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THE E-DATABASE 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 Education, 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. How Do I Look?
2. TV or Not TV? That Is The Question (Phase II)
3. TV or Not TV? That Is The Question (Phase III)
4. Starter Jacket Survey
5. Third Grade Knowledge of the Eye: A Survey
6. A Survey On The Civil War
7. Student Knowledge of Propaganda In Advertising
8. Student Television Habits
9. Fast Food Facts
10. Kids and Their Money
11. Space Exploration
12. How Much Free Time Students Have and What Sports They Play
TITLE: How Do I Look?
STUDENT RESEARCHER: Allison Ackermann
SCHOOL ADDRESS: Marlton Elementary School
8506 Old Colony Drive S.
Upper Marlboro, Maryland 20772
GRADE: 4
TEACHER: Bea Vance
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
The purpose of this study was to learn whether men or women
were more concerned about their outward appearance. I think
that women will be more concerned about their outward
appearance because generally girls are more into beauty and
appearance than boys. This is evident by the number of beauty
pageants in this country (example: Miss America, Miss Teen
America), the tradition of Homecoming Queens, and cheerleaders,
etc. Also, just look at the number of beauty magazine for
ladies as compared to the ones for men. Women like to look
GOOD! Men do too, but they don't seem to care as much as
women.
II. METHODOLOGY:
I developed six survey question that would be useful in showing
whether people are interested in their outward appearance. I
went up to 20 men and 20 women and asked them if they would
mind answering the same six questions. I gave them each a
survey to complete.
III. ANALYSIS OF DATA:
Women appeared to be more concerned about their outward
appearance than men, based on how they answered the six
questions: On average, women look in the mirror more often
than men. Many more women than men wear makeup. More men than
women said they would wear a Groucho Marx mask for a minute for
a dollar. More women would rather wear contact lenses than
glasses because contact lenses are supposed to look better.
The only question showing men more worried about their
appearance than women was in regard to which brand of jeans
they would wear.
IV. SUMMARY AND CONCLUSION:
I accepted my hypothesis. Women are more concerned about their
outward appearance than men.
V. APPLICATION:
I think these findings will help people (especially girls)
because they will be aware that women are more concerned about
how they look. This could be because of the way television,
movies, and advertising portray women.
TITLE: TV or Not TV? That Is The Question...
(Phase II)
STUDENT RESEARCHER: Lindsay Mata
SCHOOL ADDRESS: Catholic High School
New Iberia, LA 70560
GRADE: 10th grade
TEACHER: Dr. Donald Voorhies
I. STATEMENT OF PURPOSE AND HYPOTHESIS
The purpose of this study was to find out if seventh grade
students could turn off the television set for five days; if
so, to expand on previous research to measure how television
viewing SPECIFICALLY affects grades, and to increase validity
of results by including a larger date base.
The hypotheses stated that there is a group of seventh grade
students who are willing to turn off the set for five days; and
that five days without television CAN improve study habits and
increase study time enough to improve overall report card
grades.
II. METHODOLOGY
A survey was given to all students in the seventh grades during
the first week in November, on which the students listed their
report cards grades for the first nine weeks. A total of 110
surveys were handed out. Of these 110, a total of 96 were
completed correctly and considered valid.
Forty-two students agreed to go "cold turkey" from television
from December 3 through December 7. This time period covered
Monday through Friday from 3:00 p.m. until 9:00 p.m.
One week before, a grid was given to these students. They were
to write down their activities (including TV watching) in order
to determine viewing habits. The same grid was given to fifty-
four students who acted as a control group. (This was called
"Pre-No T.V." week).
During "No-T.V." week, the grid was given only to the study
group. During this time, they did not watch any television and
recorded all other activities.
In the third week, the study group was given this grid in order
to determine if less television was being watched. (This was
called "Post-No T.V." week). A questionnaire was given to the
study group at this time.
Although all activities were recorded, the focus of this
project was on study time vs. television viewing time.
