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Safron Smith Rockdale Magnet School for Science and Technology 11 th grade March 7, 2009

Safron Smith Rockdale Magnet School for Science and Technology 11 th grade March 7, 2009. +. +. +. =. When some students do homework they are often distracted. Effects: Lose concentration Affect quality of work Time efficiency. Students often: Watch T.V. Listen to music

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Safron Smith Rockdale Magnet School for Science and Technology 11 th grade March 7, 2009

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  1. Safron Smith Rockdale Magnet School for Science and Technology 11th grade March 7, 2009 + + + =

  2. When some students do homework they are often distracted. • Effects: • Lose concentration • Affect quality of work • Time efficiency • Students often: • Watch T.V. • Listen to music • Talk on the phone • Text Messaging • Instant Messaging • Surf the Internet + + + =

  3. Independent Variable • Type of Media Multitasking • Dependent Variable • Student Performance

  4. Independent Variables # of Students Homework Assignment Quiz Control 23 Reading Assignment Reading Content Distraction 1- Phone 20 Reading Assignment Reading Content & Phone Conversation Distraction 2- T.V. 23 Reading Assignment Reading Content & Television Show Distraction 3- Music 23 Reading Assignment Reading Content

  5. Research Hypotheses Null Hypothesis • Students would have the best academic performance if there were no distractions (control). • Compared to the control, student performance will be least impacted by watching television. • There will not be a significant difference in student performance when partaking in any of the distracting tasks + + + =

  6. Television with VCR • CD playing device with speaker • Homework task and questions • Distraction 1 Quiz • Distraction 2 Quiz • Timer/ Clock • Informed Consent • Human Subject Agreement Forms

  7. 91 human subjects • Reading Assignment: • 5 minutes • Reading Assignment Quiz • 5 minutes • Distraction Quiz (if applicable)‏ • 5 minutes

  8. Reading Assignment Devin and his father sat outside on the front stoop and watched the people as they bustled by on the busy Brooklyn side walk. “Son, I really want our father-son time to be special. I never had this with my father, so, I would like to establish a relationship with you.” Devin was extremely flattered, yet he felt uncomfortable. He scooted over on the step. “Well, Dad, to be honest I don’t know what to say. I would like to have this time with you, but it is sort of awkward. You are always at work and I never get to see you. I don’t want you to feel that I don’t love you. I really do, it’s just that I spend more time with Mom.” “Well, Devin, I understand that I am rarely home. However, I am the provider of this family. That’s why I take time out on my days off to show you how much I love you.”

  9. Reading Content Quiz What was the boy’s mother’s name? Devin Besty Brooke None of the above What was the boy’s father diagnosed with? Cancer AIDS Scoliosis Sarcoidosis How long were Devin’s parents together? 6 years 17 years 16 years None of the above

  10. Telephone Conversation Quiz What was the person’s name on the telephone (speaker)? Who does Monica like? Alex Courtney Derick Nate Why doesn’t the speaker like Susan at first? Because Susan recently stole her boyfriend Because Susan is captain of the cheerleading squad and the speaker wanted to be captain Because of a kindergarten feud that never got resolved Because Susan is smarter than she is

  11. Graph 1: The average of the reading quiz scores was calculated for each distraction. The average percentage of the control was used as a means of comparison for the other distractions. However, the control did not have the highest average. Students listening to music scored the highest percentage and students listening to the phone conversation scored the lowest. Since the average of the scores pertaining to music was higher than the control, music possibly does not distract students.

  12. Graph 2: This graph compares the reading quiz versus the distraction quiz for Distractions 1 and 2 Option 2.The reading quiz score was higher for both distractions. The reading quiz and the distraction quiz scores were higher for Distraction 2 Option 2 than Distraction 1. This shows that talking on the phone had a major impact on the student's performance.

  13. Control Dist. 1 (Phone)‏ Dist. 2 (T.V.)‏ Dist. 3 (Music)‏ Mean 75.28 56.82 65.03 77.07 Range 68.2 81.8 68.2 54.5 Max 95.5 90.9 95.5 100 Min 27.3 9.1 27.3 45.5 Std Dev 17.55 22.38 11.32 16.57 Number 23 20 23 25 Inferential Statistics- Post Hoc Tukey (Comparison of Means to Control Significance Level .010 .260 .988 Standard Error 5.76401 5.55931 5.44698

  14. Top 3 Questions Missed Table 1: This table shows the top 3 missed questions for each distraction. There is a column for the Reading Quiz and the Distraction Quiz. The most missed questions on the reading quiz were numbers 8, 9, and 1.Numbers 5 and 1 were missed frequently on the distraction quiz. The top 3 missed questions pertained to titles, names, or questions involving numbers (ages, years, etc.)‏ Reading Quiz Distraction Quiz Top 1 Top 2 Top 3 Top 1 Top 2 Top 3 Control 7 9 1 N/A N/A N/A Phone 8 9 7 5 3 1 Television 7 9 8 6 5 1 Music 7 9 8 N/A N/A N/A

  15. Descriptive compared to Statistical Analysis • Students most frequently missed questions relating to titles, names, ages, or years. • The research hypothesis was partially supported and the null hypothesis was rejected. + + + =

  16. Sources of Error • Mistake in copying the reading quiz. • Two of the reading quizzes did not have a back side copied to it, so two participants were not able to fully complete the reading quiz. • Allowing more time between reading and taking the quiz to simulate a more realistic situation between the time at home to the time at school the next day. + + + =

  17. Faculty of RCHS • Scott Bolen • Amanda Baskett • Alexander Smith • Khaliliah Smith + + + =

  18. Test Final vs. Initial Tasks • Math vs. Reading Assignments + + + =

  19. Blakeslee, S (2001, July 31). Mind is Designed to Handle One Complex Activity at a Time, Researchers Find . Retrieved April 17, 2008, from Multitasking drains brain Web site: http://www.ccbi.cmu.edu/news/SanDiegoUnionTribune-dualtask.html • Brown, N.L. (2006, December 21). Media Multitasking Among Young People. Retrieved April 10, 2008, from Teen Health 411 Web site: http://www.healthline.com/blogs/teen_health/2006/12/media-multitasking-among-young-people.html • Dawson, C. (2007, February 27). Multitasking may be harmful, especially to younger kids. Retrieved March 18, 2008, Web site: http://education.zdnet.com/?p=874 • Douvanis, C (n.d.). Institutional Review Board: Informed Consent. Retrieved April 16, 2007, Web site: http://www.westga.edu/%7Evpaa/irb/ • Jain, S (2007, April 23). Media Multitasking in the Age of Interruption. Retrieved April 14, 2008, Web site: http://www.moralmetric.com/articles/parenting/teens-and-tweens/769-media-multitasking-in-the-age-of-interruption-when-teens-pay-attention-to-everything-all-at-once • Ransford, M (2006, January 27). Study finds multitasking varies depending upon medium, time, location. Retrieved April 16, 2008, Web site: http://www.bsu.edu/news/article/0,1370,-1019-39739,00.html • Rideout V, Roberts D.F., Foehr U.G., (2005, March). Generation M - Media in the Lives of 8-18 Year olds . Retrieved May 22, 2008, Web site: http://www.scribd.com/doc/2607156/Generation-M-Media-in-the-Lives-of-818-Year-olds

  20. Questions? + + + =

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