Why Student Evaluations Are Influenced By Events

·  What conclusions did the study reach? Are the conclusions appropriate? Why or why not?

The other four classes were not offered extra credit at all. The six classes that were given the extra credit opportunity were the experimental group, or incentive group. The four classes that were not given the opportunity to receive extra credit were the control group, or no incentive group. The students took the quizzes when they wanted to, in a testing center on campus. Each of the 7 quizzes were available for 10 days except for the third quiz, which was available for 9 days only because of the university’s schedule. Graduate students were present in the testing center at all times to monitor the process and give feedback to students on the quiz they just took. The data in this study was collected through direct, naturalistic observation and the experimental research method. Naturalistic observation occurs when a researcher studies subjects without disturbing them or intervening with the subjects or their environment in any way. The experimental method involves manipulating one variable to see if it has an effect on another variable (Weiten, 2016).

Internal validity of this study included data collection process and student personal interest in education. For example, students may have scored in exam because they concern about their own education. Reliability of this study instrument has not been tested. This is the first time this group will have this survey. There is no former survey to use as a standard to see if there are many changes.

Were there any unexpected findings? What did the authors conclude? What did the results mean, and what are their implications?

“In summary all five student showed a considerable gain on their report cards. The fact that the students also improved in other areas may be to the halo effect; that is, teachers having been biased when grading the papers, but it should be noted that the student also showed an gain in there nonacademic class.” Hickey, K., Imber, S. & Ruggiero, E. (2015)

There are some limitations to this literature review. One limitation is some of these studies may be outdated being that they are from the 1990s (i.e: Dulit et. al, 1990; Miller et. al, 1993; and Dougherty et. al, 1999). Another limitation is some of the studies were not randomized samples (i.e: Miller et. al, 1993 and Tragesser et. al, 2013). If samples are not random this could mean the results are bias.

Participants will be assigned into four lab rooms with twenty students in each. First they will be primed randomly with either promotion or prevention focus, by writing a short essay describing how their personal standards had changed as they get matured, and they also need to complete the Regulatory Focus Questionnaire (Higgins et al., 2001) to check the success of the manipulation. Second, they will be given a difficult college-level math problem to solve and hand in within 20 minutes. Third, their answer sheets, which all have a failed feedback regardless of their actual performance, will be returned to them. Forth, they will be given a survey on rating of how enjoyable the math problem was, as well as indicate their choice for the next task to perform: a similar math problem or a different word or logic puzzle task which share the same difficulty. Finally, once the surveys are collected, the experiment is done. Participants are free to quit the task at anytime. If so, the quitted students will also be excluded from the analysis.

The hypothesis for this project is “ If the Effect of Preference of Colored Plates is green then, the Amount of Cookies Eaten will increase.” This project is based on the statement that a red plate can warn the conscious to not eat the substance that is on that plate. The science fair project is going to try to show that statement to be right. The project is interesting because of the science behind the statement; that a person’s conscious could relate a red plate to a stop sign, which is also red. The person’s conscious would then think of what to do at a stop sign and then, would feel cautious about eating what is on the plate. The significance of this project is to actually test on how a person feels, and to understand the science

Test and quizzes happen every day in children’s lives. It a natural event that happens in every school. Some kids who take test have anxiety and stress when taking a test. This could lead to stress and fear of doing test. Some teachers before a test gives out chocolate or mint to help them with self-confidence and concentration. For students, eating the chocolate usually help them calm down. It probably helps them feel less stressed. Though that leads us to another question. If chocolate and mint help relieve stress from students, does chocolate or mint also help children increase their test score? This is a study to examine if chocolate or mint actually helps kids who are taking a test or quiz.

lex Lickerman, author of the article “The Power of Delaying Gratification”, discuss the experiment psychologist Walter Mischel did on the kids to understand their self-control. Basically, he gives a group of children a cookie and gives them to option either they could eat the cookie immediately or they can wait until he comes back, however, if they wait for him to back they will receive another cookie. Based on his experiment he concludes that the kid who resist to eat a cookie and wait for him to gain another cookie they will do better in the school than the kids who did not resist. For instances, they will get higher sat scores than who eat the cookie immediately. Likewise, I attempt to do the same experiment instead of using cookie I use candy because teenager loves candy, therefore it will be difficult for them to refuse candy. So, I did experiment on students who are in regular classes and they are in different grades. Based on the results, I realize that only freshman and sophomore find it difficult to candy but seniors are also found difficult to resist the candy. This interacts with Walter ideology because I did experiment students who are in regular class and Walton states that kids who resist eating candy straightway will do better in the school. Therefore, the students find difficult to resist the candy so they are in regular class instead of honors class.

We learned a lot by doing this experiment. When you set out to try to find the trends of students, it's not an easy task. We had to carefully decide which

Hence, after we look at all these case studies, we could conclude that the students’ academic performance is clearly tied to teacher’s expectation. In other words, the students who were deemed as “better” or “good” ends up achieving better also due to the higher expectation that the teacher was giving to them. These result, especially Rosenthal and Jacobson’s, demonstrated extremely powerful self-fulfilling prophecy on the part of the teacher. This is because when a teacher forms certain expectations towards their students based on whatever characteristics

They were able to control the curricula and everything about the entire learning experience along with conducting small scale complimentary experiments to better understand why the effects observed were happening. The hope was to determine which key skills children should acquire to prepare them for later success. The overarching theme in this experiment was that parents, teachers, and students from preschool to ninth grade were motivated to perform better when they were incentivized. Additionally, when students and teachers were provided with an incentive and threatened with the loss of the incentive, everyone preformed

What conclusion did the author(s) make? What evidence was given to support the conclusion? What are other reasonable “interpretation(s)” of the evidence than the conclusion these “experts” have come to?

1.Does the course that the student is taking make a difference to the Turnitin score of the final project submission?