A final survey was given to all students on January 14 in order
to obtain report card grades for all seventh grade students for
the second nine week grading period.
III. RESULTS
1. 42 seventh grade students WERE willing to turn off the TV
set for five days,
2. Overall, grades DID drop from the first nine weeks to the
second nine weeks for both groups, however the study group's
grades dropped an average of 1.5% while the control group's
grades dropped an average of 9.5%,
3. The study group INCREASED study time 20% from the "Pre-No
T.V." week to the "Post-No T.V." week, while the control group
showed a 25% DECREASE during the same period,
4. 67% of the study group MAINTAINED or IMPROVED overall GPA
from the first nine weeks to the second. 33% of the control
group MAINTAINED or IMPROVED overall GPA during the same
period.
IV. SUMMARY AND CONCLUSION
1. Forty-two seventh graders WERE willing to turn off the TV
set for five days;
2. Five days without television DID increase their study time
and decrease television viewing time,
3. Although overall GPA of the study group did decrease, this
decrease was 1.5%, while the control group's decrease was 9.5%.
V. APPLICATION
While tracking students for this experiment, it became clear
that the majority of students watched more television then they
studied. Some watched ONLY television and NEVER studied. SOME
WATCHED ONLY TELEVISION AND NEVER DID ANYTHING ELSE! Watching
less television can improve study habits and improve grades.
Students who participated in this study did not mind the
absence of television for five days. Hopefully, it will make
them aware of the need to control the television set and not
let the television set control them!
TITLE: TV Or Not TV? That is the Question...
(Phase III)
STUDENT RESEARCHER: Lindsay Mata
SCHOOL ADDRESS: Catholic High School
New Iberia, LA 70560
GRADE: 11th grade
TEACHER: Dr. Donald Voorhies
I. STATEMENT OF PURPOSE AND HYPOTHESIS
Originally, the purpose of this study was to find out if ADULTS
in a family could turn off the television set for a specific
length of time. My theory was that, although parents complain
about the television, it may be AS difficult or MORE difficult
for ADULTS to unplug the set. However, as I began my
preliminary questioning, I would talk to mothers, telling them
I would like for them to unplug all sets in the house for five
days. The majority of the women said, "No problem. I rarely
watch television, and the children are not allowed to watch TV
during the week." I would then make certain they understood
that the MEN would also have to participate to make the
experiment work. At that point, the women would say, "Oh, no.
That would never work. My husband would not do that. But,
good luck!"
Then, the basic purpose of the study began to change. Could it
be that men WOULD not, or COULD not, stay away from the
television set?
Therefore, the purpose of this experiment was to find out the
extent of the INFLUENCE and the POWER of the television in the
home, also, to see if MEN could turn off the television set for
either one day or five days; and finally, if so, to find out if
FAMILY LIFE would benefit from this "No-T.V." period.
The hypothesis stated that the television does exert influence
and power in the home, that men could turn off the television
set for either one day or five days, and that family life would
benefit from this "No-T.V." period.
II. METHODOLOGY
Forty families agreed to participate in this project. They
filled out a chart (Pre-No T.V.) which established regular
viewing habits of the MEN in the house. Then, twenty families
stopped watching television for either one day or for five
days. After the "No-T.V." week, the men answered a
questionnaire called a "Post No-T.V." Quiz.
III. RESULTS
1. 80% of the men who were asked to participate for FIVE days
would not do so, even as part of an experiment. As the study
was revised to cover 24 hours only, 14 of the remaining
families agreed. Two men would not participate for even 24
hours.
2. Prior to the experiment, the study families spent 63% of
their evening hours in front of the TV set, while the control
families spent 69% of their evening hours in front of the TV
set.
3. The women found the men spent 69.3% of their after-work
hours watching TV; while the men said they spent 49.7% of their
after-work hours watching TV.
