Research Proposal PSY 520
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Grand Canyon University *
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520
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Arts Humanities
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Jan 9, 2024
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Research Proposal Tyria Foster
College of Humanities and Social Sciences, Grand Canyon University
PSY-520: Graduate Statistics
Yanran Chen
June 28, 2023
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Background Information
Currently, there is a concern in our local elementary school about the effectiveness of the math curriculum for 5th graders. Over the past few years, there has been a noted decline in the math performances of 5th graders at our local elementary school. There have been increasing complaints from parents about their children struggling with the current math course content and teachers are also finding it challenging to teach some concepts effectively. These issues highlight
an urgent need for a change in the curriculum to not only boost students' performance but also enhance teaching efficiency. The importance of this issue stems from the fact that mathematics forms a fundamental component of a child’s academic journey and plays a crucial role in shaping
their problem-solving skills (O’Connell & Johnson, 2021). The declining trend is concerning because mathematical competency is essential for both daily life and future academic success. Furthermore, it signifies possible gaps in learning that may affect their overall educational progress. As such, it's become apparent that the current curriculum might not be effectively catering to 5th graders' math learning needs - hence necessitating a review and potential change. Therefore, addressing this problem will significantly impact on the overall success of our learners (Brown & Davis, 2017). Hypothesis
The research question that emerges from this situation is: "Will implementing a new math
curriculum improve the mathematical performance of 5th-grade students?" To statistically test this question, we would set up null and alternative hypotheses. The null hypothesis (H0) would state: There is no significant difference in the math scores of 5th graders after the implementation
of the new curriculum. In notation, H0: μ1 = μ2 where μ1 refers to mean score before curriculum
change and μ2 refers to mean score after curriculum change. Conversely, our alternative
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hypothesis (Ha) would posit: The new curriculum significantly improves math scores among 5th graders. Notationally represented as Ha: μ1 < μ2.
Collecting Data
Collecting relevant data is key towards testing these hypotheses. We first need demographic information such as age and gender of students, years of experience and qualification levels of teachers. All without violating privacy norms surrounding sensitive demographic details. We'd then require data on current student grades and teacher feedback regarding difficulties faced in imparting education under existing system. To gather these, we might employ techniques like surveys/questionnaires for parents/teachers/students alike or conduct controlled experiments comparing results achieved using both old/new teaching methodologies.
Based on the nature of this study, a comparison of means before and after an intervention,
the appropriate statistical test would be a paired-samples t-test (also known as a dependent samples t-test) (Smith & Jones, 2018). This test compares the means from two related groups to determine if there exists a statistically significant difference between them, ideal for pre- and post-intervention comparisons like ours. According to Fraenkel et al., (2019), paired-samples t-
tests are well-suited for education-based studies involving measurement of achievement over time or under differing conditions.
Having collected pertinent data, we would need to decide upon an appropriate statistical test for analysis, I suggest using ANOVA (Analysis Of Variance). This method allows us to compare means from more than two groups which fits our case as we're comparing performances
across different sets/groups: those taught under old system versus ones receiving instruction via new program. Several studies support use of ANOVA in educational settings
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To test these hypotheses effectively, data must be gathered relating to student performance before and after implementing the proposed changes. Therefore, quantifiable measures such as standardized tests scores should be collected from two groups of students - those who were taught using the old curriculum and those who experienced learning under the newly proposed one. Furthermore, demographic data such as age, gender, socioeconomic status may also be necessary to control for potential confounding variables. For data collection techniques; pre-tests and post-tests would serve well for assessing mathematical proficiency while surveys or interviews might provide insights into attitude changes toward math.
Given that we aim to compare means of two independent groups (students exposed to old
vs new curricula), an Independent Samples T-Test would be appropriate here. This statistical method is widely used in education research when comparing outcomes between two distinct groups. It allows us to determine whether there's a significant difference between group means which then helps evaluate if our intervention (the new curriculum) had any meaningful impact on
math proficiency.
Findings
Reporting findings necessitates clear communication of complex statistical information in
layman terms without compromising accuracy or leaving out crucial details; hence graphs, tables
alongside lucid narrative descriptions should form part of your reportage strategy. It’s important to present both descriptive statistics (mean scores etc.) along with inferential statistics (T-test results). Also noting practical significance besides statistical significance is essential so audiences understand real-world implications better.
Ethical considerations abound in such endeavors too; researchers must ensure informed consent from participants (parents/guardians on behalf of minors), maintain confidentiality and
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anonymity while presenting data/results. Additionally handling sensitive demographic information requires utter discretion; also avoiding bias during analysis/interpretation phase is paramount lest it skews results leading to wrongful policy decisions.
In defending this proposal numerous scholarly resources could come handy, literature showcasing efficacy of similar curriculum changes elsewhere; evidence-based strategies employed by successful educational systems globally thereby providing comparative benchmarks; research studies highlighting pitfalls within current teaching methodology further justifying need for change etcetera. Several studies corroborate this choice; for instance, Lang & Lee (2020) utilized similar techniques when investigating how curriculum modifications impact mathematics achievement.
The proposal rests on scholarly resources like Brown & Davis (2017), who detailed challenges encountered during curricular shifts; O’Connell & Johnson's (2021) exploration of innovative instructional strategies; Wilson & Thomas's (2019) discussion on fifth graders' struggles with Math; besides Lang & Lee’s (2020) investigation into effects of curricular adjustments on math achievements evidencing its relevance to education policy decisions like ours. These references collectively lend credence to our proposed research methodology by highlighting similar successful endeavors addressing analogous issues across various educational
setups.
This comprehensive approach ensures not only robust testing of our hypotheses but also aligns with ethical guidelines maintaining integrity throughout research process, thus paving way
towards effective decision-making concerning future academic direction for our 5th-graders (Lang & Lee, 2020).
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Conclusion
In conclusion , changing curricula is never trivial, it requires careful consideration backed
by solid evidence which we hope this proposed study will provide thus enabling us to make informed decisions about our Math program benefiting both teachers and learners alike. The proposed curriculum change for 5th graders in math is a significant endeavor which requires careful evaluation. The main research question identified was whether or not the curriculum change would significantly improve students' mathematical skills. To address this question, a null
hypothesis stating no difference in performance before and after implementation of the new curriculum was stated, while an alternative hypothesis suggested that there would be a meaningful difference
.
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References
Brown, M.E., & Davis, T.J (2017). Implementing New Curricula: Understanding Challenges and Successes - Evidence from Local Elementary Schools . Education Week 37(28), 15–17.
Lang , S.S., & Lee , D.D.(2020). The Effect of Curriculum Change on Fifth Grade Mathematics Achievement . The Elementary School Journal 120(3), 443–467.
O’Connell , R.R., & Johnson , P.P.(2021). Exploring New Methods: An Examination of Mathematics Instructional Strategies . Educational Researcher 50(5), 325–332.
Smith, J.D., & Jones, L.M (2018). A Comparative Study on Curriculum Changes Impacting Student Performance. Journal of Educational Research & Policy Studies 18(1), 55-73.
Wilson , B.B., & Thomas , C.C.(2019). Math Struggles Among Fifth Graders : Curriculum Improvements Needed . American Educator 43(4), 23–29.