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TABLE OF CONTENTS
1. Student Knowledge of Bill Clinton's Changes For America
2. Student Opinions About Seatbelts on Buses
3. Comic Cards vs. Baseball Cards
4. Student Opinions About Ballet: Boys and Girls
5. Student Knowledge of Greek Gods
TITLE: Student Knowledge of Bill Clinton's Changes For America
STUDENT RESEARCHER: Nick Decker
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out how much the sixth grade students at
Mandeville Middle School know about Bill Clinton's changes for
America. My hypothesis states that half the sixth students at
Mandeville Middle School will answer 50% of the questions on my
questionnaire correctly.
II. METHODOLOGY:
First, I wrote a statement of purpose. Second, I reviewed the
literature. Third, I developed my hypothesis. Fourth, I
developed my questionnaire. Fifth, I drew a random sample of 18
sixth grade students. Sixth, I administered my questionnaires.
Seventh, I scored them. Eighth, I analyzed my data. Ninth, I
wrote a summary and conclusion. Finally, I applied my data to the
world.
III. ANALYSIS OF DATA:
Of the 18 questionnaires passed out, I received 17 back. All of
the students knew that Bill Clinton was the president of the
United States. Forty-four percent of the students knew that Bill
Clinton's free trade program is feared by environmentalists and
trade unions. Fifty-nine percent of the students knew that Bill
Clinton supports tax incentives for business investments. Sixty-
five percent of the students knew that Bill Clinton wants to
reduce U.S. military spending. Seventy percent of the students
knew that Bill Clinton calls for education and health care
reforms. Forty-seven percent of the students knew that Bill
Clinton ran for office promising a 10% tax cut for the middle
class. Fifty-three percent of the students strongly disagreed
that Bill Clinton would make a good president. Fifty-nine percent
of the students would not vote for Bill Clinton if he ran again.
IV. SUMMARY AND CONCLUSION:
Since 57% of the students correctly answered a majority of the
questions I asked, I accepted my hypothesis which states that half
the 6th grade students surveyed at Mandeville Middle School will
correctly answer 50% of the questions on my questionnaires.
V. APPLICATION:
Since the students seem to know and take an interest in economics
and politics, teachers should teach this to the students.
TITLE: Student Opinions About Seatbelts on Buses
STUDENT RESEARCHER: Jacqueline Warden
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out if sixth grade students at M.M.S. want
seatbelts on school buses. My hypothesis states that the majority
of the students I survey will not want seatbelts on buses.
II. METHODOLOGY:
First, I wrote my review of literature, statement of purpose, and
hypothesis. Next, I developed my questionnaire and drew a random
sample of eighteen students. After that I administered and scored
my questionnaires. Then I wrote my analysis of data, summary and
conclusion, and application. Finally, I put together my abstract.
III. ANALYSIS OF DATA:
A total of 15 students, out of the 18 who responded, wore
seatbelts and thought they should be required for every vehicle.
Fourteen students thought seatbelts save lives. Only four
students wanted seatbelts on buses. Only one student's parents
did not wear their seatbelts. Nine students knew seatbelts were
invented in America. Thirteen students knew it was a law that you
must wear a seatbelt while riding in a car. Four students knew a
vehicle weighing over 10,000 pounds is not required to have
seatbelts.
IV. SUMMARY AND CONCLUSION:
The majority of the students did not want seatbelts on school
buses, but thought seatbelts should be required for every vehicle.
Therefore, I accept my hypothesis which stated that the majority
of the students I surveyed would not want seatbelts on buses.
V. APPLICATION:
I can use the information I collected to tell the school board
that the students do not want seatbelts on buses, but think they
should be required for every other vehicle.
TITLE: Comic Cards vs. Baseball Cards
STUDENT RESEARCHER: Craig E. Chapman
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: John I. Swang, Ph.D.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to know if the students at MMS prefer Marvel
Masterpiece comic cards over Upper Deck baseball cards. My
hypothesis states that the majority of the students at MMS will
prefer comic cards over baseball cards.
II. METHODOLOGY:
First, I stated my purpose and reviewed the literature. Second, I
developed a hypothesis and a methodology. Next, I developed the
questionnaire and drew a random sample of eighteen students.
After that I administered and scored the questionnaires. Then I
conducted an analysis of data and summarized my project. Finally,
I applied my findings to the real world.
III. ANALYSIS OF DATA:
Of the eighteen questionnaires I handed out, I received fifteen of
them back. My research revealed that 6 students preferred comic
cards and 8 students preferred baseball cards. One student
preferred both. Forty-seven percent said they do not collect
baseball/comic cards. Twenty percent said they started collecting
more than three years ago. A majority of the students do not
prefer any other cards besides baseball or comic cards. Eighty
percent correctly knew that John Blaze was not on a baseball card.
