1. Will group collaboration in a 4 th grade classroom help improve students understanding in Social Studies content? By: Shiuli Arshad Dr. Sharon O’Conner Petruso CBSE 7202T

2.  Research Design……………………………….Slide 3  Threats to Internal and External Validity……………………………….…………….Slide 4  Proposed Data………………………………….Slide 5  Student Surveys……………………………….Slide 6  Proposed Data Analysis and Correlation………………………..Slide 7-8  References………………………………………….Slide 9

3. Research Design: Pre-Experimental Design  One single Group: One designated treatment group (X)  There are no control group  Participants are not randomly selected. Students are selected from a 4 th grade class. One Group Pretest-Posttest Design  Single group is pretested (O), exposed to a treatment (X) and post-tested (O).  Symbolic Design: OXO  Participants will consist of 15 students for this research  Research will be conducted for 6 weeks

4. Threats to Internal Validity  History  History: This is a valid threat because I am not in control of unexpected events that can possibly occur during the intervention. Threats such as fire drills, bad weather, student absent, a fight in school, student getting sick, emotional distress etc. can all influence the variable.  Maturation:  Maturation: There may be some minor threats here because some students may not be as engaged and can lose interest while other students may become more engaged in group work.  Mortality:  Mortality: This could be a valid threat to my research because a student may be pulled out of the school or may be absent for the duration of the intervention. This can impact the outcome of the research and become and internal threat. Threats to External Validity  Selection-Treatment Interaction:  Selection-Treatment Interaction: This should not be a threat to validity. Students will not be randomly selected. They will be from a 4 th grade class and will remain constant.  Multiple Treatment:  Multiple Treatment: This is not a threat because I will be doing the same treatment for all the participants. Students will only be undergoing two treatments; a pretest and a post test.  Experimenter Effects:  Experimenter Effects: This can be a threat because if the research has any personal bias then it will affect how the results turn up. As the researcher I need to be aware of any personal bias during my experiment.

5.  Pretest and Posttest: Students will be given a pretest to determine their understanding of Social Studies. After students are exposed to the treatment they will be given a post test to see if their understanding have improved based on their test scores.  Student Survey: Students will be given a pre- survey to get an understanding of their opinions on group work during Social Studies. A post survey will also be given after the treatment and post test to determine if their opinions have changed.

6. Likart Scale  1. I like to work alone. 1.Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree  5. I learn more when I work with my peers. 1. Strongly Disagree 2.Disagree 3.Agree 4.Strongly Agree  11. I do well in Social Studies. 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree  18. I like group work. 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree

7. Stu de nts X Pre Y Pos t 1 44 2 23 3 44 4 13 5 44 6 34 7 44 8 34 9 44 10 34 11 33 12 22 13 44 14 12 15 23 The data shows that there is a strong correlation between the pre and post survey. Students liked working in groups after they have been exposed to the treatment. Rxy=0.827 Pre Survey Mean= 2.933 Post Survey Mean=3.466

8. Stud ents Pre test Post test 1 55%80% 2 74%96% 3 60%94% 4 77%70% 5 30%60% 6 56%88% 7 65%80% 8 70%85% 9 50%65% 10 77%88% 11 60%75% 12 55%68% 13 80%90% 14 78%85% 15 40%76% The data shows that there is a moderate positive correlation between the pre and post test scores. Students have improved from their pre test to post test by 18%. Rxy=0.621 X- axis- Pre Test Scores Y- axis- Post Test Scores Pre test Mean= 62% Post test Mean= 80%

9. http://bbhosted.cuny.edu/webapps/portal/ http://bbhosted.cuny.edu/webapps/portal/  O’Connor-Petruso, S. (2012). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/ http://bbhosted.cuny.edu/webapps/portal/