1. By: Valerie Passalacqua Alana Goldstein Gloren Brown

2. * Research Design * Threats to Internal and External Validity * Pre/Post Survey and Test Analysis * Correlation * Sample Student Survey Questionnaire * References

3. * Hypothesis: Students addition and subtraction interest levels and skills will increase after they have been introduced to meaningful and real world word problems Research Design * Quasi Experimental * Nonequivalent Control Group Design: Two groups- Designated * Control group is pretested (O), not exposed to a treatment (X 1 ), and post tested (O). * Treatment group is pretested (O), exposed to a treatment (X 2 ), and post tested (O). * Symbolic Design: O X 1 O O X 2 O * Design:0x15 two groups 0x30 * Students are randomly assigned. * Intervention will be administered during a 55 minute period math problem solving lesson.

4. Internal * History: Fire Drill, other students distracting others, Weather Changes * Testing/Pre Testing Sensitization: Similar questions on Pretest and posttest. * Instrumentation: Not Piloted yet. * Mortality: Students can be absent. * Differential Selection of Subjects: Students learn at different levels. * Selection Maturation Interaction: Students may have different maturation rates due to history and instruments being used. External * Pretest Treatment: Taking a Pretest can help prepare students for the post test. * Selection- Treatment Interaction: It’s not random because we’re using the class we’re teaching. * Experimenter Effects: Passive Elements (Researcher biases based on personal attributes) * Active Elements (Bad Student Label). * Hawthorne Effect: Always a potential threat when being observed.

6. Play math games/Do well in Math Like math/ Do well in Math

7. Frequency Scale Self Attitude Rating Scale

8. * O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. PowerPoint slides. Retrieved from Blackboard Action Research site.