The National Student Research Center

E-Journal of Student Research: Social Studies

Volume 4, Number 2, March, 1996

John I. Swang, Ph.D.

Founder/Director

National Student Research Center

2024 Livingston Street

Mandeville, Louisiana 70448

U.S.A.

E-Mail: nsrcmms@communique.net

http://youth.net/nsrc/nsrc.html

TABLE OF CONTENTS

1. What Do Students Know And Feel About Cancer?
2. Survey of Long Haul Truckers
3. What is the Effect of Rock & Roll on Society?
4. What Students Know and Feel About Gambling?
5. A Survey About Students and Television

   


TITLE: What Do Students Know And Feel About Cancer?   

STUDENT RESEARCHER:  Graham Rees and Kristi LeBlanc  
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  6
TEACHER:  John I. Swang, Ph.D.


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

We would like to do a survey research project on what students 
know and feel about cancer.  Our hypothesis states that a 
majority of the responses to the factual questions on our 
questionnaire about cancer will be incorrect.

II.  METHODOLOGY:

First, we wrote our statement of purpose and reviewed the 
literature on cancer.  Second, we developed our hypothesis and 
a methodology to test our hypothesis.  Next, we developed our 
questionnaire.  Then we drew a random sample population of 6th 
graders at Mandeville Middle School in Mandeville, Louisiana 
which would receive the questionnaire.  Then we administered 
our questionnaires to them.  We also sent the questionnaires 
out over the Internet on the NSRC's Electronic School District.  
After we received our completed questionnaires, we scored them 
and analyzed our data.  Finally, we wrote our summary and 
conclusion and applied our findings to the world outside of the 
classroom.

III.  ANALYSIS OF DATA:

We received a total of 19 responses from 6th grade students at 
Mandeville Middle School in Mandeville, La.  We also received a 
total of 250 responses from Texas, Arizona, Wisconsin, Ohio, 
Montana, Canada, and Sweeden.  The students responding to our 
questionnaire were in grades 4, 5, 6, 7, 8, 9, and 11.

A large majority of 93% of the students surveyed believed that 
the U.S. Government and other private organizations should 
spend more than 1.2 billion dollars annually on researching 
cancer.  A small majority of 51% did not know that 600,000 
cases of sun related skin cancer occur each year.  A small 
majority of 52% did not know that men can get breast cancer.  A 
majority of 84% knew that cancer is a very deadly disease if 
not treated early.  A small majority of 55% knew that the 
treatment and study of cancer is called Oncology.  A majority 
of 80% knew that breast cancer is one of the leading causes of 
death in women.  A majority of 86% agreed that you should wear 
sunscreen when you go outside to play.  A small majority of 51% 
did not know that 20% of all the deaths in the USA in the mid-
1980's were caused by cancer.  A small majority of 58% did not 
know that we spend 20 billion dollars a year on the treatment 
of cancer.  A majority of 52% did not know that high fat diets 
can cause cancer.  A large majority of 95% knew that secondary 
smoking can cause cancer in non-smoking people.  A small 
majority of 55% knew that lung cancer causes more deaths than 
any other kind of cancer.  A majority of 60% knew that vitamins 
A and C can help prevent a wide variety of cancers.  A majority 
of 68% knew that drinking alcohol can cause liver, oral, and 
esophageal cancers.  A overwhelming majority of 93% knew that 
chewing tobacco and dipping snuff can cause oral cancer.  A 
majority of 91% knew that smoking is the primary (87%) cause of 
lung cancer.  A majority of 89% knew that leukemia is the 
cancer most seen in children.  A majority of 62% knew that lung 
cancer is most common among men because more men smoke 
cigarettes, but the number of women smoking is raising so the 
number of lung cancer deaths in women are raising, too.  

IV.  SUMMARY AND CONCLUSION:

In summary, we found out that the students surveyed knew that 
cancer is a very deadly disease, but they did not know that it 
is a leading cause of death.  They knew that cancer can be 
caused by tobacco and alcohol, but they did not know that it 
can also be caused by the radiation from the sun and high fat 
diets.

We found that 66% of the responses to the factual questions on 
our questionnaire about cancer were answered correctly.  
Therefore, we reject our hypothesis which stated that a 
majority of the responses to the factual questions to our 
questionnaire will be incorrect. 

V.  APPLICATION:

We can apply our findings to the world outside of the classroom 
by saying that the students surveyed knew a lot about cancer.  
That means that the teachers and public health programs are 
doing a good job,  but a majority of the students do not know 
that high fat diets and the radiation from the sun can cause 
cancer.  So the teachers and public health programs can inform 
their students better about these dangers.  Students tend to go 
outside and play a lot and some also have high fat diets.



TITLE:  Survey of Long Haul Truckers

STUDENT RESEARCHER:  Paul O'Meallie
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  5
TEACHER:  Jamie Huard, M Ed

I. STATEMENT OF PURPOSE AND HYPOTHESIS

My purpose for doing this project is to find out if long haul 
truckers think there are too many government regulations in 
their industry.  My hypothesis states that when asked about 
government regulations, more truckers will answer yes to the 
question, "Do you think there are too many government 
regulations in the trucking industry?" than will answer no to 
the same question.

