Class Size and Its Effect on Academic Achievement____________________________________________________________________Does class size matter?Maria O’ReganEdu 7202, Spring 2012
Table of Contents • Research Design Slide 3 • Threats to Internal Validity Slide 4 • Threats to External Validity Slide 5 • Proposed Data Slide 6 • Pre-Test Results Slide 7 • Proposed Data Analysis and Correlation Slide 8 • Teacher and Student Survey Slide 9 • References Slide 10
Research Design • Research Design: Quasi-Experimental Design • Nonequivalent Control Group Design • This designed is based upon two groups that will be pretested (O), exposed to a treatment (X), and posttested (O). • Two groups: • Symbolic Design: O X1 O O X2 O • (O) Pre-test, (X1) Treatment for Group 1, (X2) Treatment for Group 2, (O) Post-test • Two groups of students: Class A will consist of 21 kids and two teachers Class B consists of 7 students and one teacher. • The research will be focusing on the students progress in regards to class size ratio and tested by the NYC DOE Gifted and Talented Exam.
Threats to Internal Validity History Testing/Pre-test Sensitization Instrumentation Mortality Selection-Maturation Interaction
Threats to External Validity • Ecological • Generalizable Conditions • Pre-test Treatment • Selection-Treatment Interaction • Specificity of Variables • Treatment Diffusion:Experimenter Effect
Proposed Data • Pre Treatment Survey given to students • Demographics and Self Attitude Rating • Pre Treatment Survey given to teachers • Pretest and Post test administered • Identical pre and post tests. • NYS Gifted and Talented Practice Test
Pretest Data Results Post test will be conducted at end of treatment
Surveys Student Survey: Includes Demographics and questions like the following…. *Do you like to do the Gifted and Talented Practice tests in school? YES (1) or NO (2) *Do you do Gifted and Talented Practice tests at home? YES (1) or NO (2) Teacher Survey: *My students enjoy gifted and talented preparation. (example: practice test, games geared towards material on exam) 1 2 3 4 * My students are stronger in math than in language arts. 1 2 3 4 About what percentage? *My students are stronger in language arts than in math. 1 2 3 4 About what percentage?
References O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPointslides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/