Seventy percent correctly knew that Venom was a comic card villan.
Forty-six percent incorrectly thought that Mark McGuire beat
Hobgoblin in a special Marvel Masterpiece card. A majority
disagreed with the statement, "Comic cards are the best cards you
can get." A majority of the students agreed with the statement,
"Collecting comic/baseball cards is a good hobby." A majority
disagreed with the statement, " Baseball cards have better
pictures on the front of them than comic cards do." Eight
students like baseball/comic cards because they are "cool", worth
money, friends and family collect them, and so they so they will
know the game and players.
IV. SUMMARY AND CONCLUSION:
>From my research, I have found that baseball cards are the most
preferred cards . Therefore, I rejected my hypothesis which
stated that the majority of the students at MMS will prefer comic
cards over baseball cards.
V. APPLICATION:
I could apply my findings to the real world by telling by hobby
shops and other stores that baseball cards would most likely sell
better than comic cards.
TITLE: Student Opinions About Ballet: Boys and Girls
STUDENT RESEARCHER: Meredith Lee
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Gina Stone, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to learn more about the subject of ballet. I also wanted
to compare the opinions of sixth grade boys and girls regarding
ballet. My hypothesis stated that girls would have a higher
opinion concerning ballet than boys.
II. METHODOLOGY:
First, I read books and researched the subject of ballet. Next, I
wrote my statement of purpose and review of literature. Then I
developed my hypothesis and wrote a questionnaire. After that I
randomly chose 7 boys and 7 girls to survey. When the
questionnaires were returned, I analyzed my data. Finally, I
wrote my summary and conclusion where I accepted/rejected my
hypothesis.
III. ANALYSIS OF DATA:
The students had all seen about two ballets. Four boys thought
the ballet was boring and two girls felt the same. One boy and
one girl said it was okay, while the rest of the group said it was
wonderful. One boy and one girl said that they thought they could
do what the dancers did, while the others weren't as confident.
Only two girl out of the fourteen took ballet lessons. Both took
the lessons because they enjoyed it. Four girls and six boy said
they would not try ballet lessons. One boy and one girl felt they
might try. The boy thought ballet was challenging and the girl
said it was interesting. The students saying they would not take
ballet had their reasons. One boy said it was "girlish". The
rest mostly said it was stupid, except for two girls who said they
were not good at it.
IV. SUMMARY AND CONCLUSION:
Overall, eight students thought it was dumb. The rest, both boys
and girls, thought ballet was good, but for different reasons. I
accepted my hypothesis which stated that girls would have a higher
opinion of ballet, because more girls answered the questionnaire
favorably and the two who took ballet were girls. I also learned
that opinions about ballet vary from person to person.
V. APPLICATION:
It would be easier to realize how students feel about cultural
activities, if more projects like this were conducted. If people
learn exactly how students feel, they could find better ways to
encourage students to participate in cultural activities.
TITLE: Student Knowledge of Greek Gods
STUDENT RESEARCHER: Marion Abercrombie
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 the sixth grade students at
Mandeville Middle know about Greek Gods. My hypothesis states
that the students surveyed will be able to identify a majority of
the Greek Gods on my survey.
II. METHODOLOGY:
First, I will write my statement of purpose, review of literature,
hypothesis, and questionnaire. Next, I will distribute my
questionnaires to eighteen randomly selected students. Then I
will score the questionnaires, record my data, reject or accept my
hypothesis, write my summary and conclusion, and apply what I
learned to the real world.
III. ANALYSIS OF DATA:
Fourteen of my surveys were returned. I found out that 57% of the
students surveyed knew that Terra represented the Mother of the
Earth. Seventy-eight percent of the students knew that the New
Orleans Mardi Gras parade, Bacchus, was named after the God of
Wine. Seventy-eight percent of the students knew that when King
Midas touched something, it turned to gold. Only 42% of the
students knew that the shoe company, Nike, was named after the
Goddess of Victory. Sixty-four percent of the students knew that
Greek Gods never existed. A majority of the students knew that
Zeus was the God of All Gods, that Cupid was the God of Love, and
that Venus was the Goddess of Beauty. The majority of the
students didn't know that Mars was the God of War, that Hades was
the God of the Underworld, that Saturn was the God of Time, that
Neptune was the God of the Sea, and that Uranus was the God of the
Sky.
IV. SUMMARY AND CONCLUSION:
Fifty-four percent of the responses to my questionnaires were
correct. Therefore, I accept my hypothesis which stated that
students would be able to identify a majority of the Greek Gods.
V. APPLICATION:
I now know that teachers are doing a good job of teaching the
students at M.M.S about Greek Gods. Keep up the good work!
© 1993 John I. Swang, Ph.D.