The National Student Research Center
E-Journal of Student Research: Social Studies
Volume 6, Number 3, July, 1998
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
- A Student Survey About Cold and Flu
Epidemics In Schools
- Favorite Magazines of Fourth and
Fifth Graders At Dawson School
- What Students Know And Feel About
AIDS
- What Do Students Know And Feel About
Air Pollution?
- Student Knowledge Of The Extinction
And Endangerment Of Animals
- Computers, Modems and the Internet
TITLE: A Student Survey About Cold and Flu Epidemics In Schools
STUDENT RESEARCHERS: Chris Chugden, Amber French, James Rees,
and Whitney Stoppel
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 about cold and flu epidemics in schools. We would also
like to find out about students behavior at school which might
expose them to germ that could make them sick. We are concerned
about this problem in our community's schools.
Our hypothesis states that the majority of students will be at a
high risk of getting sick because of their behavior at school.
II. METHODOLOGY:
First, we identified a problem within our community which was
viral epidemics in schools during the cold and flu season. Then
we developed a statement of purpose. Next, we wrote a review of
literature about epidemiology, viruses, the common cold,
influenza, diseases, and public health. Then we interviewed
numerous community health professionals and school officials
about viral epidemics in schools (the St. Tammany Parish School
Board School nurses, the St. Tammany Parish School Board Census
Department, the St. Tammany Parish Health Unit, and the St.
Tammany Parish Hospital Health Education Program). From the
information we gathered, we developed our hypothesis and a
methodology for testing our hypothesis. Next, we constructed
our questionnaire on the students' knowledge and experiences
with cold and flu epidemics in school. Then we handed out the
questionnaire to 117 randomly chosen 4th, 5th, and 6th grade
students at Mandeville Middle School in Mandeville, Louisiana,
USA. Then we put it out on the Internet for students around the
district, state, nation, and world to complete. After the
completed questionnaires were returned, we scored them and
recorded the data on a data collection form. After that, we
analyzed our data using simple statistics, charts and graphs.
Then we wrote our summary and conclusion where we accepted or
rejected our hypothesis. Finally, we applied our findings to
our school environment.
VIII. ANALYSIS OF DATA:
A total of 1,801 students in grades 2 through 12 from
California, Louisiana, Virginia, Illinois, Washington, DC,
Mississippi, Wisconsin, Connecticut, Georgia, Washington, Iowa,
Vermont, Massachusetts, Texas, Kentucky, Montana, New York,
Nebraska, Michigan, Oregon, Kansas, Florida, Australia, New
Zealand, and Brazil responded to our questionnaire.
A majority of 86% of the students responding to our
questionnaire reported that lots of students at their schools
get sick during the cold and flu seasons. A majority of 82%
reported that they usually catch a cold or the flu from someone
at school.
At Risk Behavior
A majority of 62% reported that they usually do not use soap
when they wash their hands at school. A majority of 80%
reported that they usually don't wash their hands with soap
before they eat lunch at school. A majority of 93% reported
that they usually don't wash their hands with soap before they
eat a snack at school. A majority of 62% reported that they
usually share a drink with a friend at school by drinking out of
the same bottle, cup, glass, or can. A majority of 81% reported
that they usually share snacks with their friends at school by
eating out of the same bag or container. A majority of 78%
reported that they usually chew on their pencil, pen, or finger
nails during class while at school. A majority of 58% reported
that they usually don't stay away from their friends if they
come to school sick. A majority of 87% reported that they
usually lick their fingers after they have eaten a snack. A
majority of 72% believe that everyone picks their nose with
their fingers at one time or another. A majority of 73% believe
everyone picks their teeth with their fingers at one time or
another. A majority of 61% reported that their teachers usually
do not keep their classrooms ventilated by opening a window or a
door during the day. A majority of 73% reported that their
classrooms usually get hot and stuffy in the winter time. A
small majority of 51% reported that they stay home from school
when they are sick with a cold or the flu, but a majority of 54%
also reported that their parents usually make them go to school
when they have a cold or the flu.
