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THE E-DATABASL OF STUDENT RESEARCH is 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 Educaton, 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. Student Knowledge and Opinions About Deforestation.
2. Who Is Your Favorite Pro Baseball Player?
3. What Kins Know About The Effects of Drugs
4. Student Knowledge of Frostbite
5. Seventh Grade Students' Shopping Habits
6. Which State Has The Greatest Snow Fall?
7. Who Was the First To Smoke?
8. Which State Is The Wettest?
TITLE: Student Knowledge and Opinions About Deforestation
STUDENT RESEARCHERS: Allison Walter, Emily Meyer and Abra Murray
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 scientific research project on student
knowledge and feelings about the deforestation of the rainforests.
Our hypothesis states that a majority of the students will think
the rainforests need to be saved.
II. METHODOLOGY:
To conduct our research project, we first wrote our statement of
purpose. Next, we wrote our methodology. Then we developed our
questionnaire and we randomly selected fifty-four sixth grade
students at Mandeville Middle School to complete our
questionnaire. We also sent our questionnaire to our research
partner in Fairfield, Connecticut so that they could be completed
by fifth grade students. We then scored our questionnaires.
Next, we wrote our analysis of data and accepted or rejected our
hypothesis. Then we wrote our summary and conclusion. Next, we
wrote our application and published our abstract in the Journal of
Student Research.
III. ANALYSIS OF DATA:
We sent out a total of 90 questionnaires. Of those, 82 were
returned. We sent 36 questionnaires to fifth grade students at
North Stratfield School in Fairfield, CT and 54 to sixth grade
students at Mandeville Middle School in Mandeville, LA. A
majority of 45 students did not know that after the rainforest is
cut down the land is only farmed for 2-3 years. A majority of 57
students did not know that 77% of the Earth's tropical habitat has
been destroyed. A majority of 50 students knew that 50% of the
world's plant and animal life live in the rainforests. Half of
the students knew that one half of our medicines originated in the
rainforests. A majority of 79 students agreed that the
rainforests should be saved. A majority of 78 students agreed we
should screen more rainforest plants for medical use. A majority
of 80 students agreed we should try to keep as many species alive
as possible that live in the rainforests. A majority of 75
students disagreed that we should keep cutting down the
rainforests to supply jobs for the unemployed. A majority of 74
students felt it was not necessary to cut down the rainforests.
IV. SUMMARY AND CONCLUSION:
A majority of the students thought that the destruction of the
rainforests is wrong. Therefore, we accept our hypothesis which
stated that a majority of the students will think the rainforests
should be saved. Sixty-seven percent of the total answers to our
questionnaires were incorrect.
V. APPLICATION:
Our data indicates that most of the students want to stop the
destruction of the rainforests, but don't know very much about the
rainforests or how to stop the destruction. Therefore, the
teachers and media should teach more about the rainforests and how
to stop the destruction of them.
TITLE: Who is Your Favorite Pro Baseball Player?
STUDENT RESEARCHER: Rachel Hoff
SCHOOL: John O. Arnn Elementary School
Sagamihara, Japan
GRADE: 6
TEACHER: Therese Blanchard
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of my study is to determine who the favorite baseball
players of 4-6 graders. My hypothesis states that 25% of the
students will choose Frank Thomas, 25% will choose Will Clark, 25%
will choose Barry Bonds, 15% will choose Ken Griffy Jr., and 10%
will choose Kirby Pukket.
II. METHODOLOGY:
First, I stated my purpose and developed my hypothesis. Then I
used a randomsample to pick 20 students grades 4-6. Next, I
handed out my surveys to the 20 students I selected. Finally, I
analyzed my data and accepted or rejected my hypotheses.
III. ANALYSIS OF DATA
Of the 20 surveys passed out, 17 were returned. Of the students
surveyed, 29% liked Frank Thomas, 0% liked Will Clark, 24% liked
Barry Bonds, 29% liked Ken Griffy Jr., 0% liked Kirby Pukket, and
18% did not know any players.
IV. SUMMARY AND CONCLUSION
I reject my hypotheses which stated that 25% of the students will
choose Frank Thomas, 25% will choose Will Clark, 25% will choose
Barry Bonds, 15% will choose Ken Griffy Jr., and 10% will choose
Kirby Pukket.
V. APPLICATION
I will apply this study to the real world by sending it to card
collectors around the world.