II. METHODOLOGY

First I decided on a general topic.  Then I did a review of the 
literature.  From the review of literature, I learned that the 
trucking industry has many regulations. Then I wrote my 
statement of purpose and my hypothesis. Next, I constructed a 
questionnaire and, along with my dad, went to a local truck 
stop in Hammond.  I asked truckers questions and my dad 
recorded their answers on the questionnaire.  After 
interviewing fourteen truckers, I analyzed my data.  Based on 
the data, I accepted my hypothesis.  Then I wrote my summary 
and conclusion and applied my findings to the world outside the 
classroom.  

III. ANALYSIS OF DATA 

There were 14 truckers that responded to my questionnaire. Of 
the fourteen, ten responded there were too many government 
regulations in the trucking industry.  Four responded there 
were not too many regulations.  The truckers listed freedom and 
the ability to travel many places as the two top things they 
liked best about the industry.  Waiting for their next load was 
rated as the part of the job they liked the least.  Five of the 
fourteen reported that their scariest experiences on the road 
came while driving under winter conditions.

IV. SUMMARY AND CONCLUSION 

My data indicates that the majority of truckers interviewed 
thought there were too many government regulations in the 
trucking industry.  Based on my data, I accepted my hypothesis 
which stated that when asked about government regulations, more 
truckers will answer yes to the question, "Do you think there 
are too many government regulations in the trucking industry?" 
than will answer no to the same question.

V. APPLICATION 

After learning about the life of truckers, I realized how 
important they are to the American economy.  When people are 
driving they should be aware that trucks make wide right turns.  
Also, it is hard for a trucker to see a small car that is to 
its right, so drivers need to be extra careful when near these 
big trucks.



TITLE:  What is the Effect of Rock & Roll on Society?

STUDENT:  D. Jay Schaibly
SCHOOL:  Mandeville Middle School
         Mandeville, LA.
GRADE:  5
TEACHER:  Jamie Huard, M. Ed



1. STATEMENT OF PURPOSE AND HYPOTHESIS:

The purpose of this project is to learn about the history of 
Rock & Roll and people's opinions on Rock & Roll and it's 
effects on society.  My first hypothesis states that most 
people surveyed will think that Rock & Roll music changed our 
society and that it was a good change.  My second hypothesis 
states that most people will say the Rock & Roll did not create 
a bigger generation gap between parents and children.

11. METHODOLOGY:

First, I wrote my hypothesis and my statement of purpose. Next, 
I created a survey with questions to determine people's 
opinions about Rock & Roll music.  I then had twenty people 
complete the surveys.  They were handed out and collected at a 
youth sports event.  I then compiled and analyzed the data from 
the completed questionnaires. Next, I accepted my hypothesis, 
prepared my conclusion and applied my findings to the world 
outside the classroom.  I then prepared a formal presentation.

111. ANALYSIS OF DATA:

My results showed that eighteen out of twenty people thought 
that Rock & Roll changed American Society.  Fourteen out of 
nineteen thought it was a good change.  Fifteen out of twenty 
thought that it created a bigger generation gap between 
children and parents.  Seventeen out of twenty listened to Rock 
& Roll Music.  The people in the age groups thirty-one to forty 
and over forty preferred music from the 1960's and 1970's.  The 
younger people in the six to twenty age group preferred the 
music of today.

IV. CONCLUSION:

I accept my hypothesis because most of the people surveyed 
though that Rock & Roll music changed society and that it was a 
good change.  My hypothesis was incorrect regarding the effects 
of Rock & Roll on the generation gap.  Most of the people 
surveyed thought that Rock & Roll did create a bigger 
generation gap.

V. APPLICATION:

As a result of my project, I learned that Rock & Roll is one of 
the most popular music styles in the United States. This 
project could be used to help teachers teach about this 
subject.  



TITLE:   What Students Know and Feel About Gambling?

STUDENT RESEARCHER:  Curtis Akey and Mark Richard
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana
GRADE:  6
TEACHER:  John I. Swang, Ph.D.


I.  STATEMENT OF PURPOSE AND HYPOTHESIS:

We would like to do a survey research project on what students 
know and feel about gambling.  Our hypothesis states that a 
majority of the students surveyed will not know that $50 
billion is spent on state and local lotteries in the United 
States each year.

II.  METHODOLOGY:

First, we wrote our statement of purpose and conducted a review 
of the literature on gambling.  Second, we developed a 
hypothesis and wrote our methodology to test it.  Third, we 
developed a questionnaire about gambling.  Then we drew a 
random sample of 26 sixth grade students at Mandeville Middle 
School, and sent our questionnaire to them.  We also sent our 
questionnaire out on the Internet to schools around the 
country.  When we received the completed questionnaires back we 
scored them.  After that, we conducted our analysis of data.  
Then we wrote our summary and conclusion and application.  
Finally, we published our research in the NSRC's Journal of 
Student Research.

