The National Student Research Center
E-Journal of Student Research: Social Studies
Volume 4, Number 4, June, 1996
The National Student Research Center
is dedicated to promoting student research and the use of the
scientific method in all subject areas across the curriculum,
especially science and math.
For more information contact:
- 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
- The Ozone Problem
- Student Attitudes About Gun Control
- Anorexia Among the Young Female
- Student Knowledge of A.I.D.S.
- Student Knowledge of Breast Cancer
- What Students Think About Racism
- Student Knowledge of Nuclear Arms
- Student Knowledge of Alcohol Use
and Abuse
- Student Knowledge of the Use of
Steroids
- What Would Third Grade Students
Do If Offered Drugs?
TITLE: The Ozone Problem
STUDENT RESEARCHERS: Jeremy Barbaresi, Jeremy Yarsin, and
John-Ryan Walker
SCHOOL: North Stratfield School
Fairfield, Connecticut
GRADE: 4
TEACHER: Mr. V. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out if students are aware of the ozone
problem and its causes. Our first hypothesis stated that most
of the students we survey will know that it affects their eyes
and skin. Our second hypothesis stated that the majority will
know that the ozone hole is making the earth hotter. Our third
hypothesis stated that the majority will know that the ozone is
a gas.
II. METHODOLOGY:
We researched our topic first and then made a questionnaire.
We gave our questionnaire to 25 students. We then analyzed the
results to see what students knew about the ozone problem.
Questions we used: 1) Are you aware of the ozone problem? 2)
Do you think there is a way to stop the ozone problem? If yes,
what are some possible solutions? 3) In what way does the ozone
hole affect us? 4) What could cause ozone to disappear? 5)
What do you think the ozone is made of? 6) What is the
difference between good and bad ozone? 7) Where are the ozone
holes located?
III. ANALYSIS OF DATA:
All the students we surveyed were aware of the problem.
Twenty-one thought we could stop it. Most said to stop using
CFC's and stop polluting. Eighteen knew that ozone depletion
allows more solar radiation to strike the earth which can cause
skin cancer. Others said it causes blindness. Twelve said
CFC's cause the ozone to disappear. Nine said pollution and
two said cars. Students knew ozone was a gas. Three said it
was composed of oxygen, two said heat, two said air, and one
said clouds. Sixteen said good ozone protects you, six said it
acts like a shield, and three said it is the outer layer of the
atmosphere. Nine said bad ozone lets sun rays through. Twelve
said it causes skin cancer and four said it was the inner layer
of the atmosphere. Twenty-five students said the ozone holes
are located at the poles.
IV. SUMMARY AND CONCLUSION:
The majority of the students knew the causes of the ozone
depletion. We accepted each of our hypotheses. Most of the
students knew ozone depletion is associated with skin cancer,
vision problems, and the warming of the earth. Most students
knew that ozone is a gas.
V. APPLICATION:
Now we know how the ozone affects us, the earth and how to stop
it. Maybe now we will stop polluting and stop using CFC's.
TITLE: Student Attitudes About Gun Control
STUDENT RESEARCHERS: Jackie Warden, Lauren Eppling, Dana
Berthelot, Lonnie Bourg, and Leslie
Simmons
SCHOOLS: Mandeville Middle School Mimosa Park Elementary
Mandeville, Louisiana Luling, Louisiana
GRADES: 6 and 3
TEACHERS: John I. Swang, Ph.D. Virginia Lawson, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to know what students feel about gun control and
the violence guns cause. Our first hypothesis states that the
students we survey will agree with gun control laws. Our
second hypothesis states that the majority of students will
have a gun in their home.
II. METHODOLOGY:
First, we wrote our statement of purpose and hypothesis. Next,
we wrote our review of literature and questionnaire. Then we
administered our questionnaires to fifteen sixth grade students
at MMS and 56 third grade students at MPES. After that we
scored our questionnaires and wrote our analysis of data.
Finally, we wrote our summary and conclusion, application, and
abstract.
III. ANALYSIS OF DATA:
Fifteen sixth graders of the eighteen surveyed returned their
questionnaires. All fifty-six third graders surveyed returned
their questionnaires. The majority of the sixth and the third
graders had guns in their houses. The majority thought that
there should be gun control laws. The majority of both groups
thought guns really protect people. The third graders and the
sixth graders thought that there are too many guns and that
guns are too easily bought in the U.S.A. The majority of third
graders thought the NRA is right in it's opposition to all gun
control laws, but the majority of sixth graders had no opinion.
