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THE E-JOURNAL OF STUDENT RESEARCH has been made possible through grants provided by the United States Department of Education, South Central Bell Telephone, American Petroleum Institute, Intertel Foundation, Springhouse Publishing Corporation, Graham Resources, Inc., Chevron Oil Company, Central Louisiana Electric Company, Louisiana State Department of Education, and National Science Foundation. Mandeville Middle School and the National Student Research Center thank these organizations for their generous support of education.
TABLE OF CONTENTS
1. What Sex Knows the Parts of Speech Better?
2. Which Type of Poems Do Sixth Graders Like Best?
3. What do You Like To Do? Read or Watch TV
4. What Is the Favorite Subject of Boys and Girls?
5. How Well Do Sixth Grade Students Know Their Quotes?
6. Can Girls Identify the Authors of Books Better Than Boys?
TITLE: What Sex Knows the Parts Of Speech Better?
STUDENT RESEARCHER: Adam Bernstein
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project on the parts of speech. I
would like to know if boys or girls can identify the parts of
speech better. My hypothesis states that boys can correctly
identify more parts of speech than girls.
II. METHODOLOGY:
First, I wrote my statement of purpose and conducted my review of
literature. Then I developed my hypothesis. Next, I developed my
survey and randomly chose eighteen students from the sixth grade
to fill it out. Then I administered my surveys and scored them.
Next, I analyzed my data and accepted or rejected my hypothesis.
Then I wrote my summary and conclusion. Finally, I applied my
data to the real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires and received twelve of them
back. A majority of nine boys and four girls did not know that
the word "assignment" was a noun. A majority of nine boys and
four girls did not know that the word "they" was a pronoun. A
majority of nine boys and two girls could not correctly identify
the word "eventually" as an adverb. A majority of nine boys did
not know that the word "to" was a preposition. A majority of four
girls did. A majority of nine boys could not correctly identify
the word "crossed" as a verb. A majority of four girls could. A
majority of nine boys did not know that the word "and" was a
conjunction. A majority of four girls did know. A majority of
nine boys could not correctly identify the word "soft" as an
adjective. A majority of four girls could. A majority of nine
boys and four girls think that it is important to know the
different parts of speech. A majority of nine boys and four girls
felt that if you know the parts of speech you will be able to
understand sentences better. A majority of nine boys and four
girls believe that girls do not know the different parts of speech
better than boys. I had sixty-three responses from boys and
twenty-eight from girls. Forty-eight percent of the boys'
responses correctly identified the different parts of speech.
Eighty-two percent of the girls' responses correctly identified
the different parts of speech.
IV. SUMMARY AND CONCLUSION:
Out of all the boys and girls I gave my questionnaire to, the
girls correctly identified more parts of speech than boys.
Therefore, I reject my hypothesis which states that boys can
correctly identify more parts of speech than girls.
V. APPLICATION:
In Language Arts, when my teacher is teaching the parts of speech
I can tell her to concentrate on boys more than girls. Also when
boys read a book the teacher might want to make sure they
understand what their reading.
TITLE: Which Type of Poems Do 6th Graders Like Best?
STUDENT RESEARCHER: Alan Leung
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project on the types of poems 6th
grade students like best. My hypothesis states that quatrains
will be the type of poem 6th grade students like best.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review of
literature. Next, I developed my hypothesis. Then I developed my
questionnaire, randomly selected eighteen 6th graders, and
administered my questionnaires. Next, I scored my
questionnaires. I used the information from my questionnaires and
wrote my analysis of data. Then I accepted or rejected my
hypothesis. I wrote my summary and conclusion and applied my
findings to the real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires and thirteen were returned. A
majority of nine students could not identify an acrostic. A
majority of ten students could not identify a limerick. A
majority of seven students could identify a quatrain. A majority
of nine students could not identify a parody. Seven students felt
that it was important to know the different types of poems. Eight
students felt that poems were the most beautiful form of written
expression. Eleven students felt poems were fun to read. Only
five students felt that poems had deep meanings for them. One
student would like to be a poet and twelve students wouldn't. Two
students liked limericks the best. Four students liked acrostics
the best. One student liked parodies and one student liked
quatrains the best. A majority of four students liked acrostics
best.
