Michael Koutros >> ED 703.22 >>

Fall 2010

The lack of male teachers

and its effect on student performance

Table of Contents

Research Design

Threats to Internal Validity

Threats to External Validity

Proposed Data: Pretest/Posttest Data, Student Surveys & Correlation Graphs

References

Research Design

Quasi-Experimental: Two groups pre test-post test design.

Two classes: (2) Third Grade (General ED) classrooms.

There will be a single treatment (X) and post test (O).

Symbolic Design: X1O , X2O

Threats to Internal Validity

History (VALID): Various possible interruptions: (1)Intercom announcements, (2)Fire drills, (3)Telephone calls, (4)Time constraints, & (5)in-classroom disturbances could all effect the action research.

Instrumentation (VALID): Student and Parent Surveys could possibly compromise the validity of the action research based on the inability of participants to answer with 100% honesty. Students may not read survey questions completely . Students/Parents may rush when answering the surveys.

Maturation(VALID): Students may find the reading tedious and grow tired of the guided reading sessions over the four week period. All students are not on the same reading levels which could prove to be a valid threat.

Mortality (VALID): Since there are two classes that will be looked at during this study, the chances of students being absent during the course of the four week period is high.

Differential Selection of Subjects (VALID): Both classrooms do not have an equal distribution of both male and female students which could end up being a threat to the study based on”gender roles.”

Threats to External Validity

Ecological: Extremely valid threat to the study. Students have been raised in a variety of different households. Students upbringing will definitely play a role.

Generalizable Conditions: Students learning styles vary and could prove to be a threat.

Selection-Treatment Interaction: The involvement of students is based on parental consent. Without consent of parents, students will be unable to participate in the study. Students are chosen based on Reading Levels which could effect results of the study. Students not chosen at random.

Experimenter Effects: Researcher may not be completely aware of his/her biases. This particular study may have the researcher making assumptions based on gender roles when comparing the effectiveness of both male and female teachers with students. The same bias’ can be applied toward the results of parent surveys.

Treatment Diffusion: Researcher will be looking at two different classrooms.

Pretest and Posttest

Two classes, Two different groups of students.

PRETEST: Guided Reading Levels for the month of October 2010.

POSTTEST: Guided Reading Levels for the month of November 2010.

Data of Pretest & Posttest

Pretest/Posttest Scoring Chart.

Two classes, Two different groups of students. Guided Reading Levels for both classes will be converted using the Likert Scale.

4 0 to 4 errors

3 5 to 9 errors

2 10 to 14 errors

1 15 & above

Data of Pretest and Posttest (Class A)

Class A Student Pretest/Posttest Projected Data

Student Pretest Posttest

1 3 3

2 2 3

3 3 4

4 4 4

5 2 2

6 1 1

7 3 2

8 1 2

9 3 4

averages: 2.444444 2.7777777

Proposed Data (Correlation)

Student Survey Question #4: A family member reads to me three times a week.

(1) Strongly Agree (2) Agree (3) Disagree (4) Strongly Disagree

CLASS A: rxy = 0.2672612419 / The correlation between family members reading to students at home and student performance is (0.26). This is positive but not a significant correlation

Class A is a classroom ran by a male teacher.

student #

survey post-test

1 2 3

2 2 3

3 1 2

4 2 2

5 2 4

6 3 2

7 1 2

8 1 2

CorrelationsParent Survey Question #2 (CLASS B): I read with my child two times a week.

(1) Strongly Agree (2) Agree (3) Disagree (4) Strongly Disagree

CLASS B: rxy = -0.554700196 /

Negative correlation between parent’s reading with children and student performance.

Class B is a classroom ran by a female teacher.

parent # survey post test

1 2 4

2 2 4

3 3 2

4 1 3

5 1 4

6 3 2

7 2 2

8 1 3

References

O’Connor-Petruso. S. (2010) Descriptive Statistics & Threats to Internal and External Validity [PowerPoint slides]. Retrieved from https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_326533_1%26url%3d