The majority of sixth graders knew that most of the people
killed by guns are relatives or friends of the killer, but the
majority of third graders didn't.
IV. SUMMARY AND CONCLUSION:
The majority of the students we surveyed have guns in there
houses and agree with gun control laws. Therefore we accept
both of our hypotheses which stated that the children we survey
will have guns in their houses and agree with gun control laws.
V. APPLICATION:
We can use this information by sending it to the law makers who
are now debating gun control legislation. They can see what
students think of gun control.
TITLE: Anorexia Among the Young Female
STUDENT RESEARCHERS: Amanda Drewes, Shannon Floyd, Liz Bayne,
Leslie Eusea, Meagan Hooter, and Heather
Wilson
SCHOOLS: Mandeville Middle School Mimosa Park Elementary
Mandeville, Louisiana Luling, Louisiana
GRADE: 6 and 3
TEACHERS: John I. Swang, Ph.D. Virginia Lawson, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to learn how much sixth grade and third grade
girls worry about their weight, check the calorie contents of
food, and how much they know about anorexia. Our first
hypothesis states that sixth grade girls will eat the least.
Our second hypothesis states that they will know the most about
anorexia. Our third hypothesis states that they will worry the
most about their weight. Our fourth hypothesis states that
sixth grade girls will check the fat and calorie content more
that third grade girls.
II. METHODOLOGY:
First, we wrote our statement of purpose, review of the
literature, and hypothesis to be tested. Then we developed our
questionnaire. We then administered it to 18 randomly chosen
sixth grade girls at MMS. We then asked MPES to administer it
to a randomly chose group of third grade girls. After the
questionnaires were completed, we compiled our data from both
schools and analyzed it. The data was shared via the NSRC's
Electronic School District. We then wrote our summary and
conclusion, accepted or rejected our hypothesis, and applied
our findings to the real world.
III. ANALYSIS OF DATA:
After scoring the 58 questionnaires (43 from third grade and 15
from sixth grade) we found that in both grades, the majority of
the girls ate three nutritious meals a day. Most of the girls
in third grade did not check the fat and calorie content of the
food they ate, but half of the girls in sixth grade did. Half
of the third graders worried about their weight and the
majority of the sixth graders worried about their weight. The
majority of the third graders knew an average amount about
anorexia and the majority of the sixth graders knew nothing
about anorexia.
IV. SUMMARY AND CONCLUSION:
We reject our first hypothesis which states that sixth grade
girls will eat the least amount because all girls eat the same
amount. We reject our second hypothesis which states that
sixth grade girls will know the most about anorexia because
third grade girls know more. We accept our third hypothesis
which states that sixth grade girls will worry more about their
weight. We also accept our fourth hypothesis which states that
sixth grade girls will check the fat and calorie content of
food more often than third grade girls.
V. APPLICATION:
We found that in these times, younger children are being
educated on the subject of anorexia. There should be more
education on the subject of anorexia in the higher grades since
sixth grade girls are more conscious of their diets and worry
more about their weight.
TITLE: Student Knowledge of A.I.D.S.
STUDENT RESEARCHERS: Justin Wheeler and Craig Chapman
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to know how much 6th grade students at MMS know
about the A.I.D.S. epidemic. Our hypothesis states that seven
of the 18 students would get 50% of the answers correct on the
questionnaire.
II. METHODOLOGY:
First, we stated our purpose. Second, we reviewed our
literature. Third, we developed a hypothesis. Fourth, we
developed a methodology. Fifth, we developed a questionnaire.
Sixth, we drew a random sample population. Seventh, we
administered the questionnaires. Eighth, we scored the
questionnaires. Ninth, we analyzed our data. Tenth, we wrote
a summary and conclusion. Eleventh, we applied what we had
learned to the real world.