IV. SUMMARY AND CONCLUSION:
A majority of seven students could identify a quatrain. It was
the only type of poem with a majority of students who could
identify it. Only one student liked quatrains the best, and a
majority of four students liked acrostics the most, which was the
type of poem the sixth grade students liked best. Therefore, I
reject my hypothesis which stated that quatrains would be the type
of poem sixth grade students liked best.
V. APPLICATION:
I will recommend the teachers at my school to teach more types of
poetry to students so they may learn to like all types of poetry.
TITLE: What Do You Like To Do? Read or Watch TV
STUDENT RESEARCHER: Vicki Beechler
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project on the preferences of sixth
graders in regards to what they like to do: read or watch TV. I
would also like to know why they prefer what they do. My
hypothesis states that sixth graders will like watching television
better than reading a book.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I defined the
concepts used in my research and wrote my review of the
literature. Next, I formed my hypothesis. Then I developed my
questionnaire. To test my hypothesis, I surveyed 18 randomly
chosen students from the sixth grade. Next, I administered my
questionnaires. Then I scored the questionnaires. Next, I
analyzed my data. Then I accepted or rejected my hypothesis. I
wrote my summary and conclusion and applied my findings to the
real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires. Fourteen were returned. I
found that only eight students liked reading. A majority of
eleven students liked watching television. Six students watched
two to five hours of television per week. A majority of eight
students agreed that kids watch too much television. A majority
of nine students said that reading every book their friends read
is not important. A majority of eleven students do not believe
that too much television can ruin your health. A majority of ten
students like watching television better than reading a book. A
majority of eleven students think that their friends like watching
television better than reading a book. A majority of eleven
students think it is important to read because it is fun, it makes
you use your imagination, and gives you a better education. Only
three students thought that reading was not important because it
is boring.
IV. SUMMARY AND CONCLUSION:
In my studies, I have found that sixth grade students like
watching television better than reading a book. Therefore, I
accept my hypothesis which stated, sixth grade students will like
watching television better than reading a book.
V. APPLICATION:
Since students like watching so much television, television
stations should run more educational shows. That way kids would
get the same thing from television as they get from reading.
TITLE: What is the Favorite Subject of Boys and Girls?
STUDENT RESEARCHER: Allison Walter
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project on which subject boys and
girls like best. My first hypothesis states that the girls'
favorite subject will be Science. My second hypothesis states
that the boys' favorite subject will be P.E.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review of
the literature. Next, I developed my hypothesis. After that I
made a list of the materials that I needed to conduct my research.
Then I developed my questionnaire. Next, I drew a random sample
of the eighteen students. Then I administered my questionnaires
to eighteen sixth grade students. Next, I scored my
questionnaires. Then I analyzed my data and accepted or rejected
my hypothesis. Next, I wrote my summary and conclusions.
Finally, I wrote my application and applied my findings to the
real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires and received five back from the
boys and thirteen back from the girls. A majority of the four
boys chose math and P.E. as their favorite subject. A majority of
twelve girls chose P.E. and Reading as their favorite subject.
All of the boys and a majority of the thirteen girls correctly
predicted that P.E. would be the boys favorite subject. A
majority of the twelve girls correctly predicted that the girls
favorite subject would be Reading. The boys predicted that Music,
Reading, Spelling, and Science would be the girls favorite
subject. All the girls and boys agreed that it is important to
enjoy all of the subject areas. All the girls and boys agreed
that students should try their best in all subject areas. All
boys thought that Math and Science are the most important
subjects. All girls thought that Spelling was extremely
important. All girls disagreed that Math teachers call on boys
most of the time and think that they are smarter. All students
disagreed that Language Arts teachers call on girls most of the
time and think that they are smarter.
IV. SUMMARY AND CONCLUSION:
The boy's favorite subjects were Math and P.E. The girls favorite
subjects were P.E. and Reading. Therefore, I accepted my first
hypothesis which stated that the boy's favorite subject will be
P.E. I rejected my second hypothesis which stated the girls
favorite subject will be Science.
V. APPLICATION:
When I applied my findings to real world, I found that teachers
need to make all subjects just as interesting as P.E., Reading,
and Math so that students can enjoy all of the subjects.
