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THE CORRELATION

BETWEEN VISUAL
ARTS AND MATH
AND SCIENCE

Problem Statement
High school GPAs in science and
math with visual arts highly
correlate because of the
creativity, imagination, and
visualization.
By exposing these correlations,
awareness can be spread about
the importance of visual arts in
education and why it should

Hypothesis

I believe that there will be a


higher than 50% correlation
between math and science GPAs
and visual arts GPAs.

Background and Similar Studies

STEM vs. STEAM3

Basic Science

By implementing visual
arts with science and
math in education,
students will use both
sides of the brain. This
increases learning,
creativity, and creates a
well rounded education.
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Design and Methodology

I will attain the GPAs


After receiving the data, the GPAs will be
put in a spreadsheet and I will analyze
the results in a regression plot
The GPAs will then be separated into
low, mid, and high level and analyzed in
a regression plot
Guilfords Test of Divergent Thinking
creativity test will also be given to my
physics class to follow up my preliminary
data

Variables

Independent: GPAs attained (math,


science, and visual arts)
Dependent: the correlation between the
visual arts and the math and science
GPAs
Control: high school students (grades 912)

Data Collection
Sample of data
63,940
data points

Analysis of Data and Graphs

Regressi
on PlotLow
Level

R=-0.198
R^2=3.9
1%

Analysis of Data and Graphs

Regressi
on PlotMid
Level

R=0.071
R^2=0.5
1%

Analysis of Data and Graphs

Regressi
on PlotHigh
Level

R=0.061
R^2=0.3
7%

Analysis and Conclusions


There were outliers of GPAs under
1.25 since they were failing or
withdrew failing.
The first regression plot shows a low
correlation of 13.73% and is an
upward trend.
The low correlation and low r value
are not statistically significant
because it is lower than .5.

Conclusions

The graphs show a very low correlation


between math and science GPAs and
visual art GPAs, much lower than
expected.
There are limitations such as not all
students take visual arts, and many that
do take the lower level classes because
they need an art class to graduate.
The regression plots also show that
students can perform well in art and still
perform poorly in math and science,

Conclusions (cont.)

Average score: 100.36


The creativity test showed that the
creativity in this AP level Physics class
varied from student to student.
The top two scores are students taking
a performing art.
There are limitations because there
were 9 guys and 2 girls tested. This can
lead to further research in if creativity
and math and science correlation with
visual arts varies by gender.

Citations
Maryland Institute College of Art. (2014). MICA: Maryland Institute College of
Art.
Retrieved December 10, 2014.
1

Fergusson, R. (201, September 14). Students missing out on doing science


experiments and field trips. Retrieved December 10, 2014.

University of Florida. (2014). Stem Vs Steam- Girl | Online Art Education


Degree.
Retrieved October 9, 2014.
3

Yakman, G. (2011). STEAM: A Framework for Teaching Across the Disciplines.


Retrieved October
9, 2014.

Society for Science & the Public. (2014). Intel ISEF Projects Database.
Retrieved October 9, 2014.
5

Ibanez-Friedman, G., & Fritz, A. (2006). TAs Assist Graduate Students to


Creatively Explore Math and Science: An Experimental Course. Teaching
Artist Journal, 4(2), 100-107. doi:
10.1207/s1541180xtaj0402_5
6

Park, A. (2013, July 16). More than just a pretty face - The Golden Ratio.
Retrieved December 14, 2014.

Ham, R. (2014, August 21). Miss Teen USA K. Lee Graham pays surprise visit
to classmates at Chapin High School. Retrieved December 10, 2014.
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