Final Project Presentation Schedule (and some advice/guidelines)

April 9 [M] Johnson, N.
McPeek, F.
April 11 [W] Kelly, S.
Knouse, T.
April 16 [M] Harris, G.
Smith, T.
April 18 [W] Held, R.
Varjonen, A.


Guidelines & Advice
  • Presentations should be NO MORE than 20 minutes long.
  • You will be docked 10 percent of your presentation grade for every minute (or fraction) you go over the time limit!
  • So, I will cut you off at the 25-minute mark to keep things moving and save time for others.

  • Strategy Tip: Present the designs in ANY order you want = start with the one you need the most help with!

  • IMPORTANT: Final presentation grades include TWO parts:
    1. The presentation grade = 13 pts
    2. Participation in othersí presentations = 5 pts
EXAMPLE
Research Question: What are the effects (if any) of room-color on algebra performance?

Three Tiered Research Plan

  1. Non-Experiment: Chi-square examination of grades vs. room color at 10 different schools.

    • Find 10 different local colleges/universities.
    • See what all the algebra classroom colors are.
    • Count the number of each final grade-type.
    • Perform a chi-square test to find any differences in proportion of grades across the classroom colors.

  2. Quasi-Experiment: Compare different grade-levels across different room colors at 10 different schools.

    • See how students do in the different colored classrooms according to if they are freshmen, sophomores, juniors, or seniors.
    • This would be a 3x4 between subjects ANOVA.
    • Dependent variable will be final grade.

  3. Experiment: Randomly assign 50 students to one of three different room colors for algebra class.

    • I am actually stuck here, because I donít know if I should use the same three boring colors from the other two designs, or, use three new colors.

POSSIBLE CLASS RESPONSES
  1. Non-Experiment:

    • Do you need to count the number of letter grades? Isnít that a weaker type of data than if you got the class averages? Then you could do ANOVA instead of chi-square.
    • It doesnít seem like the classroom colors are much different. Do you think that could be a limitation?
    • Why didnít you go with a correlation between color and grade instead?

  2. Quasi-Experiment:

    • What if you do not get enough students in each grade level?
    • What would you predict the outcome to be?

  3. Experiment:

    • If you use the same three colors, that would help with external validity, right?
    • But he could also use new colors to see if more extreme colors give better results than the traditional boring colors. So we might learn something new.