Experimental Design Worksheet

Using texting as a quicker and more efficient form of communication takes the emotional connection out of the equation. It allows us to not be physically near the recipient or to take responsibility for miscommunications that lead to hurt feelings. While texting, students do not need to make eye contact with their recipient or learn to read their body language. In addition, there is no need to learn the art of persuasive argument or exchanging and building on ideas. This is not only harming students in the classroom, but can have negative effects when entering the workforce. After leaving college, students hope to land a job in their field of expertise. In the workforce, teams are a diverse collection of persons – all ages and different cultures. Texting may be acceptable in some situations, but there is still a great need for face to face interactions. We learn how to become more comfortable meeting new people and interviewing for jobs. There is nothing wrong the light banter between friends that texting can provide, but the conversation is not necessarily deep.

During the lecture, these 35 students used a prearranged conversation to send to the phone number they were given and receive from the person who was given their number. The remaining 32 students were the control group, so they listened to the lecture on time management as they usually would. After the 12 minute lecture, the all of 67 students answered a short series of multiple choice questions over the lecture. Before they saw their results, all of the students were asked to predict how many questions they think they answered correctly. As predicted in the hypothesis, the students who were involved in texting scored significantly lower than the students who were solely listening to the lecture. Along with that, the texting group of students also predicted that they answered a lower amount of questions right, as

2. _C____ Divide your subjects in half. One group receives one treatment of the independent variable and the other group receives a different treatment of the independent variable. Subjects were all told they were going to see a video of a therapist's session after which they would rate the quality of the session. The groups differed in that the subjects in one group were told that prior evaluations indicated that the therapist was effective whereas subjects in the other group were told that the evaluations indicated the therapist was not effective. These different subjects were used for the two levels of the independent variable: subjects were in either the "effective therapist" or the "ineffective therapist" condition.

Sugar in Coke Lab Report Sheet: Raghed Odeh 10/18/2017 Provide a brief statement of the purpose of this activity and explain the idea behind a calibration curve (this can be done before class and valuable insight can be gained by watching the “weblets” (online prelab lectures available in the course content of D2L). The purpose of this lab is to determine the amount of sugar (in grams) in a can of coke, learn how to make solutions quantitatively and learn how to make and use a calibration curve. A calibration curve is used to understand the instrumental response to an analyte and predict the concentration in an unknown sample. As long as a function is known, the curve can be made.

Another limitation could have been the timing of the test say the students would get the chance to retake the test on a later date after reading their textbooks and retereving the information that was washed out by the distraction of the cell phone maybe the results could have been much different than what was recorded at the time of the original test. The implication of this study is that although there were many limitations within the study the fact still remains that cell phone are a major distraction within a classroom. The entire research paper proves the fact that cell phone policies are needed within a class because vital information can be missed when one goes off. I personally agree with the researchers hypothesis not only because of the statistical and factual proof given, but also because in my personal experience I have been distracted by not only my cell phone, but other students cell phones going off inside a lecture period. Cell phones need to be off or silenced during

The ringing of the phone during the class time will distract the other students, and it makes them perform poorer on the test as well as those who were texting during the study. Fang-Yi Flora Wei, assistant professor of broadcast communications at the University of Pittsburgh at Bradford, says “Now we see that in-class texting partially interferes with a student’s ability to pay attention, which prior studies show is necessary for effective cognitive learning.” (Lsmith12@mlive.com, Leanne Smith). And the result of this articles showed students who usually send and receive texts during the class time often have a hard time paying attention and understand to the lectures well, so students who replied to messages relevant to class material scored lower on multiple choice tests than students who are

With most all modern day smartphones being small enough to fit into someone’s pocket, students can easily sneak instant messaging into the classroom, distracting them from the teacher. On average, eighty two percent of twelve to fifteen year olds and forty nine percent of eight to eleven year olds have a cell (Plester, Wood, Bell 137). The adolescents mainly used their phones for texting. When talking to friends, they seem to ignore punctuation and capitalization concepts while texting (Cingel and Sundar 306). A study was setup in which participants were placed in a normal classroom setting so that the experimenters could gather data on the effects of cell phone use on the classroom experience. In a survey taken before the study, participants expected to lose thirty percent on an assessment if they were texting, and surprisingly enough they did perform very closely to what they had predicted. Students agreed on the survey using phones are distracting, but that they continue to use cell phones in class (Chacon et. al 323). Students also predicted that they would score better if they were not texting (Chacon et. al

After not receiving significant reactions to the message tone we decided to use phone calls. While using phone calls the action of checking their phones increased from two people to seven. This informed us that the main factors that affected this experiment was volume level of the phone. While I sat within the class I could not hear the other experimenters text tones this affected the results entirely. Some participants look around as if they were confused whether they heard something or not. Only students who responded by checking their phones were, the ones who sat directly across from the experimenter with the text alert going

Campbell researched that students and professors found that ringing and other uses of cellphones in class are disruptive to the learning environment. Worthman, Mathews, and Wetterau did an experiment in which two groups of students had to watch a video, take notes and take a test on it after. One group had their cellphone ringer on while the other group did not. The group with the ringer off did better on the test then the group with their ringers on. Also the group that had their ringers on didn’t take very many or good

There are numerous research designs that a researcher can choose. Therefore, it is essential that the researcher chooses a research design that fits the purpose of the study. The purpose of this paper is to explore the logic of experimental design.

At the end of the 24-hour period, the students recorded the amount of time they actually used their smartphone according to the Moment app. This procedure was performed for two days. At the end of the second day, these students completed the post-test. The post-test consisted of three questions based on the Likert Scale. The first question asked whether their estimations matched those of the app; the second question asked whether they were surprised with the results; the last one, questioned their likeliness of changing their cellphone use. The control group, on the other hand, only completed a pre-test consisting of a two-question survey, which asked the students whether they were aware of the time they spent on their smartphones and whether they were likely to change the amount of time spent on their smartphones.

In The distracting effects of a ringing cell phone: An investigation of the laboratory and the classroom setting, the authors did a study to see if a cell phone ringing in the middle of the lecture cause students performance to lower (Shelton, Elliott, Lynn, and Exner , 2009). About 33 undergraduate participated in the experiment. The study contained a cell phone ringing in the middle of the lecture while the professor raised his voice so students could still hear him. It rang for about 30 seconds while the student with the phone tried to go through their bag to find it and turn it off. Moreover, the students did a pop-up quiz after on the content from the lecture even with the material from when the phone was

For example, “a study with over 250 college students and the relevance of cell phones in the classroom, 97% of students admitted they text while waiting on class to begin, 92% get text during class, half think the teacher does not see them texting, only about 10% believed to get away with cell phone use during exams” (Ali, Papakie, & McDevitt 223). Texting has a negative affect on the students writing skills since they begin to use the shortened text acronyms, which is a drawback to their learning. “A study with 777 college students and found that 80% of the students believed that mobile devices, including mobile phones kept them from learning” (Thomas, Muñoz

The independent variable in the experiment would be the cell phone use by the college students. The dependent variable is the academic performance.

You cannot walk across campus of the University of Arkansas without seeing someone sucked into their phone and staring at the screen. What are they doing on there? Texting, Snapchatting, Tweeting, or even updating a Facebook. I bet almost everyone on our campus has at least typed one text message on their phone walking from one class to another. It was found, by The Centre of Science Education at Sheffield University, that around ninety percent of the youth have cellular devices, and about ninety-six percent of them use their devices to text (Plester, Wood, Bell 137). People tend to call less and text more while using their cell phones, and this may be a factor as to why the most preferred communication style is reported as texting (Cingel