4. 22% of the "study" men had positive remarks about the study,
using words like "relaxed" or "good" while discussing their
feelings. 44% felt indifferent (didn't miss it" or "no
problem"). 34% felt negatively, using words like "starved" or
"awful".
5. Only 13% of the "STUDY" men spent the resulting free time
with their families, while 87% spent their time reading,
sleeping, doing hobbies, or working inside or outside their
homes.
6. 61% of the "STUDY" men admitted that they use television
viewing as an ESCAPE, either from work, their families, or
life.
7. The men who spent the most time watching television were
typically the ones who complained the most, or refused to
participate altogether.
IV. SUMMARY AND CONCLUSION
Television exerts VERY significant influence and power on men
in the home; although most men will give up television for ONE
day, the vast majority will refuse a FIVE day abstention; and a
"No-T.V." period DID NOT significantly improve family time, as
most men sought other activities with which to fill their time.
V. APPLICATION
This experiment was not an easy one. Men consider themselves
Lord and Master of their homes, and after a hard day at work,
they DESERVE the television set. They were not inclined to co-
operate, they did not make much effort to participate, and
basically learned nothing at all from their experience. Unless
men can break the television viewing habit, they will be losers
in the long run, as the family continues to operate twenty-four
hours a day, either with them or without them!
TITLE: Starter Jackets
STUDENT RESEARCHERS: Bryan Douglas & Jeffrey Swanberg
SCHOOL: Dawson Elementary School
Holden, MA
GRADE: 5
TEACHER: Wayne A. Boisselle M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out what team logo most 4th graders at Dawson
School preferred on their Starter jackets. We also wanted to
find out where the 4th graders bought their jackets. Our first
hypothesis stated that Orlando Magic would be the most popular
jacket worn by 4th graders at Dawson School. Our second
hypothesis stated that most 4th graders bought their jackets at
Olympia Sports.
II. METHODOLOGY:
First, we wrote our statement of purpose and our literature
review. Then we developed our hypothesis. We then developed
our survey and drew a random sample of 4th grade students. We
distributed our surveys and scored them upon return. Next, we
analyzed our data and accepted or rejected our hypotheses.
Finally, we drew our conclusions and applied our data to the
real world.
III. ANALYSIS OF DATA:
For Starter jacket logos, 4 students chose the Bruins, 4
students choose the Dolphins, 4 students chose Patriots, and 3
students chose the Hornets. For the place of purchase, 2
students chose the Boston Garden, 3 students chose Herman's, 3
students chose the Sports Store, 5 students chose Maurice the
Pants Man, 3 students chose Sears Town Mall, and 3 students
chose Sports Authority.
IV. SUMMARY AND CONCLUSION:
The teams chosen by the most students were the Boston Bruins,
the Miami Dolphins, and the New England Patriots. The store
that was chosen most often was Maurice the Pants Man.
Therefore, we rejected our first hypothesis which stated that
Orlando Magic would be the most popular jacket worn by 4th
graders. We rejected our second hypothesis which stated that
most 4th graders would buy their jackets at Olympia Sports.
V. APPLICATION:
Our data can inform others which Starter jackets are most
popular and the location of stores where they can be purchased.
TITLE: Third Grade Knowledge Of The Eye
STUDENT RESEARCHERS: Ashley Sherblom and Jessica Habin
SCHOOL: Dawson School
Holden, MA
GRADE: 5
TEACHER: Wayne Boisselle M. Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
We wanted to find out how many third graders at Dawson School
knew how the eye worked. Our first hypothesis stated that at
least 61% of the third grade boys will know how the eye works.
Our second hypothesis stated that at least 39% of the third
grade girls will know how the eye works.
II. METHODOLOGY:
First, we wrote our statement of purpose, did a review of the
literature, and developed a hypothesis. Next, we performed a
random sample of the third graders to do our survey. We then
developed a survey and distributed them. When the surveys were
returned we scored them and analyzed our data using a chart.
