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This document outlines the design of three different study designs - descriptive, correlational, and experimental - to examine the relationship between stress level and performance in high school students. The descriptive study would use a case study method to compare control and experimental student groups of varying grades and genders on stress levels and task performance. The correlational study would collect survey data on stress level, time to complete tasks, and potential confounding variables. Finally, the experimental study would manipulate stress levels between control and experimental student groups and measure the independent variable of stress level against the dependent variable of time to complete tasks.
This document outlines the design of three different study designs - descriptive, correlational, and experimental - to examine the relationship between stress level and performance in high school students. The descriptive study would use a case study method to compare control and experimental student groups of varying grades and genders on stress levels and task performance. The correlational study would collect survey data on stress level, time to complete tasks, and potential confounding variables. Finally, the experimental study would manipulate stress levels between control and experimental student groups and measure the independent variable of stress level against the dependent variable of time to complete tasks.
This document outlines the design of three different study designs - descriptive, correlational, and experimental - to examine the relationship between stress level and performance in high school students. The descriptive study would use a case study method to compare control and experimental student groups of varying grades and genders on stress levels and task performance. The correlational study would collect survey data on stress level, time to complete tasks, and potential confounding variables. Finally, the experimental study would manipulate stress levels between control and experimental student groups and measure the independent variable of stress level against the dependent variable of time to complete tasks.
1-1. Does stress level affect a student’s performance level? 1-2. The psychological approach that will be used is cognitive because it focuses on a person’s thought process and how it affects their behavior. 1-3. The case study method is best for this research because the researcher would be able to collect data from groups or individuals to make conclusions 1-4. Participants will be selected with the same number of boys and girls from freshmen to seniors. Groups will be made according to their grade, for example, freshmen will stay together so will the sophomore, and so on. For each grade, there would be two groups with randomly selected equal amount of boys and girls. The first group for each grade will be the control group and the second group will be the experimental group. All of them will be asked to do the same number of tasks, however, the experimental groups will be given a set of time while the control groups aren’t. After doing the tasks, all students in the experimental groups will be asked to indicate their stress level during the tasks based on a stress scale. Once the data is completed, the students will be told on how they did on the assignment. 1-5. Types of conclusion drawn from the study are: the effects of stress on teenagers, what part/s of the brain is/are active when one is under pressure, how do teenagers handle stress when asked to finish tasks, and how different genders problem solve. 1-6. It’s possible to generalize the findings only to high school students because random sampling was picked only from high schoolers.
Section 2: Correlation Research Study Design
2-1. Time completion of tasks and stress level 2-2. Poor performance with assigned tasks can be cause by applying pressure 2-3. Survey can be used to gather data from the participants because it may reveal confounding variables that may have affected the participant’s performance other than stress. For example, participants may ask how much sleep did they get last night and that may have affected their performance. 2-4. Column 1 will be named Grade Level, column 2 will be Stress Level, and column 3 will be Time 2-5. I will make a graph based on the data collected to see if shows a negative or positive relationship. I can draw conclusions such as stress level gets higher, the higher time for the participants to perform their tasks. I can’t draw conclusions that doesn’t connect to my research. For example, as stress level gets higher, the participants will to do anything gets higher. This conclusion doesn’t make sense at all because it doesn’t mention how the feeling of stress affects the participant’s performance level. 2-6. Grade Level Stress Level Time min:sec
9th 4 5:09
10th 5 6:34
11th 6 7:57
12th 8 10:01
Section 3: Experimental Research Study Design
3-1. People with higher stress level takes longer time to finish their task than people who aren’t as stressed because it puts pressure on the person, therefore, it’ll prevent them from doing their best while being calm with the tasks. 3-2. Independent variable is stress level and dependent variable is time. 3-3. Time: a number measured in minutes and seconds to represent the participant’s time of completion Stress Level: measure of the participant’s feeling of stress according to a scale ranging from 1-10 being 1 not stressed at all and 10 being overwhelmingly stressed. 3-4. The experiment will neither be a single blind procedure nor a double blind procedure because the participants and the researchers know that the participants will be given the same amount and type of tasks. The control group will not be given a timer while the experimental group will. But before the experiment starts, researchers will ask the experimental group if they have any medical issues and this will be the confounding variable. 3-5. Since the participants are in groups, descriptive statistics can be used to apply to properly interpret the findings because it’s a numerical data that measures tendency and it describe characteristics of a group. Standard deviation is a type of descriptive statistic that calculates the range of data of the group as a whole. This technique will give researchers an idea to generalize from the population. 3-6. There’s a positive correlation between time and stress. Researchers can conclude that as stress level gets higher, time of completion also gets higher. This conclusion can only be generalized for high school students because the sample was randomly picked specifically from students in between the grades of 9th to 10th.