III. ANALYSIS OF DATA:
Of the 17 questionnaires handed out, 16 were returned. A
majority of 10 students correctly knew that worldwide 8,000,000
people have the HIV virus. Fifty percent of the students
correctly answered that AIDS stands for Acquired Immunological
Deficiency. A majority of 11 students said they knew a little
about the AIDS virus. A majority of 12 students said they
didn't know anyone with AIDS. Fifty percent said they have sat
down and talked with someone about AIDS. A majority of 16
students correctly knew that there is more than one way to get
AIDS. A majority of 11 students correctly knew someone their
age can get AIDS. A majority of 13 students knew that the AIDS
virus tricks the immune system. Sixty percent of the responses
to the questionnaires were correct.
IV. SUMMARY AND CONCLUSION:
We found that 8 of the students at Mandeville Middle School
answered 50% or more of the questions on the questionnaires
correctly. Therefore we reject our hypothesis that stated 7 of
the 16 students would get 50% of the questions on the
questionnaires correct.
V. APPLICATION:
We could apply our findings to the real world by telling
teachers that about half of the students at Mandeville Middle
School are aware of the AIDS virus and how it can hurt them.
More AIDS education is needed to reach the other half of the
student population who are not as knowledgeable.
TITLE: Student Knowledge of Breast Cancer
STUDENT RESEARCHER: Liz Bayne
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to find out how much sixth grade girls know about
breast cancer. My hypothesis states that the majority of the
girls surveyed will answer most of the questions on the
questionnaire about breast cancer incorrectly.
II. METHODOLOGY:
First, I wrote my statement of purpose, review of literature,
and developed my hypothesis. Next, I did a random sample of 18
girls and sent my questionnaires out to them. I recorded my
results, analyzed my data, accepted or rejected my hypothesis,
and wrote a summary and conclusion. Then I applied my finding
to the real world. Finally, I wrote my abstract for
publication.
III. ANALYSIS OF DATA:
Eighty-five percent of the girls surveyed did not know that men
can get breast cancer. Sixty-two percent of them knew that
women over 30 should do monthly self-examinations. The
majority of the respondents knew that every one out of nine
women develops breast cancer. Sixty-nine percent of them
incorrectly thought that women should get a mammogram yearly.
The correct answer was that only women over 50 should get one
yearly.
IV. SUMMARY AND CONCLUSION:
The majority of the girls surveyed answered three out of five
questions on the questions on the questionnaire correctly.
Therefore, I reject my hypothesis which states that the
majority of the girls surveyed would answer most of the
questions on the questionnaire incorrectly.
V. APPLICATION:
I can apply my information by telling teachers to educate both
girls and boys on the subject of breast cancer. I will tell
them especially to teach girls since it is one of the leading
causes of death for women.
TITLE: What Students Think About Racism
STUDENT RESEARCHER : Allison Graziano and Jacqueline Warden
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know how 6th grade students at MMS think about
racism. Our hypothesis states that the majority of the sixth
grade students at M.M.S. we survey will not think racism is
good.
II. METHODOLOGY:
First, we wrote our statement of purpose. Next, we read lots
of literature on our subject and wrote a paragraph on what we
learned. We then developed a hypothesis to be tested. Then we
drew a random sample population of 6th grade students at MMS.
Following that we administered our questionnaires. When they
were returned we scored them. Then we completed an analysis of
data and developed a chart to represent our findings. Finally,
we wrote a summary and conclusion, and application.
III. ANALYSIS OF DATA:
Of the 18 questionnaires sent out, 16 were returned. The 6th
grade students at MMS knew that racism is prejudice against or
not liking someone because of race or color. A majority of 8
have not witnessed any form of racism lately. They all said
that racism is bad. Eighty-eight percent said they knew
someone that is racist. Eighty-seven percent of the students
said that racism is not a big issue at this school. Fifty
percent of the students thought the Rodney King Verdict was
correct, the other half did not. A majority of the students
think that the policemen in the current Rodney King Verdict
will be found guilty. A majority of 11 students said that "All
races of people are created equal." Forty-three percent
thought that different races do not get along well in the
U.S.A. A majority of the students had 1 to 3 close friends
that were of different races.
IV. SUMMARY AND CONCLUSION:
Our data indicates that the majority of the sixth grade
students at M.M.S. thought that racism is bad. Therefore we
accept our hypothesis that states that the sixth grade students
at M.M.S. we survey will not think racism is good.
V. APPLICATION:
We can use this information about racism to understand how
people think about and behave towards different races.