III.  ANALYSIS OF DATA:

We received a total of 20 surveys from 6th grade students at 
Mandeville Middle School in Mandeville, La.  We received a 
total of 57 surveys from the NSRC's electronic school district 
on the Internet.  We received them from places like Montana, 
Ohio, West Virginia, Texas, and Canada.  The students 
responding to this questionnaire were in grades 6th, 7th, 8th, 
and 11th.  Overall, we received a total of 77 surveys.

A majority of 78% of the students surveyed knew that $50 
billion is spent on state and local lotteries each year in the 
United States.  A majority of 71% knew that in 1520, France 
started the first lottery in the world.  A majority of 99% said 
that their state had a lottery.  A majority of 97% said that 
gambling is legalized in their city.  A majority of 51% did not 
know that the first United States lottery started in New 
Hampshire in 1964.  A majority of 70% knew that video poker and 
slot machines attract the most players.  A majority of 99% were 
aware that gambling was addictive.  A majority of 87% did not 
know that gambling addiction takes two or more years to cure.  
A majority of 94% did not know that two to three percent of the 
people in the USA are addicted to gambling.  A majority of 84% 
did not think that gambling should be banned.  A majority 88% 
thought that gambling contributes to higher crime rates.  A 
majority of 96% thought that the proceeds from state and local 
lotteries and taxes from gambling facilities are a good source 
of revenue for states and cities. 

IV.  SUMMARY AND CONCLUSION:

A majority of students surveyed said that gambling is legalized 
in their city and that gambling should not be banned.  They 
thought that gambling contributes to higher crime rates, but 
that taxes from gambling facilities are a good source of 
revenue for states and cities.  In summary, only 48% of the 
responses to the factual questions on our questionnaire were 
answered correctly.  Students are not well versed about 
gambling in general.     

A majority of 78% knew that $50 billion is spent on state and 
local lotteries each year in the United States.  Therefore, we 
reject our hypothesis which stated that the majority of the 
students surveyed will not know that $50 billion is spent on 
state and local lotteries each year.

V.  APPLICATION:

We can apply our findings to the world outside the classroom by 
sending our research to public officials telling people that 
gambling addiction is a disease and that they should issue 
warnings to the public that gambling is very addictive.  We 
could also send our research to the gambling industry and 
encourage them to spend a part of their profits to help cure 
gambling addiction and support other worthwhile community and 
charitable services.



TITLE:  A Survey About Students and Television  

STUDENT RESEARCHER:  Alex Carolla
SCHOOL:  Mandeville Middle School
         Mandeville, Louisiana  70448
GRADE:  5
TEACHER:  Mrs. Huard


I.  Statement of Purpose and Hypothesis:

I wanted to learn about the history of television and to find 
out all about how students viewed television.  My first 
hypothesis stated that the majority of students at M.M.S. would 
have three television sets.  My second hypothesis stated that 
the majority would watch two hours of television per day on 
school days.  My third hypothesis stated that the majority 
would watch three hours of television per day on weekends.  My 
fourth hypothesis stated that the majority didn't have their 
own televisions.  My fifth hypothesis stated that the majority 
would have cable TV.  My sixth hypothesis stated that the 
majority would have remote control.  My seventh hypothesis 
stated that the majority of students will not answer my 
questions correctly about the history of TV.

II.  Methodology:

First, I stated my purpose, reviewed the literature on the 
history of television, and then developed my hypothesis.  Next, 
I created a questionnaire and passed it out to fifteen fifth 
graders in my class.  When my surveys were returned to me, I 
scored them and analyzed my data.

III.  Analysis of Data:

Sixty-seven percent of fifth graders I surveyed reported that 
they had three or more television sets.  Only forty-seven 
percent said they watched TV more than three hours on weekdays.  
On weekends, only forty-seven percent said they watched more 
than three hours.  Sixty-seven percent of those surveyed had 
cable TV.  Seventy-one percent didn't have their own 
television. Sixty-seven percent said they had remote control.  

Only thirty-six percent of the students had the right answer to 
the date of when television was first broadcast from coast to 
coast in the 1940's. Just as many though the date was ten years 
earlier.  Only thirteen percent of the students knew that 
educational television began in 1952.

IV.  Summary and Conclusion:

I accepted my hypotheses which predicted the number of 
television sets each student would have in their homes, that 
the students had cable and remote controls, and that they 
didn't have their own television set.  

I rejected my hypotheses which predicted the number of hours of 
television watched on weekdays and the number of hours of 
television watched on weekends.  They watch less TV than I 
though.  

I accepted my hypotheses about the students not knowing the 
dates of the first coast to coast broadcast and the first 
educational TV programming. 
 
Application:

Now when I watch a television program, I will know something 
about where it came from and how it was made.

© 1996 John I. Swang, Ph.D.