TITLE: What Kids Know About The Effects Of Drugs
STUDENT RESEARCHERS: Aimee Blaquiere and Andrea Kenney
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne Boisselle
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know if the third grade students at Dawson School
know about the effects of drugs. Our hypothesis stated that at
least 15% of the third graders will know that all drugs are bad
for them and at least 15% of them will know if drugs can hurt
their body.
II. METHODOLOGY:
First, we wrote our statement of purpose, reviewed the literature,
and developed our hypothesis. Then we developed our survey and
distributed it to 40 randomly chosen third graders. When the
surveys were returned we scored them and analyzed our data. Next,
we wrote our summary and conclusion. Finally, we applied our data
to the real world.
III. ANALYSIS OF DATA:
Of the 40 surveys we handed out, we received 32. When asked the
question, "Are all drugs bad for you?" 20 or 63% answered
correctly, 10 or 32% answered incorrectly, and 2 or 5% didn't
know. When asked if drugs hurt your body 27 or 85% answered
correctly, 2 or 5% answered incorrectly, and 3 or 10%
didn't know. When asked if drugs hurt every part of your body 8
or 25% answered correctly, 19 or 60% answered incorrectly, and 5
or 15% didn't know.
IV. SUMMARY AND CONCLUSION
Overall, 63% said all drugs are bad for them and 85% said drugs
can hurt their body. Therefore, we accept our hypothesis which
stated that at least 15% would know drugs are bad for them and at
least 15% would know if drugs can hurt their body.
V. APPLICATION
Most of the kids knew about the effects of drugs so fourth and
fifth grade teachers don't have to teach them those facts.
Title: Freezing Frostbite
Student Authors: Stephen Balgach, Neil Ciullo
School: North Stratfield
Fairfield, Conn.
Grade: 4
Teacher: Mr. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We want to know what the average 4th or 5th grader knows about
frostbite. We think the 4th and 5th graders will correctly answer
50% of the questions on our questionnaire about frostbite.
II. METHODOLOGY:
We looked up frostbite in different books and magazines. We also
made a survey on frostbite and we passed it out to 4th and 5th
graders. Then we tallied the results and analyzed our data.
III. ANALYSIS OF DATA:
Sixteen students responded to our questionnaire. All students
knew that frostbite can affect the hands, feet, ears, fingers,
toes, arms cheeks, face, and skin. Fifteen students knew that you
should not rub snow or ice on frostbite. Only one student knew
that frostbit can last for as long as a year. A majority of 15
students knew that frostbitten areas of the body can change to any
of the following colors; white, blue, black, purple, and red.
Students also reported that you should take a person with
frostbite to the doctor and keep them warm.
IV. SUMMARY AND CONCLUSION:
We found out that the students we gave our survey to correctly
answered more than 50 % of the questions. Therefore, our
hypothesis was rejected.
V. APPLICATION TO LIFE:
The information can help humans because if someone were to become
frostbitten, they would know what to do to save their life.
TITLE: Seventh Grade Students' Shopping Habits
STUDENT RESEARCHERS: Sara Elizabeth Cole, Kana Ellis, Alisha
Fikes, Haley Tingle, and Kristi West
SCHOOL: Tuscaloosa Middle School
Tuscaloosa, Alabama
GRADE: 7
TEACHER: Debra B. Warren
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to know how often TMS 7th graders buy clothes, where
they buy them, who picks them out, and how much money they spend
on clothes a year. Our hypothesis stated that most students would
buy their clothes anytime they wanted, shop at Parisian, pick out
their own clothes, and spend $300-$400 a year on clothes.
II. METHODOLOGY:
First, we wrote our statement of purpose and hypothesis. Next, we
designed a survey form. We gave out 150 surveys and had 115
returned. We tallied up the results and entered the data into a
spread sheet. We made charts and graphs for our presentation.
Finally, we wrote our analysis of data, summary and conclusion,
and application.
III. ANALYSIS OF DATA:
Out of 150 surveys passed out 115 were returned. Sixty-one girls'
surveys, and 54 boys' surveys were returned. Seventy-four percent
of the girls and 48% of the boys said they buy clothes anytime
they want. Fifty-four percent of the boys said they shop at
Gayfers and 49% of the girls said they shop at Parisian. Eighty-
seven percent of the boys and 93% of the girls said they
pick out their own clothes. Thirty-five percent of the boys said
they spend $100 to $200 on clothes a year and 35% of the boys also
said $300 to $400. Twenty-eight percent of the girls said they
spend $300 to $400 on clothes.