Healthy Behavior
A majority of 78% reported that they cover their mouth and nose
when they sneeze or cough. A majority of 76% reported that they
usually don't share the same plate, fork, knife, or spoon when
eating with their friends at school. A small majority of 51%
reported that their mouth or cheek doesn't usually touch the
water fountain at school when they are getting a drink because
the water does not come out strong enough. A majority of 57%
reported that other students rarely cough or sneeze on them at
school.
Factual Questions
A majority of 61% of the students did not know that colds and
the flu are caused by viruses. A majority of 85% knew that they
can reduce the spread of germs by covering their nose and mouth
when they cough or sneeze, washing their hands frequently, and
keeping their fingers, pencils, etc. out of their nose and
mouth. A majority of 70% knew that touching phones, computer
keyboards, library books, door knobs, desks, toilet flush
handles, and chairs at school is a good way to contaminate their
hands with germs that can make them sick.
Designer Health Mask
A majority of 60% reported that they would NOT be willing to
wear their very own Designer Health Mask at school during the
cold and flu season.
IX. SUMMARY AND CONCLUSION:
A total of 1,801 students from our school district and around
the world responded to our questionnaire.
A majority of students do not use soap to wash their hands at
school before eating lunch and snacks. They share snacks out of
the same bag and drink out of the same container with friends.
They do not stay away from their friends when they come to
school sick. They chew on pencils, pens, and finger nails in
class and lick their fingers after eating snacks. They also
believe that students pick their teeth and nose with their
fingers.
A majority of students report that they, and lots of other
students, get sick at school during cold and flu seasons. They
try to stay home when they are sick, but their parents sometimes
send them to school even though they are ill. Their classrooms
are not usually ventilated by their teacher and get hot and
stuffy during the winter.
A majority would not be willing to wear a Designer Health Mask.
Students in the lower grades tend to be more willing to wear the
Designer Health Mask than students in the middle and upper
grades. This finding clearly demonstrates how important a
health training program for the students' is. Students must be
educated about how a Designer Health Mask can help keep them
well during the cold and flu season.
Finally, 83% of the students who responded to our questionnaire
reported that they usually catch a cold or the flu from someone
at school. Therefore, we accept our hypothesis which stated
that the majority of students will be at a high risk of getting
sick because of their behavior at school.
X. APPLICATION:
Now we know what behaviors and experiences students have at
school that can expose them to germs which could cause them to
get sick. We can apply this to our school environment by
starting a program that would get students in schools to change
their behavior and to wear Designer Health Masks during the cold
and flu season.
We will distribute surgical masks to students and show them how
to create fashionable health masks decorated with art work of
their choice. This will hopefully motivate students to wear the
masks during the flu and cold season.
We will also produce an instructional video which will inform
students about the different ways that they can help protect
themselves from getting colds and the flu such as washing their
hands, keeping thing like pencils and fingers out of their nose
and mouth, not sharing eating utensils, not drinking out of the
same can, cup, or bottle, covering their nose and mouth with
their arm when they cough or sneeze, ventilating their
classroom, staying away from sick students, and staying home
when they are sick so no one else will get infected from their
illness.
TITLE: Favorite Magazines of Fourth and Fifth Graders At Dawson
School
STUDENT RESEARCHERS: Adam Peters and Joey Politz
SCHOOL ADDRESS: Dawson Elementary School
Holden, Massachusetts
Wayne_Boisselle@mail.wachusett-rhs.k12.ma.us
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know which magazine is most liked by students in the
fourth and fifth grade at Dawson School. Our hypothesis states
that Sports Illustrated for Kids will be the most liked and
Disney Adventures will be liked the least.
II. METHODOLOGY:
First, we wrote our statement of purpose and reviewed the
literature. Next, we developed our hypothesis and created our
questionnaire. Then we sent out 200 questionnaires to all the
fourth and fifth grade students at Dawson School. As our
questionnaires came back to us, we scored them and analyzed our
data into a graph. We then wrote our summary and conclusion and
applied our data to the real world.
III. ANALYSIS OF DATA:
Out of the 200 questionnaires we sent out, 133 were sent back.
