Using The Data Below, Put Your Data Into The Calculator Minu

Using the Data Below Put Your Data Into The Calculator Minutes In L1

Using the data below, put your data into the calculator (Minutes in L1 and Average in L2) then calculate the correlation coefficient (r ). What is r ? Round your answer to three decimal places. The math action research team at Sample school completed a fishbone diagram as part of the process to determine root cause of low math test scores. Teaching strategies is one of the possible causes.

While investigating the various strategies; staff noticed that the test scores for one classroom were consistently higher than the others in the same grade. It was discovered that although all staff used the math games that accompany the curriculum; one teacher had scheduled regular use of the math games. Could this be the difference? Mrs. Alfred scheduled 40 minutes each week for her students to play math games.

In addition, she has created a math game center. Students may attend this center each week for additional minutes of practice time. Mrs. Alfred agreed to record data over several units to help determine if there is a relationship between the regular use of math games and math test scores. She had the students keep track of the number of minutes they spent playing math games during the next unit. If the scatter plot shows a positive relationship – further investigation may be indicated.

Paper For Above instruction

The correlation between the amount of time students spend playing math games and their math test scores is an important aspect to consider when evaluating teaching strategies that might improve student performance. Mrs. Alfred’s initiative to record data over several units provides valuable insights into this relationship, aiding in understanding whether frequent engagement with math games correlates positively with higher test scores.

To analyze this relationship statistically, the data collected includes the number of minutes students spent on math games (Minutes in L1) and their corresponding average test scores (Average in L2). By calculating the Pearson correlation coefficient (r), we can quantify the strength and direction of the linear relationship between these variables. A positive r value would suggest that increased practice time with math games associates with higher test scores, thereby supporting the hypothesis that regular game-based practice enhances mathematical proficiency.

The process involves organizing the data appropriately, inputting the Minutes in L1 and the corresponding averages into a calculator or statistical software. After computing the necessary sums, means, deviations, and products, the correlation coefficient can be derived using the formula:

r = (Σ((X - mean_X)(Y - mean_Y))) / (sqrt(Σ(X - mean_X)^2) * sqrt(Σ(Y - mean_Y)^2))

Once r is calculated and rounded to three decimal places, its interpretation becomes essential. An r value close to +1 indicates a strong positive relationship, suggesting that as minutes spent on math games increase, so do the test scores. Conversely, an r near 0 implies little to no linear relationship, and a value near -1 would indicate a negative correlation.

Quantifying this relationship is significant because it helps educators determine whether promoting regular use of math games could be an effective strategy for improving student achievement. If the data confirms a positive correlation, further investigations might include controlled experiments or intervention programs to establish causality more definitively.

In conclusion, analyzing the correlation coefficient provides a quantitative basis for assessing the impact of math game practice on test scores. Mrs. Alfred’s recorded data offers a pathway to make data-driven decisions, potentially leading to curriculum adjustments that emphasize consistent engagement with math games to enhance student learning outcomes.

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