Beramiesha Thompson

Action Research- Data Analysis

April 22, 2010
Data Analysis
The research design is a pre-experimental design whereas the symbolic design is O O! The
research is designed to st"dy the e##ects o# cooperati$e gro"ping d"ring math instr"ction on %
th

grade st"dents& math exam scores! There is a single gro"p pre-tested 'O( which are the 2) %
th

grade general ed"cation st"dents! The st"dents are not randomly chosen rather they come #rom
the same classroom! The gro"p is exposed to a treatment '( which is cooperati$e gro"ping
based on pre$io"s assessment #or di##erentiation d"ring math instr"ction! The st"dents are then
post-tested 'O( "pon implementation o# the treatment!
The bar graph below ill"strates the pre-test and post test math scores o# each participant,
the indi$id"al 2) st"dents, in the research st"dy! The pre-test scores ill"strate the assessment o#
st"dents& math test scores prior to the inter$ention o# cooperati$e learning d"ring math
instr"ction! The post-test scores ill"strate the assessment o# the st"dents& math test scores "pon
implementation*completion o# the inter$ention o# cooperati$e learning d"ring math instr"ction!
The chart also ill"strates the relationship between the pre-test and post-test scores o# the
indi$id"al st"dents prior and a#ter implementation o# the treatment o# cooperati$e gro"ping
d"ring math instr"ction!
The below bar graph is an ill"stration o# the a$erage pre-test and post test scores o# the 2)
st"dents participating in the action research pro+ect! The a$erage scores o# the st"dents& pre-test
scores are ,0!%-! The a$erage scores o# the st"dents& post test scores is ,,!-%! There#ore, the
research shows that there is a mar.ed increase o# ,!2 percent in the pre-test and post-test math
scores o# st"dents& a#ter their expos"re to the treatment!
/rior to the implementation o# the treatment o# cooperati$e gro"ping d"ring math
instr"ction, st"dents& were also pro$ided with a pre-test s"r$ey and "pon completion o# the
implementation o# the treatment they completed post test s"r$eys! These s"r$eys are designed to
determine the indi$id"al st"dent&s #eelings and tho"ghts regarding math, wor.ing indi$id"ally
d"ring math instr"ction, and wor.ing in gro"ps d"ring math instr"ction!
0n the abo$e scatter plot, the research examined the relationship between a 1"estion #rom
the post test s"r$ey (I was able to understand the math concepts better with help from my group
members) and the indi$id"al st"dent&s post test math scores! The graph see.s to determine i# the
relationship between the st"dents& #eelings toward the e##ecti$eness o# wor.ing in cooperati$e
gro"ps correlates to the st"dents& post test math scores!
According to the line o# the best #it, the strength o# the correlation o# the post-test scores
and st"dents response on the post-inter$ention s"r$ey 1"estion a#ter the inter$ention is
2oe##icient rxy 3-!141, which is negati$e! There#ore, d"e to the coe##icient -!141 rxy it is
determined that there is in #act no correlation or relationship between the st"dents& response to
the post test s"r$ey 1"estion -their #eelings that wor.ing in gro"ps helps them "nderstand math
concepts better- and their post test scores! This lac. o# a correlation can be ca"sed or dependent
"pon certain threats to internal and external $alidity!
Correlation -0.15182 (rxy)