We then wrote our summary and conclusion and accepted or
rejected our hypotheses. Then we applied our findings in the
real world.
III. ANALYSIS OF DATA:
Thirty students out of forty students responded to our
questionnaires. Fifteen students who responded to the
questionnaires were boys and the fifteen others who responded
were girls. We found out that 3 boys or 20% knew how the eye
worked and 1 or 7% of the girls knew how the eye worked.
IV. SUMMARY AND CONCLUSION:
From our analysis of data we found out that third graders donÕt
know about the eye because only 3 or 20% of the boys knew how
the eye worked and 1 or 7% of the girls knew how the eye
worked. Therefore, we rejected our first hypothesis which
stated that at least 61% of the third grade boys will know how
the eye works. We rejected our second hypothesis which stated
that at least 39% of the third grade girls will know how the
eye worked.
V. APPLICATION:
We could use this information by informing teachers that third
graders donÕt know much about the eye. We can suggest they may
want to teach their students more about the eye.
TITLE: A Survey On The Civil War.
STUDENT RESEARCHER: Casey Blanchette
SCHOOL: Mandeville Middle
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a scientific research project on the Civil War. I
want to find out what percentage of 6th grade students at
Mandeville Middle School are interested in the Civil War and
know about it. My first hypothesis states that at least 50% of
6th grade students at Mandeville Middle School will be
interested in the Civil War. My second hypothesis states that
50% of the students will be able to correctly answer a majority
of the factual questions about the Civil War on my
questionnaire.
II. METHODOLOGY:
First, I stated my purpose, did a review of literature, and
developed a hypothesis. Then I developed a questionnaire, drew
a random sample of 6th grade students at Mandeville Middle
School, and administered and scored the questionnaires when
returned. Finally, I analyzed the data, wrote a summary and
conclusion, and applied my findings to the real world.
III. ANALYSIS OF DATA:
Out of 13 surveys, 11 were returned. Nine students said that
they are not interested and do not enjoy reading books about
the Civil War. Eight students said that a person who studies
about the Civil War is called a historian, two said that they
are called a numismatic, and one said that they are called an
entomologist. A majority of nine students knew that the North
won the battle of Gettysburg. Five students knew that some
people in the Northern states that stayed loyal to the Union
during the Civil War owned slaves. A majority of eight
students knew that the first fighting of the Civil War was at
Fort Sumter. Only one student knew that General Robert E. Lee
surrendered to General Ulysses S. Grant at Appommatox
Courthouse. Six students knew that Richmond was the capitol of
the Confederacy. A majority of nine students have been to a
Civil War battlefield.
IV. SUMMARY AND CONCLUSION:
Only 18% of the students said that they are interested in the
Civil War, and three out of five factual questions on the
questionnaire were answered correctly by a majority of
students. Therefore, I rejected my first hypothesis which
stated that at least 50% of 6th grade students at Mandeville
Middle School will be interested in the Civil War. I accepted
my second hypothesis which stated that 50% of the students will
be able to correctly answer a majority of the factual questions
about the Civil War.
V. APPLICATION:
I can apply my findings to the real world by sharing this
information with the 5th grade teachers because they teach
American history. I would tell them that 6th graders at
Mandeville Middle School don't show much interest in the Civil
War.
TITLE: Propaganda In Advertising
STUDENT RESEARCHER: Katie Perkins
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project on propaganda. I
wanted to find out what sixth-grade students know about
propaganda techniques used in advertising. My hypothesis
stated that the majority of the sixth-grade students at MMS
will correctly identify techniques used in advertising in a
majority of examples.
II. METHODOLOGY:
I stated my purpose, did a review of literature about
propaganda, and developed my hypothesis. I then developed a
questionnaire, drew a random sample of 13 MMS sixth-graders,
and administered the questionnaires. When they were returned,
I scored the questionnaires and conducted an analysis of data.
Then I wrote a summary and conclusion and applied my findings
to the real world.