TITLE: How Well Do Sixth Grade Students Know Their Quotes?
STUDENT RESEARCHER: Lindsay Flexer
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on famous quotes.
I want to see how much sixth graders know about quotes. My
hypothesis states that girls can identify quotes and their authors
better than boys.
II. METHODOLOGY:
First, I wrote my statement of purpose. Then I wrote my review of
literature. Next, I developed my hypothesis. After that I wrote
my questionnaire. Then I drew my random sample population and
administered my questionnaires. After they were returned, I
scored my questionnaires. After that I analyzed the data and
accepted or rejected my hypothesis. Next, I wrote my summary and
conclusion, and I applied my research to the real world.
III. ANALYSIS OF DATA:
I sent out eighteen questionnaires and received sixteen back. All
five boys and all eleven girls knew that Martin Luther King Jr.
said the quote, "I have a dream..." A majority of three boys and
seven girls did not know that Nathan Hale said the quote "I only
regret I have one life to give for my country." A majority of
four boys and eight girls knew that John F. Kennedy said "Ask not
what your country can do for you; ask what you can do for your
country." Only two boys and a majority of nine girls knew Abraham
Lincoln said the quote "Fourscore and seven years ago..." A
majority of four boys and seven girls knew the that the quote "
Read my lips, no new taxes," was said by George Bush. A majority
of four boys and seven girls agreed that "Father, I cannot tell a
lie..." was one of the most famous quotes ever said. A majority
of four boys agreed and seven girls disagreed that everyone should
know numerous famous quotes and their authors. A majority of
three boys agreed and all eleven girls disagreed that famous
quotes are an important part of our lives. A majority of three
boys agreed and nine girls disagreed that speakers who quote
others are not able to think for themselves.
IV. SUMMARY AND CONCLUSION:
Sixty percent of the boys responses to my questionnaire were
correct. Seventy-five percent of the girls responses were
correct. Girls were able to identify the authors of quotes better
than boys. Therefore, I accepted my hypothesis which stated that
girls can identify quotes and their authors better than boys.
V. APPLICATION:
I have learned from my data that all sixth graders do not know the
authors of famous quotes very well. I think that teachers should
read and use quotes more often in their lessons.
TITLE: Can Girls Identify the Authors of Books Better Than Boys?
STUDENT RESEARCHER: Angela Geraci
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a research project with sixth graders to see if
they can match books with their authors. My hypothesis states
that girls will be able to correctly match more books and authors
than boys.
II. METHODOLOGY:
First, I came up with my research idea and wrote my review of
literature. Then I wrote my hypothesis and developed my
questionnaire. I randomly choose eighteen students and gave them
each a copy. When they were finished I scored my questionnaires
and analyzed my data. Then I accepted or rejected my hypothesis.
I wrote my summary and conclusion and my application. Finally, I
turned in my report. I published my report and applied it to the
real world.
III. ANALYSIS OF DATA:
I administered eighteen questionnaires, out of which, twelve were
returned. There were six boys and six girls. A majority of five
girls and a minority of two boys knew the author of SIXTH GRADE
CAN REALLY KILL YOU was Barthe DeClements. A minority of two boys
and two girls knew that Janet A. Bloss wrote THE GIRL WITH THE
GREEN HAIR. A majority of three boys and three girls answered
correctly that THE INCREDIBLE JOURNEY was written by Sheila
Burnford. A majority of three boys and a minority of two girls
knew that NO PROMISES IN THE WIND was written by Irene Hunt. A
minority of two boys and one girl knew that Mary Hahn wrote THE
DOLL IN THE GARDEN. Four boys and five girls agreed that it is
important to know the author of the book they are reading.
Overall, the boys had twelve out of 30 responses to the
questionnaire correct and the girls had thirteen out of 30
responses correct. There was no significant difference in the
number of correct responses by boys and girls.
IV. SUMMARY AND CONCLUSION:
My research indicates that overall boys and girls can match books
and authors with the same ability. Therefore, I reject my
hypothesis which stated that girls will be able to correctly match
more books and authors than boys.
V. APPLICATION:
I can apply my findings by asking the teachers to emphasize how
important it is to know the author of the book that students read.
© 1993 John I. Swang, Ph.D.