From those 133, Sports Illustrated for Kids had a total of 53
votes, Disney Adventures had 6 votes, Nintendo Power had 17
votes, Boy's Life had 7 votes, Girls Life had 20 votes, and
Nickelodeon had 36 votes.
IV. SUMMARY AND CONCLUSION:
Sports Illustrated for Kids was liked the most and Disney
Adventures was liked the least. Therefore, we accept our
hypothesis which stated that Sports Illustrated for Kids would
be liked the most and Disney Adventures would be liked the
least.
V. APPLICATION:
We could use this information to let the principal know what
magazines to use if we ever have a magazine sale. We could also
use this information to let the librarian know what kind of
magazines she should stock up on during the school year.
TITLE: What Students Know And Feel About AIDS
STUDENT RESEARCHER: Adam Osborn
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 survey research project to find out what
students know and feel about AIDS. My hypothesis states that
the majority of the responses to the factual questions about
AIDS on the questionnaire will be answered correctly.
II. METHODOLOGY:
First, I chose a topic. Then I wrote my statement of purpose.
Next, I wrote my review of the literature about AIDS, HIV,
viruses, and T-cell. Next, I wrote my hypothesis. After that I
developed my methodology to test my hypothesis. Then I
developed my questionnaire and sent it out on the Internet and
to thirteen randomly chosen sixth grade students at Mandeville
Middle School in Mandeville, Louisiana. Then I collected the
completed questionnaires, scored them, and recorded my data on
my data collection sheet. Last, I conducted my analysis of
data, wrote my summary and conclusion, and applied my finding to
the world outside the classroom.
III. ANALYSIS OF DATA:
My data show that half the students that were surveyed knew that
AIDS is not the name of the virus that causes the Acquired
Immune Deficiency Syndrome.
My data show that a majority of 70% of the students knew that
there are several different strains of the AIDS virus.
My data show that half the students knew that there is no cure
for AIDS.
My data show that a majority of 60% of the students did not know
that AIDS stands for Acquired Immune Deficiency Syndrome.
My data show that a majority of 60% of the students knew that
HIV stands for Human Immunodeficiency Virus.
My data show that a majority of 70% of the students knew that
AIDS is a disease which includes the following symptoms:
vulnerability to fatal diseases, enlarged lymph glands, slight
fever shortly after infection, loss of weight, tiredness, and
night sweats.
My data show that a majority of 60% of the students knew that
more than 8.4 million people world-wide have AIDS.
My data show that a majority of 90% of the students knew that
HIV can be transmitted from a mother to her unborn baby, by use
of dirty needles by drug users, and by contact with infected
blood.
My data show that a majority of 70% of the students did not know
that the most effective treatment for AIDS is a combination of
three or more recent drugs.
My data show that a majority of 60% of the students did not know
that the fastest growing population of new AIDS cases is high
school and college students.
My data show that half of the students thought that the
government should quarantine or isolate all HIV infected people
to one place so that the virus won't spread.
My data show that all of the students thought that the
government should put more effort and money into finding a cure
for AIDS.
My data show that half of the students think that they know how
to protect themselves from getting AIDS.
My data show that a majority of 60% of the students knew that it
may take two to twelve years after being infected with HIV to
develop symptoms.
My data show that a majority of 70% of the students did not know
that the first case of HIV was diagnosed in 1981.
My data show that half of the students knew that HIV originated
in Africa.
IV. SUMMARY AND CONCLUSION:
My data show that many of the students knew the basic facts
about AIDS and HIV, but did not know many details or statistics
about the disease. A majority of the responses to the factual
questions on the AIDS/HIV questionnaire were answered correctly.
My data also show that the students surveyed feel that the virus
should be stopped at almost all costs and that they feel that
they are fairly safe from it. Therefore, I accept my
hypothesis, which states that the majority of the responses to
the factual questions about AIDS on the questionnaire will be
answered correctly.
V. APPLICATION:
I can apply my findings to the world outside the classroom by
telling the senator for our state that many students feel that
the government should do more to cure or isolate HIV. I could
also tell the school board that more about AIDS and HIV should
be taught in schools.