TITLE: Student Knowledge of Nuclear Arms
STUDENT RESEARCHERS: Justin Tilford and Nick Decker
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out how much the 6 grade students at MMS know
about nuclear arms. Our hypothesis states that 75% of the
students will answer the majority of questions on our
questionnaire about nuclear arms correctly.
II. METHODOLOGY:
First, we wrote a statement of purpose and reviewed the
literature. Next, we developed our hypothesis. Then we
developed a questionnaire and randomly selected 18 students to
complete the questionnaire. Next, we administered them. Then
we scored our questionnaires and analyzed our data. Next, we
wrote a summary and conclusion. Finally, we applied our data
to the world.
III. ANALYSIS OF DATA:
Of the 18 questionnaires we passed out, we received 17 back.
Thirty-five percent of the students knew that Monaco did not
own nuclear arms. Eighteen percent of the students knew that
nuclear arms are powerful enough to wipe out the planet earth.
Eighty-eight percent of the students knew that not every
country of the world owns nuclear arms. Ninety-four percent of
the students knew that there have been negotiations and arms
reductions in the past and are underway. Sixty-five percent of
the students said that nuclear weapons should be defused and
disarmed. Fifty-nine percent of the students agreed that it is
right for a country to own nuclear arms. Twenty-nine percent
of the students knew that there are at least 50,000 nuclear
warheads in the world. Seventy-six percent of the students
said that Iraq is more likely to use a nuclear weapon before
the United States.
IV. SUMMARY AND CONCLUSION:
Since 53% of the students answered the majority of the
questions correctly, we rejected our hypothesis which stated
that 75% of the will answer the majority of questions on our
questionnaire correctly.
V. APPLICATION:
Since 47% of the students answered the majority of the
questions incorrectly, they should be taught in school and at
home the danger and threat of nuclear weapons.
TITLE: Student Knowledge of Alcohol Use and Abuse
STUDENT RESEARCHERS: Jonathan Cain, Paul Richard, Jacob
Shaffer, Nichole Maher, Amanda Bourgeois,
and Keri Bolden
SCHOOLS: Mandeville Middle School Mimosa Park Elementary
Mandeville, Louisiana Luling, Louisiana
GRADES: 6 and 3
TEACHERS: John I. Swang, Ph.D. Virginia Lawson, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to find out what students know about alcohol use and
abuse. Our hypothesis states that the majority of the students
surveyed in the sixth grade and in the third grade do not know
a child their age who drinks alcohol.
II. METHODOLOGY:
First, we stated our purpose, reviewed the literature, and
developed our hypothesis. Then we developed our
questionnaires, administered them, and scored the responses.
Next, we analyzed our data. Lastly, we accepted/rejected our
hypothesis, wrote our summary and conclusion, and applied our
findings to the real world.
III. ANALYSIS OF DATA:
MMS surveyed 18 sixth grade students. MPES surveyed sixty-
eight third grade students. Sixty-nine percent of the sixth
grade students and sixty-four percent of the third grade
students know people who drink alcohol once or more a day. All
of the students surveyed think that alcohol is bad for you.
Fifty-six percent of the sixth grade students and sixty-eight
percent of the third grade students have never been offered
alcohol. Seventy-five percent of the sixth and third grade
students that have been offered alcohol said no. Sixty-two
percent of the sixth grade students know children their age who
drink alcohol. Sixty-two percent of the sixth grade students
and thirty-five percent of the third graders know children
their age who drink beer.
IV. SUMMARY AND CONCLUSION:
We reject our hypothesis for the sixth graders because the
majority did know kids their age that drink alcohol. We will
accept our hypothesis for the third graders because the
majority did not know kids their age who drink alcohol.
V. APPLICATION:
We can now say that all of the Just Say No To Drugs and anti-
drinking programs are not working. From the third to the sixth
grade, the number of students known to be drinking increased.
TITLE: Student Knowledge of the Use of Steroids
STUDENT RESEARCHERS: Eric Blundell, Chris Carson, Keith
Hennegan, Wesley Donnaud, Bradley
Douglas, Lenny Petetant, and Mathan
McClendon
SCHOOLS: Mandeville Middle School Mimosa Park Elementary
Mandeville, Louisiana Luling, Louisiana
GRADES: 6 and 3
TEACHERS: John I. Swang, Ph.D. Virginia Lawson, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We would like to know how much students are know about steroid
use by student athletes. Our hypothesis states that the
majority of the students will answer 50% of the questions on
our questionnaire correctly.