III. ANALYSIS OF DATA:
All 13 of the questionnaires were returned. Every student knew
that a certain example commercial was using Popularity Appeal
(Using this product gets you friends). Only four students knew
that Michael Jordan received about $18 million for the "Be Like
Mike" Gatorade commercial. A majority of 12 knew that the
hamburgers shown in fast food ads are not prepared the same way
they normally are. Seven students correctly identified an
example ad as using Glamour Appeal (Beautiful people use this
product). A majority of 10 students correctly said that an
example ad was implying that the product makes people have more
fun. Twelve students knew that an example ad was using the
Bandwagon Approach (Everybody uses this product). Eight
students knew that a certain ad was an example of Snob Appeal
(Only rich people use this product). Nine students agreed that
the ban against TV ads for tobacco products is helpful. Twelve
students agreed that advertisers should be more accurate in the
portrayal of their products. No other advertising techniques
besides the ones mentioned in the questionnaire were mentioned
by the students.
IV. SUMMARY AND CONCLUSION:
Since the majority of the students correctly identified most of
the techniques, I accepted my hypothesis which stated that the
majority of the sixth-graders at MMS would correctly identify
techniques used in advertising in a majority of examples.
V. APPLICATION:
Now that I know that most sixth-grade students at MMS can
identify propaganda techniques, I can share this information
with advertisers and instructors in the DARE program, who tell
students how these techniques are used to advertise alcohol and
tobacco products.
TITLE: Television Habits
STUDENT RESEARCHER: Jonathan Landry
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project to see what
the TV viewing habits of students are. I want to know how much
TV students watch and what kind of TV programs students watch.
My first hypothesis states that the majority of the 6th grade
students at Mandeville Middle School will watch 15-20 hours of
television per week. My second hypothesis states that they
will like situation comedies the best.
II. METHODOLOGY:
First, I stated my purpose and did a review of literature.
Then I developed my hypothesis. After that I drew a random
sample. Then I administered and scored the questionnaire.
Next, I analyzed the data and wrote a summary and conclusion
regarding my findings. Finally, I applied my findings to the
real world outside the classroom.
III. ANALYSIS OF DATA:
I sent out 13 questionnaires and 11 of them were returned.
Five out of 11 students think sit-coms are the best show to
watch, 4 students think cartoons are the best, 2 think
adventure and sports are the best. Six students watch less
than 2 hours of TV when they get home from school and at night.
Five students watch 3 or more hours and 1 student watches 1
hour of TV. Five of the students watch more than 15 hours a
week. All of the students feel that they don't watch too much
TV. A majority of 8 students watch TV on Saturday. Nine
families have more than 3 TV's in their house. Six students
watch TV both alone and with their family. A majority of 9
students have a TV. in their room. A majority of 8 students
agree that their parents should let them watch more TV. Saved
By the Bell, Full House, and Home Improvement got the most
votes for favorite show, followed by America's Funniest Home
Videos.
IV. SUMMARY AND CONCLUSION:
Since only 4 out of 11 students watched 15-20 hours of TV a
week, I rejected my first hypothesis which stated that the
majority of the 6th grade students at Mandeville Middle School
will watch 15-20 hours of television per week. Since a majority
of 6 students like sit-coms the best, I accepted my second
hypothesis which stated that they will like situation comedies
the best.
V. APPLICATION:
Now that I have all my information, I can apply it to the real
world outside the classroom. I can tell parents who do not
want their children to watch too much TV, to let them watch
sit-coms because that is their favorite programs.
TITLE: Fast Food Facts
STUDENT RESEARCHER: Michelle Masson
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a scientific research project on the amount of
fat that is consumed by students. I also wanted to know if the
sixth graders at Mandeville Middle School are aware of how much
fat and calories there is in the foods they eat. My first
hypothesis states that over half the students will not care
about the fat that they are consuming when they eat fast food.