TITLE: What Do Students Know And Feel About Air Pollution?
STUDENT RESEARCHER: Christine O'Rourke and James Rees
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 to find out what
students know and feel about air pollution. Our hypothesis
states that the majority of the responses to the factual
questions about air pollution on the questionnaire will be
answered correctly.
II. METHODOLOGY:
First, we found a topic. Then we wrote a statement of purpose.
After that we wrote a review of literature about air pollution,
the causes and prevention of air pollution, deforestation,
fossil fuels, and carbon dioxide. Then we wrote a hypothesis.
We then designed a methodology and developed a questionnaire to
test our hypothesis. Next, we randomly choose 26 students from
Mandeville Middle School in Mandeville, Louisiana and passed out
the questionnaire to the students. Then we sent the
questionnaire out on the Internet to students around the world.
After the completed questionnaires were returned, we scored them
and tallied the replies. Then we conducted an analysis of data,
and wrote a summary and conclusion where we accepted or rejected
our hypothesis. Finally, we applied our findings to the world
outside the classroom.
III. ANALYSIS OF DATA:
A majority of 64% of the students responding to the
questionnaire knew that air pollution was worst around cities.
A majority of 55% did nor know that 70% of all air pollution
comes from motor vehicles. A majority of 64% knew that small
particles such as soot and dust are known as particulate matter.
A majority of 82% thought that air pollution is an important
global issue. A majority of 82% knew that particulate matter
may cause breathing difficulties and respiratory pain. A
majority of 55% did not think that air pollution was a serious
problem in their community. A majority of 73% thought that gas
powered cars should be replaced with electrical or solar powered
cars. A majority of 100% knew that riding your bike is better
for the air then driving your car. A majority of 91% knew that
carbon monoxide in the air increases the risk of heart disease.
A majority of 82% knew that air pollution affects plants by
killing them or stunting their growth. A majority of 91% agreed
that factories should reduce the amount of fossil fuels they
burn. A majority of 64% knew that extra carbon dioxide in the
air from vehicles and factories traps extra heat in the
atmosphere and is the cause of global warming. A majority of
73% did not know that a thermal inversion happens when a warm
layer of air is trapped under a bubble of air pollution. A
majority of 80% knew that the Clean Air Act of 1967 is the legal
basis for the control of air pollution in the United States. A
majority of 73% knew that acid rain happens when air pollutants
mix with rain, snow, or other precipitation. A majority of 70%
did not know that carbon dioxide, particulate matter, nitrogen
oxide, and CFC's are all major air pollutants. A majority of
80% knew that air pollution is the contamination of the
atmosphere by gaseous, liquid, or solid hazardous wastes. A
majority of 64% did not know that the releasing of toxic wastes
into the air that burns holes in the upper atmosphere is also
known as ozone depletion.
IV. SUMMARY AND CONCLUSION:
We found in this project that 66% of the total responses to the
factual questions were answered correctly. Therefore we accept
our hypothesis which stated that a majority of the responses to
the factual questions about air pollution on the questionnaire
would be answered correctly.
V. APPLICATION:
We can apply this to the world outside of our classroom by
telling people that more laws should be passed to help prevent
air pollution. Even though we will not be able to restore the
earth's atmosphere to the way it was originally, we can all do
our share and help to stop polluting the air even more.
TITLE: Student Knowledge Of The Extinction And Endangerment Of
Animals
STUDENT RESEARCHERS: John Casey and Alex Manuel
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 student
knowledge about endangered and extinct animals. Our hypothesis
states that the majority of the responses to the factual
questions on the questionnaire will be correct.
II. METHODOLOGY:
First, we chose our topic. Then we wrote our statement of
purpose. After that, we wrote our review of literature about
endangered animals, tigers, lions, pandas, eagles, pollution,
poaching, natural habitat, and causes and prevention of
endangerment and extinction. Then we developed a hypothesis.
Next we wrote a questionnaire using the information from the
review of literature. Then we handed it out to 26 randomly
chosen students from 13 different sixth grade classes at
Mandeville Middle School in Mandeville, Louisiana and sent it
out on the Internet.