II. METHODOLOGY:
First, we stated our purpose, reviewed our literature, and
developed our hypothesis. We then wrote our methodology,
designed a questionnaire, and sent it to eighteen randomly
chosen sixth grade students at our school. We also sent them
to several third grade students at a school on the electronic
school district. After receiving our questionnaires back, we
tallied up the results. Next, we analyzed our data, accepted
or rejected our hypothesis, wrote a summary and conclusion, and
applied what we learned to the real world.
III. ANALYSIS OF DATA:
Of the eighteen questionnaires distributed to sixth graders at
MMS, we received fifteen back. Seventy-three percent of the
sixth grade students knew that athletes use steroids to improve
their athletic performance. Sixty-four percent knew that most
of the athletes that use steroids are white. They knew that
body-builders use steroids the most and that steroids can cause
brain tumors and liver problems. In conclusion, all students
thought that the use of steroids by athletes is wrong.
The results of 57 questionnaires returned from third graders at
MPES indicate that 69% of the students knew that athletes use
steroids to enhance their performance. Forty-nine percent knew
that the majority of athletes that use steroids are white and
62% knew that mostly body-builders use steroids. They knew
that steroids cause brains tumors and liver problems.
IV. SUMMARY AND CONCLUSION:
After adding the results from both school together, we found
that all students answered at least fifty percent of the
questions on the questionnaire correctly. Therefore, we accept
our hypothesis which stated that the majority of the students
will answer 50% of the questions on our questionnaire
correctly.
V. APPLICATION:
We can apply this information to the real world by not using
steroids for athletic reasons. We will not use them because
they put our bodies and athletic careers at risk. We will also
caution other students and athletes about the risks of
steroids.
TITLE : What Would Third Grade Students Do If Offered Drugs?
STUDENT RESEARCHERS: Andrea Grenache & Heather Marean
SCHOOL: Dawson Elementary School
Holden, Massachusetts
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know what 3rd grade students at Dawson School
would do if offered drugs. Our hypothesis stated that if
offered drugs by a friend, an older student, or a stranger,
that least 55% would say no and run away, at least 15% would
not talk at all, and at least 30% would tell someone.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the
literature, and developed a hypothesis. Next, we developed a
survey and distributed it to 40 randomly chosen 3rd graders.
When the surveys were returned we scored them and analyzed our
data. Finally, we wrote a summary and conclusion, and applied
our research to the real world.
III. ANALYSIS OF DATA:
We found that 24 students or 63% would say no if a friend
offered them drugs. Thirty-nine percent or 15 would say no if
an older student they knew offered them drugs. Thirty-two
percent or 12 would say no if a stranger offered them drugs.
Sixteen percent or 6 of the third graders students would run
away if a friend offered them drugs. Sixteen percent or 6 of
the students would run away if an older student offered them
drugs. Forty-five percent or 17 of the third graders would run
away if a stranger offered them drugs. Twenty-one percent or
8 students would tell someone they knew if a friend offered
them drugs. Thirty-seven percent or 14 students would tell
someone they knew if an older student they knew offered them
drugs. Forty-two percent or 16 students would tell someone if
a stranger offered them drugs. Thirty-two percent or 8 of the
third graders would say something other than no if a friend
offered them drugs. Eleven percent or 4 students would say
something other than no if an older student they knew offered
them drugs. Three percent or 1 student would say something
other than no if a stranger offered him drugs.
IV. SUMMARY AND CONCLUSION:
We found out that most of the third grade students would say no
and run away if offered drugs. Therefore, we accept the part
of our hypothesis which stated that at least 55% of the third
graders would say no and run away if offered drugs. We reject
that part of our hypothesis which stated that at least 15%
would not talk at all because everyone would say something.
Finally, we accept the third part of our hypothesis which
stated that at least 30% of the third grade students would tell
someone if they were offered drugs because 100% would tell
someone.
V. APPLICATION:
We could use the information to inform the fourth grade
teachers that students coming into fourth grade could be taught
more strategies on what to say when someone offers them drugs.
© 1996 John I. Swang, Ph.D.