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To Act, Or Not To Act? Drama In The Classroom

To Act, Or Not To Act? Drama In The Classroom. Lauren E. Duerson ED- 7202 Spring 2012. Table of Contents. Research Design…. Slide 3 Proposed Data… Slide 4 Threats to Internal Validity… Slide 5 Threats to External Validity… Slide 6 Pre-test/ Post-tests Results… Slide 7

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To Act, Or Not To Act? Drama In The Classroom

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  1. To Act, Or Not To Act?Drama In The Classroom Lauren E. Duerson ED-7202 Spring 2012

  2. Table of Contents • Research Design…. Slide 3 • Proposed Data… Slide4 • Threats to Internal Validity… Slide 5 • Threats to External Validity… Slide 6 • Pre-test/ Post-tests Results… Slide 7 • Sample Student Surveys… Slide 8 • Proposed Data Analysis and Correlation…. Slide 9 • References… Slide 12

  3. Research Design • Pre-Experimental Design • One group of 26 non-randomly assigned students, with no controlled group. This experimental design may also be referenced as the One-Group Pre-test/ Post-test Design. • Symbolic Design: OXO • The single group of participants (O) will be pre-tested before being given the treatment (X), and a post-tested (O) in order to determine the experiment’s success.

  4. Proposed Data • Pre-test and Post-test: Teacher administers a pre-test at the beginning of the lesson. Teacher will then administer the lesson, and give the children the same test as a post-test to see what knowledge has been obtained through the lesson. • Student Survey: Teacher gives each student the same survey which looks at personal opinions, student habits, and student demographic data.

  5. Threats To Internal Validity • History: Unforeseen schedule changes/ student or teacher absences • Maturation: Six weeks of exposure, possible growth • Testing/Pre-test Sensitization: Pre-test offers a glimpse of what to look for during lesson • Instrumentation: Tools created by researcher, possible bias based upon student knowledge • Mortality: Student absences/ Guardian requests student no longer participates. • Differential Selection of Subjects: Drama not offered at school, does not take place in the homes • Selection-Maturation Interaction: Student maturity and growth differs • Generalizable Conditions: Student interest in dramatic arts will vary

  6. Threats To External Validity • Pre-test Treatment: Pre-test given, students may try to memorize information • Specificity of Variables: Researcher did not influence gender selection, social studies lessons vary on type of dramatic role-play that can be implemented. • Experimenter Effects: Researcher previously worked with experimental group (students), biased questions could be created.

  7. Pre-test and Post-test Scores

  8. Sample Student Survey Questions I study for school studies ______________ hours a week. 1 hours 2 hours 3 hours 4 or more hours It is important to learn about the history of New York. Strongly Agree (4) Agree (3) Disagree (2) Strongly Disagree (1) I am a smart student and I work hard in school. Strongly Agree (4) Agree (3) Disagree (2) Strongly Disagree (1)

  9. Correlation Of Post-test Averages To Personal Opinion Of NY Historical Importance .rxy= - 0.1507

  10. Correlation Of Post-test Averages To Hours Studied Per Week (Social Studies) .rxy= -0.2917

  11. Correlation Of Post-test Averages To Personal Attitude Of Work Ethics and Intelligence .rxy= -0.1889

  12. 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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