My second hypothesis states that over half the students will
not know how much fat and calories an 11-12 year old should
have each day. My third hypothesis states that students will
like McDonald's fast food the best.
II. METHODOLOGY:
First, I wrote my statement of purpose, reviewed the literature
and developed a hypothesis and questionnaire. Next, I drew
random sample population and administered my questionnaires.
Next, I graphed my data, analyzed my data, and wrote my
summary, conclusion, and application.
III. ANALYSIS OF DATA:
I received 13 questionnaires back. Five students were correct
by stating that Burger King has the most amount of fat in it's
fully dressed burger. Three students correctly stated that a
medium order of Burger King fries has 20 grams of fat. A
majority said that an 11-12 year old should have 83 grams of
fat each day. Only six students correctly stated that an 11-12
year old should have no more than 2500 calories each day. Four
students correctly stated that one slice of pepperoni pizza has
21 grams of fat. If sixth graders could go to any fast food
place in Mandeville, three would go to McDonald's, three Burger
King, four Wendy's and one Taco Bell. A majority of students
would order cheeseburgers.
IV. SUMMARY AND CONCLUSION:
A majority of students do not seem to care about the amount of
fat they consume each day. They also didn't know how much fat
they should have daily. Students favored Wendy's over
McDonald's and Burger King. Therefore I accepted my first
hypothesis which stated that over half the students will not
care about the fat that they are consuming when they eat fast
food. I accepted my second hypothesis which stated that
students will not know how much fat and calories an 11-12 year
old should have each day. I rejected my third hypothesis which
stated that students will like McDonald's food the best.
V. APPLICATION:
I can apply my findings to the world outside the classroom by
calling Wendy's and telling them that sixth graders preferred
their hamburgers over Burger King and McDonald's and by telling
sixth grade science teachers that students don't know the
recommended amount of fat that they should have each day.
TITLE: Kids And Their Money
STUDENT RESEARCHER: Nickie Buehring
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I wanted to do a survey research project to find out how sixth
grade students at M.M.S. get their spending money and how they
spend it. My first hypothesis stated that the majority of
sixth grade students at M.M.S. earn their money by doing
chores. My second hypothesis stated that they spend it on
activities for entertainment.
II. METHODOLOGY:
First, I stated my purpose and developed a hypothesis. Then I
did a review of the literature. Next, I developed a
questionnaire and drew a random sample. Then I administered
the questionnaires. When the questionnaires were returned I
scored them. After that I did a analysis of data and wrote a
summary and conclusion. Then I applied my data to the real
world. Finally, I turned in my complete report.
III. ANALYSIS OF DATA:
I sent out thirteen questionnaires and eleven were returned. A
majority of ten students said they got an allowance. A
majority of seven students got an allowance every week for five
dollars and up. Five students stated that they have to do
chores to get allowance. Five said that they sometimes have to
do chores to get allowance. And one said they never have to do
chores to get allowance. Some of the top chores students do to
get an allowance or extra spending money were vacuuming,
cleaning rooms, doing dishes, and dusting. A majority of nine
students agree that kids should do chores to earn money.
Six students stated that their favorite thing to spend their
money on is entertainment. Students spend money on different
things: CD's, tapes, snacks, candy, video games. The favorite
things kids like to do with their money are buy CD's, saving
it, and buy magazines. A majority of students knew that most
older kids have a summer job. Most of the students have had
one job and have gotten paid. Some of the jobs were
babysitting, picking up trash, and working at a dog and cat
kennel.
IV. SUMMARY AND CONCLUSION:
Ten students get an allowance and they have to do chores to get
it. A majority of six students spend their money on
entertainment. Therefore I accept my first hypothesis which
stated that the majority of sixth grade students at M.M.S. earn
their money by doing chores. I also accept my second
hypothesis which stated that they spend it on activities for
entertainment.
V. APPLICATION:
I will share my findings, with not only friends and family, but
with parents, music stores, and video games stores.
