1. Dionisia Rigby CBSE 7202T Seminar in Applied Research II Fall 2013 Action Research Midterm

2. Rationale – Slide 3 Experimental Design – Slide 4 Threats to Internal Validity – Slide 5 Threats to External Validity – Slide 6 Proposed Data Analysis- Slide 7-10 Survey Questions – Slide 11 References – Slide 12 TABLE OF CONTENTS

3. The purpose of this research is to find the best practices to keep kindergarteners engaged and energetic in an all day program. It has been noticed that many students fall asleep throughout the day. Numerous kinesthetic activities will be used as a form of intervention to see what keeps students engaged the most. A pre-survey will be given, intervention will be implemented and post- survey will be given RATIONALE

4. One Group Pre-Test Post-Test Design One group, 29 girls (School X in Brooklyn, NY) will receive a pretest (O) Group will be exposed to a treatment (X) Group will be post-tested (O) Symbolic Design Representation OXO Pre-Test (O) and Post-Test (O) = Pre and Post Survey Treatment (X) will consist of before and after videos of scholars during math and core instruction over the period of 2 weeks EXPERIMENTAL DESIGN

5. History – events outside of the experiment are likely to occur such staying up late the night before or on a regular basis Maturation - overtime students may become accustomed to kinesthetic movements causing them to no have an effect Mortality – students may have long absences or may transfer schools Statistical Regression – a low number of students my bring forth results, causing data to be insignificant THREATS TO INTERNAL VALIDITY

6. Pre-Test Treatment – students may act differently since they were pre-tested Multiple Treatment – Students may receive more than one treatment in succession Experimenter Effects – Researcher actively presents potential threats; due to person bias researcher may effect results due to previous knowledge of students THREATS TO EXTERNAL VALIDITY

7. PROPOSED DATA ANALYSIS The proposed data two sets of information. The data shows students attitude towards jumping jacks pre and post-survey. The second set of data shows if jumping jacks keep students engaged pre and post test. Most students attitude towards jumping jacks improved towards jumping jacks. Jumping jacks kept more students engaged and on-task post test. Attitude Rating Scale 1 – Strongly dislike2- Dislike3 – Like 4 – Strongly Like Engagement Scale 1- Never2- Rarely(1 to 3 times)3 – Most(4 to 7 times)4- Always Pre-Survey Likes Jumping Jacks Post-Survey Likes Jumping Jacks Pre-Test Jumping Jacks Keep Engaged Post-Test Jumping Jacks Keep Engaged Student #11324 Student #22314 Student #32414 Student #42424 Student #51413 Student #62313 Student #71324 Student #81424 Student #92313 Student #102323 MEAN1.63.41.53.6

8. PROPOSED DATA ANALYSIS Above is the proposed data for the activity students prefer to stay engaged during instruction. Pre- survey most students prefer to try to stay engaged on their own with no intervention. Post-survey most students prefer to do jumping jacks to stay engaged. Preferred Activity to Stay Engaged Pre-Survey # of Students Post-Survey # of Students Stretching 13 Jumping Jacks 17 Called On 31 Standing Up 13 No Intervention 91

9. PROPOSED DATA ANALYSIS Sample Data Set represents proposed correlation between my pre-test survey question, "Do you like Core (science and social studies)?" and the number of times students fall asleep during Core. This data shows a strong negative correlation between student's attitude towards Core and number of times students fall asleep during Core.

10. PROPOSED DATA ANALYSIS Sample Data Set represents proposed correlation between a post-test question, "Do you need jumping jacks to keep you awake during Core?" and post-test question, "Do I like jumping jacks?". This data shows a strong positive correlation between needing jumping jacks to keep students awake and their attitude toward doing jumping jacks.

11. SAMPLE SURVEY QUESTIONS

12. O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. PowerPoint slides. Retrieved from Blackboard Course Documents REFERENCES