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Integrating Art & Math: A Strategic approach to on-task behavior modification

Integrating Art & Math: A Strategic approach to on-task behavior modification. Ashley Morissette : ED7202 : Spring 2012. TABLE OF CONTENTS. Research Design Threats to Internal Validity Threats to External Validity Proposed Data Pre-Test/Post-Test Results

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Integrating Art & Math: A Strategic approach to on-task behavior modification

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  1. Integrating Art & Math: A Strategic approach to on-task behavior modification Ashley Morissette : ED7202 : Spring 2012

  2. TABLE OF CONTENTS • Research Design • Threats to Internal Validity • Threats to External Validity • Proposed Data • Pre-Test/Post-Test Results • Proposed Data Analysis and Correlation • Proposed Test Scores • Sample Teacher Survey • References

  3. RESEARCH DESIGN • Pre-experimental: 2 groups • Nonequivalent Control Group Design • Symbolic Design: O X1 O O X2 O O= Pre-Test X1= Treatment for Group A X2 = Treatment for Group B O= Post-Test • A class will be randomly divided into 2 groups at the beginning of the a math unit. Group A (Experimental group) will be exposed to a treatment. Group B (Control group) will receive no treatment. Both groups will be post-tested.

  4. THREATS TO INTERNAL VALIDITY • History: Unanticipated events • Instrumentation: Possible bias on part of researcher/teacher • Mortality: Student withdrawal/relocation • Statistical Regression: Small sample size • Selection-Maturation Interaction: Students mature at different rates

  5. THREATS TO EXTERNAL VALIDITY • Ecological: Not likely to work in any environment • Generalizable Conditions: Interest in art is a factor in study’s success • Specificity of Variables: Lessons may not be adaptable to art; no control over no. of students per gender • Experimenter Effects: Researcher’s relationship to study group • Reactive Arrangements/Participant Effects: • Novelty Effect: Tactile learners may improve based on learning style, not specifically because of art

  6. PROPOSED DATA • Pre and Post Teacher Surveys • Negative Behaviors: Social/Emotional; Classroom Performance; Learning Styles • Student Surveys • Attitudes towards math and art • Unit Test Scores • Comparison of average test scores from Group A and Group B

  7. PRE-TEST & POST-TEST RESULTS GROUP A: EXPERIMENTAL GROUP GROUP B: CONTROL GROUP

  8. PROJECTED DATA ANALYSIS GROUP A: EXPERIMENTAL GROUP Correlation of Negative Behaviors Survey (X-axis) And Unit Test Scores (Y-axis) Correlation of Student Survey(X-axis) and Unit Test scores (Y-axis)

  9. PROPOSED TEST SCORES

  10. NEGATIVE BEHAVIORS SURVEY • Sample Questions:

  11. REFERENCES • O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/

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