IV. SUMMARY AND CONCLUSION:
Our conclusion is that most boys at TMS buy clothes anytime they
want, at Gayfers, pick out their own clothes, and spend $100 to
$200 a year on clothes. Most girls at TMS buy clothes anytime
they want, at Parisian, pick out their own clothes, and spend $300
to $400 a year on clothes. Over all, the boys and girls at TMS buy
clothes anytime they want, at Parisian, pick out their own clothes
and spend $300 to $400 a year on clothes.
V. APPLICATION:
These results can be used to show shopping habits of preteens.
TITLE: Which State of the United States Has the Greatest Snow
Fall?
STUDENT RESEARCHER: Taylor Snook
SCHOOL: North Stratfield
Fairfield, Conn.
GRADE: 4
TEACHERS: Mr. Carbone
I. PURPOSE STATEMENT AND HYPOTHESIS:
I want to know which State of the United States has the greatest
snowfall. My hypothesis states that a State in the Northeast
region will have the greatest snowfall.
II. METHODOLOGY:
I will record the largest Mean Annual Snowfalls that I can find in
the Word Almanac to find out which State has the greatest
snowfall.
III. ANALYSIS OF DATA:
CITY AND STATE AMOUNT OF SNOW
1. Sault Ste. Marie, Michigan 113.0 in.
2. Juneau, Alaska 105.8 in.
3. Rochester, N.Y. 89.2 in.
4. Burlington, Vt. 53.3 in.
IV. SUMMARY AND CONCLUSION:
I found out that Michigan in the North Central region of the
United States had the greatest mean annual snowfall. Therefore,
my hypothesis was rejected.
V. APPLICATION:
Now I can tell people in that region that they should have
candles, flash lights, and warm clothing prepared in case of a
snow storm. Also, if you like to ski in deep snow, you know what
places would be good to ski at.
TITLE: Who Was The First To Smoke?
STUDENT RESEARCHERS: Allen Seitz and Bryan Lonergan
SCHOOL: Dawson School
Holden, MA.
GRADE: 5
TEACHER: Wayne Boisselle, M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS :
We wanted to know if fourth graders at Dawson School knew the name
of the first Englishman to smoke. Our hypothesis stated that no
more than 10% of the fourth graders would know the name of the
first Englishman to smoke, Sir Walter Raleigh.
II. METHODOLOGY :
First, we wrote our statement of purpose and hypothesis. Then we
reviewed the literature on our topic. Next, we developed our
survey and distributed it to forty randomly chosen fourth graders.
When we got our surveys back we scored them and analyzed our data.
Then we wrote our summary and conclusion. Finally, we applied our
data to the real world.
III. ANALYSIS OF DATA :
Out of the 40 surveys sent we sent, twenty-eight or 70% came back.
Twenty or 71% told us they didn't know the answer to our question.
Five or 18% responded incorrectly.
VI. SUMMARY AND CONCLUSION :
We learned that fourth graders do not know that Sir Walter Raleigh
was the first Englishman to smoke. Therefore, we rejected our
hypothesis which stated that at least 10% of the 4th graders would
know who the first Englishman to smoke.
IV. APPLICATION :
This could be applied to some facts learned in the classroom.
Though you can't have a whole lesson on it, it might be fun for
some people to learn.
Title: Which State is the Wettest?
Student Author: Courtney Montague
School: North Stratfield
Fairfield, Connecticut
Grade: 4
Teacher: Mr. Carbone
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to find out which state has the greatest amount of
rainfall. My hypothesis stated that the greatest amount of
rainfall will occur in Mississippi.
II. METHODOLOGY:
I will go to the world almanac and find out the top ten
locations that have the most rainfall. Then I will put them in
order and graph them.
III. ANALYSIS OF DATA:
The top ten states where the greatest amount of rain fell:
1. Alabama 64.64 in.
2. Louisiana 59.74 in.
3. Florida 57.55 in.
4. Alaska 53.15 in.
5. Mississippi 52.82 in.
6. Florida 52.76 in.
7. S. Carolina 51.59 in.
8. Arkansas 49.20 in.
9. Alabama 49.16 in.
10. Georgia 48.61 in.
IV. SUMMARY AND CONCLUSION:
The state where the greatest amount of rain fell was Alabama.
Therefore, my hypothesis was rejected.
VI. APPLICATION TO LIFE:
You could use this information if you lived near the coast. You
could prepare for flooding.
© 1994 John I. Swang, Ph.D.