Null Hypothesis In Research

6. The absence of a control group is a crucial downfall. There is no comparison that can be done between the groups. The researchers could have at least included compared scores of a neighboring school for reference. Although this is a research article, the lack of a control group makes this not a true experimental

The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (p = .62).

A standardized test refers to any examination that is administered and scored in a predetermined, standard manner. There are two major types of standardized test: aptitude test and achievement test (Popham 1999). The test that is most familiar to parents, educators and students is the standardized achievement test. Every year schools administer achievement test to students, the scores of these test are then used by the public and school board members to evaluate a schools effectiveness. Although previous generations of American student have had to sit through test, never have test been given so frequently or played such a prominent role in schooling as they do today (Kohn 2000). The large role standardized testing has taken in todays schooling has lead many to question whether or not it is effective in measuring educational quality. In fact many researcher have reason to believe it is in face ineffective due to a bias against minority students. In order to understand how a bias in standardized testing would impact minority students, we must educate ourselves on the amount of preparation the test requires, as well as how it is created. The issue of standardized testing being biased should matter to all people, not just those who are directly effected by it, because as a society it is our job to ensure that each child is given equal opportunity to succeed.

The Null Hypothesis for this test was Ho: u1- u2 = 0. Dr. Williams Found that the t-value = 0.98603, the p-value = 0.328213, and that p < 0.05. This means his results were not significant at a 0.05 level. Therefore, we fail to reject the null. Dr. Williams can conclude there is no difference between the scores of his two Intro Psych. classes.

In the world today standardized testing is mandatory in all schools whether they are public or private. If schools continue to make these test mandatory, students grades will show the reflection of what they are not learning. The school might also receive less state funding due to poor performance on these tests. Once No Child Left Behind Act (NCLB) was introduced US students slipped from 18th in the world in math in 2000 to 31st in 2009 (Standardized). Standardized testing is not beneficial overall because it does not cater to all students, they do not cover real-life topics, and they are detrimental to students.

This test is a one – tailed test, because the researcher wants to know that students who attend private high school will have a higher Sat score, which makes the alternative hypothesis a prediction in favor of the private school over the public high school.

Most of us like to imagine our beliefs and opinions are logical and objective; however, the reality is that we tend to pay more attention to the information which supports our original ideas. And at the same time, we are trying to ignore the information which despites us. This process is called confirmation bias, and it exists in our daily lives.

Standardized testing has not helped student achievement in America (Is the use of standardized test improving education in America? 1). Ever since students have started using standardized testing, America has fell in many areas of academics. One area is math where America used to be eighteenth in the world is now thirty-first (Is the use of standardized test improving education in America? 1). This proves that testing has not helped America improve in academic achievement, but has actually made a decline.

Confirmation bias influences individuals every day even though we might not actually realize it. Unfortunately, our brains unknowingly look at an individual and segregate them into a group. Finally, you associate all types of stereotypes to this individual, all of these steps are done without even knowing him/her. Confirmation bias is mainly negative but can be seen in a positive form. An example of a negative one is that all college kids are bad and that they are up to no good. This cognitive bias is in place, due to the things that are associated with college students, such as, drugs, alcohol, parties. However, by doing this you have a bad impression and are unlikely associate yourself with college students. But, realistically not all college

But also, standardized test don’t show the student as a whole. The only thing they are able to show is the ability of a student to take a test. These test that is forced on the students don’t show all the capabilities of a student and all that the student has to offer. Students that take these test the result doesn’t show whether the student is learning critical thinking skills or how engaged students are in the classroom. In the classroom, some students are more engaged than others and when they are assisted on the test this is not shown anywhere as a result of the students capabilities. These are all important factors to consider when evaluating the effectiveness of the students and the school. The school shouldn't be rated by these test scores but how the students act in the classroom and

Our group is interested in discovering if benefits exist from the two educational policies, “Every Student Succeeds Act” and the recent “No Child Left Behind Act”. Specifically, we want to know if standardized testing is the best way possible to determine if the federal government is providing high quality education to our nation. We know that standardized testing is a major component of both these policies, and we want to understand how standardized testing works within these policies. Furthermore, we want to discover if an alternate method to determine educational success exists within these certain educational policies.

The null hypothesis is: There is no relationship between schools in each state with GSAs and state level characteristics.

In this day and age-standardized tests have become the sole way of testing kids, and it's affecting our educational system and schools. As stated by Education Week, an American education news site, every state requires some sort of standardized test that students must take. Our nation is no longer just looking at how kids learn and grow to see if they are achieving. They are measuring this achievement or competency through a test. Additionally, according to the Washington Post,”The average student in America’s big-city public schools takes some 112 mandatory standardized tests between pre-kindergarten and the end of 12th grade” (Valerie Strauss). As important as standardized tests have become, the question begs again, “Which school provides students with the skills needed to learn and perform on these tests”. While both year-round and public schools benefit its students, year-round schools focus on student retention, while public schools focus more on standardized tests.

Those that support standardized testing in schools site the fact that high school students who were required to pass a standardized test for a school program were more likely to talk to their parents and peers about schoolwork (Walberg). They also found that

There are a variety of topics that are interesting in life. This interest may then become a point of inquisition, where an individual may formulate a relationship between two variables, which may or may not influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales of measurement, describe whether if there is a correlation significant (positive, negative, or no correlation) enough between both variables, describe the strength of the relationship, describe what the results reveals about the hypothesis, and what conclusions can be drawn from the results.