TITLE: Space Exploration
STUDENT RESEARCHER: Richard Kaufmann
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I want to do a scientific research project on space
exploration. My hypothesis states that a majority of sixth
grade students at Mandeville Middle School will answer all the
factual questions on my survey about space exploration
correctly.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature about space
exploration, and developed my hypothesis. Then I developed a
questionnaire, drew a random sample of sixth grade students at
MMS, and administered the questionnaire to them. When I got
them back I scored them. Finally, I analyzed my data, wrote a
summary and conclusion, and applied my findings to the real
world.
III. ANALYSIS OF DATA:
Ten of the thirteen questionnaires were returned. Only three
students knew that Sputnik was the first spacecraft ever
launched into space. A majority of seven students knew that a
Russian astronaut was called a cosmonaut, seven students also
knew that a space shuttle does not fly backwards in space.
Only two students knew that the record for being in space is
three hundred and sixty two day, and that the biggest space
station is Mir. Nine students knew that the Hubble telescope
was not the only telescope ever launched into space. Only one
person knew that space station Skylab was as big as a house.
Six students disagreed that the Big Bang theory created the
universe, and thought that the Russians and Americans should
not work together in space exploration.
IV. SUMMARY AND CONCLUSION:
A majority of sixth grade students at Mandeville Middle School
did not answer all the factual questions on my survey
correctly. Therefore I reject my hypothesis which stated that
a majority of sixth grade students at Mandeville Middle School
would answer my survey about space exploration correctly.
V. APPLICATION:
I can share my findings with teachers so that they can teach
their classes more about space.
TITLE: How Much Free Time Students Have and What Sports They
Play
STUDENT RESEARCHER: Teresa Kloepfer
SCHOOL: Mandeville Middle School
Mandeville, Louisiana
GRADE: 6
TEACHER: Ellen Marino, M.Ed.
I. STATEMENT OF PURPOSE AND HYPOTHESIS:
I would like to do a scientific research project on how much
free time six grade students have after school and what sports
they participate or play in after school. My first hypothesis
states that the majority of sixth grade students at MMS will
have at least two hours of free time a day. My second
hypothesis states that the majority of the students will play
soccer.
II. METHODOLOGY:
First, I stated my purpose, reviewed the literature, and
developed a hypothesis. Then I developed a questionnaire, drew
a random sample, and administered my questionnaires to the
randomly chosen sixth grade students. When I got them back I
scored my questionnaires, analyzed my data with statistics
charts and graphs, summarized my conclusions, and applied my
finding to the world outside the classroom. Finally, I
published my complete report in the NSRC's electronic journal.
III. ANALYSIS OF DATA:
I handed out thirteen questionnaires to students at MMS and
received all of them back. Six students play baseball, six
play basketball, four swim, four play football, two dance, one
plays tennis, one plays volley ball, one dives, and one bike
rides. Twelve students like to watch sports. Baseball and
basketball are the two favorite sports to watch. Ten students
practice four or more days a week and most practice one to two
hours a day. A majority of ten students think that women
should be able to participate in sports. A majority of ten
students also said that they should have at least two hours of
free time each day. A majority of ten students knew that when
the Olympic games started it was only for men. A majority of
seven students did not know that people learned how to swim by
watching animals. A majority of nine students knew that
freestyle is the is the fastest swimming stroke. A majority of
eight knew that in soccer the forward does the most running.
IV. SUMMARY AND CONCLUSION:
A majority of seven students have at least two hours of free
time each day, but only three students play soccer. I can
therefore accept my first hypothesis which states that the
majority of students I interview at MMS will have at least two
hours of free time each day. I rejected my second hypothesis
which states that the majority of sixth grade students I
interview will play soccer.
V. APPLICATION:
I can apply my findings to the world outside the classroom by
telling the coaches what sports the students like to practice
or play, how many days they practice or play, and for how long.
© 1995 John I. Swang, Ph.D.