating interventions that are intended to better early kindergarten skills.
Parental Participation versus Attention Span Enhancement is more than likely to have a positive correlation. It only makes sense that if parents are participating in their child's learning experiences they would provide an environment that is more interesting and supportive for reading activities (Erdem & Kaya, 2020). We could then assume that more parental participation would lead to a greater increase in a child's attention span while they focus on these tasks.
I anticipate there will be a positive correlation relationship. The more involved parents are, the higher student attention will be. In other words as you increase parental engagement student attention should improve as well. This matches up with what past research has also shown where it proved that parental interaction betters kids' academic progress across the board (Jones & Palikara, 2023). I anticipate there will be a moderate correlation strength of relationship. Stronger variables may affect improvement of students' attention than just parental engagement which includes classroom interventions, teacher-directed reading activities, and specialized education.
In conclusion, if we want to create the most effective strategies for improving early reading skills in pre-kindergarten students we have to know how parental participation affects a student’s attention span. With our expectation of a positive moderate correlation we would like to emphasize that parental participation is crucial for improving attention spans during these activities.
References
Jones, C., & Palikara, O. (2023). Have teachers’ perceptions of parental engagement changed following COVID-19? Evidence from a mixed-methods longitudinal case study. Education Sciences, 13(7), 750. https://doi.org/10.3390/educsci13070750
Kong, C., & Yasmin, F. (2022). Impact of parenting style on early childhood learning: Mediating role of parental self-efficacy. Frontiers in Psychology, 13(928629). https://doi.org/10.3389/fpsyg.2022.928629
PPT3-1.ppt
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- political forces
federal, state, and local agencies
legislature and courts
teacher unions
Various advocacy groups
- publishers
tests
textbooks
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- fads or trends
- media influence
- teachers’ own or colleagues’ experience
- common sense
- any other factors?
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- The goal of virtually all quantitative research studies is to identify and describe relationships among constructs, or variables
- Data, or observations, are collected in a very systematic manner, and inferences are drawn based on the data
- At a basic level, statistical techniques allow us to aggregate and summarize data in order for researchers to draw inferences from their study
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- The typical quantitative study involves a series of steps, one of which is statistical analysis
- Important: these are steps in the research process and not necessarily sections of a research report
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- Mean … the average score
- Median … the value that lies in the middle after ranking all the scores
- Mode … the most frequently occurring score
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The measure you choose should give you a good indication of the typical score in the sample or population.
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- The mean is simply the arithmetic average
- The mean would be the amount that each individual would get if we took the total and divided it up equally among everyone in the sample
- Alternatively, the mean can be viewed as the balancing point in the distribution of scores (i.e., the distances for the scores above and below the mean cancel out)
- NOTE: The mean is very sensitive to extreme scores
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- The median is the score that splits the distribution exactly in half
- 50% of the scores fall above the median and 50% fall below
- The median is also known as the 50th percentile, because it is the score at which 50% of the people fall below
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- The mode is simply the most common score
- There is no formula for the mode
- When using a frequency distribution, the mode is simply the score (or interval) that has the highest frequency value
- When using a histogram, the mode is the score (or interval) that corresponds to the tallest bar
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- The fluctuation of scores about a central tendency is called “variability”.
- We can use measures of variability to compare two sets of scores.
- Although the means may be the same, the distribution may be different.
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- Range
- Standard Deviation
- Variance
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- Defined: The distance between two extreme scores.
- It informs us about the dispersion of our distribution.
- The larger the range the larger the dispersion from the mean value.
- Although the mean of the scores of two distributions can be identical their ranges may be different.
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- Good preliminary measure, but one single extreme value can influence the range significantly.
- The calculation of the range is derived from the highest and lowest values and doesn’t tell us anything about the variability of the different values.
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- Each score in a distribution varies from the mean by a greater or lesser amount, except when the score is the same as the mean.
- Deviations from the mean can be noted as either positive or negative deviations from the mean.
- The average of these deviations would equal “zero”.
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- The variance and the closely-related standard deviation are measures of how spread out a distribution is. In other words, they are measures of variability.
- Please follow this weblink http://www.statcan.gc.ca/edu/power-pouvoir/ch12/5214891-eng.htm for more information about the standard deviation and variance
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- Students access the following website:
- http://statpages.org/ . Here you will find one of many websites dedicated to data analysis.
- Explore!
- Reminder: This is not an NSU website
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