When completed and returned, we scored the questionnaires and
tallied the responses onto a data collection sheet and analyzed
the information using simple statistics, charts, and graphs.
Then we conducted an analysis of data and wrote a summary and
conclusion. Last, we applied our findings to the world outside
the classroom.
III. ANALYSIS OF DATA:
All of the students surveyed knew that extinct means that a
species of animal is no longer around. A majority of 72% of the
students knew that the Siberian Tiger, Humpback Whale, and the
Panda are endangered. A majority of 75% knew that the leading
cause of extinction is destruction of habitat. A majority of
72% did not know that the Giant Panda is endangered because it's
main food supply, bamboo, is being destroyed. A majority of 80%
knew that endangered means a species of animal is low in
population. A majority of 59% knew that there are about 490
tigers in zoos today. A majority of 96% knew that there are
laws to protect endangered animals. A majority of 92% disagreed
that it is okay to destroy the habitats of endangered animals to
meet the needs of people. A majority of 96% felt that
governments should have harsher punishments for poachers. A
majority of 92% thought that endangered animals should be
protected at all costs. A majority of 76% said that they are
willing to do all that they can to help endangered animals. A
majority of 73% of the responses to the factual questions on our
questionnaire were correct.
IV. SUMMARY AND CONCLUSION:
A majority of the students agreed that governments should have
harsher punishments for poachers, endangered animals should be
protected at all costs, and they are willing to do all they can
to help endangered animals. A majority of the students
disagreed that it is okay to destroy endangered animals'
habitats to meet the needs of people. A majority of 73% of the
responses to the factual questions on our questionnaire were
correct. Therefore, we accept our hypothesis which stated that
the majority of the responses to the factual questions on our
questionnaire will be correct.
V. APPLICATION:
We could use our findings in the world outside the classroom by
taking the information that students didn't know as well and
using it to teach kids and grown-ups alike the facts on
endangered animals. Our country and community leaders could
also use the opinions of the students to make decisions about
endangered species and human economic development.
Title: Computers, Modems and the Internet
Student Researcher: Corey Brennan
School: Weber Elementary
Iowa City, Iowa
Grade: 6
Teacher: Chris Rohret
I. Statement of Purpose and Hypothesis:
The purpose of my survey is to find out about who owns
computers, modems and has access to the World Wide Web (the
Internet). I'm trying to find out if people have these things
and how they like them. If they don't have one or more of these
things, I am also trying to find out if they want them. My
hypothesis states that almost all people I survey will have a
computer in their home, about half of them will have modems, and
most people who have modems will have access to the Internet.
II. Methodology:
First, I gathered background information about computer
ownership and peoples' feelings about their computers. I
designed a survey based on what I had learned from my sources.
I then randomly selected and surveyed 50 students each from Team
3 and Team 4 (3rd, 4th, 5th and 6th graders) at Weber
Elementary. When I received 81 of my 100 surveys, I tallied my
information, drew my graphs, and wrote my abstract.
III. Analysis of Data:
Amazingly, 94% of all students surveyed owned a computer of some
sort, Macintosh being the most frequently owned computer. Most
people liked the performance of their computer enough to keep
the same one. A majority of students surveyed spent about one
to two hours a day on their computer. A majority of 82% of the
students who had a computer had modems also had Netscape, the
most popular browser. Most people who didn't have a computer, a
modem, or the Internet wanted them.
IV. Summary and Conclusion:
A large majority of students own a computer and have a modem.
Most of the people who had modems also had access to the
Internet and used the Netscape browser. Therefore, I accept my
hypothesis which stated that almost all the people I survey will
have a computer in their home, about half of them will have
modems, and most people who have modems will have access to the
Internet. More computer owners have modems than I originally
thought.
V. Application:
I chose this survey mainly because I had an interest in
computers. I also chose this topic because our family was
interested in getting Internet access and were debating what
browser to use. In the results of my survey, I discovered that
Netscape was a very popular browser, so that's the browser we
ended up getting. I hope that these survey results will help
other people make computer related decisions.
© 1998 John I. Swang, Ph.D.