留学生education作业代写 GPA标准

2020-11-18 19:28

我曾假设，在小学被认定为高能力的2019级小灵通学生在高中会取得更大的学业成功，也更有可能接受传统的高等教育。为了我的研究目的，学术成功被定义为高于平均GPA和SAT分数。调查结果如表a所示。出乎意料的是，高能力学生的累计平均绩点只有3.311，而非速成学生的平均绩点为3.573。在进行显著性t检验后，得到的p值为0.53，这意味着这些数据不仅没有为我的假设提供统计上显著的支持，而且在某些方面否定了我的假设。高能力组中的7号学生是一个很强的局外人，拉低了平均绩点。在没有学生7的情况下，高能力组的平均绩点为3.663，略高于非加速组，但在学生7的加入后降至3.311。不管怎样，高能力参与和高GPA之间没有相关性。SAT成绩的相关性更小，p=-0.23。高能力学生的平均SAT分数是1273，而非加速学生的平均分数是1194。不过，这两个群体的平均得分都远高于1068分的全国平均水平。高能力的学生在整个中学教育中都被要求加速学习，而难度大的AP课程可能会导致较低的gpa。结果在一定程度上支持了这一观点。高能力的学生平均上6.8个AP，而非分组的学生平均上4个AP。t检验显示与p值为0.25之间不存在强相关性。这项研究的结果表明最初的假设是错误的。没有统计上显著的证据表明，成为PSD高能力项目的一员对学生的考试成绩或平均成绩有任何影响。在p值为0.53的情况下，参与与学生成功之间没有明确的相关性。这些发现的含义还不太清楚。如果高能力的教育真的没有效果，是否应该从这些项目中抽取资源?本研究及进一步的研究，可能会影响未来学区是否会进一步或减少能力分组的使用。我的结论是，由于我的一些局限性，实验结果并没有产生完全可靠的结果。我的样本很小，只有15名学生，这使得我对显著性的统计检验有些不可靠。更大的样本量会产生更准确的证据来支持或反驳我的假设。那些选择不参加调查的人也有一些不回答的偏见，这意味着数据可能会根据选择回答的人而扭曲。此外，尽管调查是匿名的，但为了让参与者在纸上看起来更好，回答可能是不准确的。最后，我在一个很有能力的小组里找到了一个局外人，他的GPA和考试成绩都很低，也不打算毕业，这意味着我的成绩可能被扭曲了。
留学生education作业代写 GPA标准
 I had hypothesized that PHS students of the class of 2019 identified in elementary school as highly capable will have more academic success in high school and be more likely to pursue traditional higher education. For the purposes of my research academic success is defined as higher than average GPA and SAT scores. The survey yielded results outlined in Table A. Unexpectedly, the cumulative mean GPA for Highly Capable students was only 3.311, compared to an average of 3.573 for non-accelerated students. After conducting a T-Test for significance, the resulting p-values is 0.53, meaning that not only does the data not provide statistically significant support for my hypothesis, but in some respects refutes it. Student number 7 of the Highly Capable group is a strong outlier, pulling the mean GPA down. Without student 7, the Highly Capable group has an average GPA of 3.663, slightly above the non-accelerated group, but falls to 3.311 with the addition of student 7. Either way, there is no correlation between Highly Capable participation and elevated GPA. SAT score results had even less correlation, as p=-0.23. The average Highly Capable SAT score is 1273, compared to an average of 1194 for non-accelerated students. Still, both groups are well above the national average of 1068. Highly Capable students are expected to follow an accelerated track throughout their secondary education, and difficult AP courses may account for lower GPAs. Results somewhat support this idea. While Highly Capable students averaged 6.8 AP classes total, non-grouped students had an average of only 4 AP classes. The T-Test indicated no strong correlation with a p-value of 0.25.The results of this study suggest that the initial hypothesis was wrong. There is no statistically significant evidence to suggest that being a part of the PSD Highly Capable Program had any effect on students’ test scores or GPAs. With a p-value of .53, there is no confirmed correlation between participation and student success.The implications of these findings is somewhat unclear. If there are truly no effects from Highly Capable education, should resources be pulled from these programs? This study and further research may influence the schools district’s decision to further or reduce the use of ability grouping in the future.I have concluded that the experimental results did not yield completely reliable results because of some of my limitations. I had a small sample size of 15 students, making my statistical test for significance somewhat unreliable. A larger sample size would have produced much more accurate evidence to support or refute my hypothesis. There is also some nonresponse bias from those who chose not to participate in the survey, meaning that the data may be skewed based on who chose to respond. Additionally, although the surveys were anonymous, responses may be inaccurate in an attempt to make the participant look better on paper. Finally, I had an outlier in the Highly Capable group who had a very low GPA and test scores and who did not plan to graduate, meaning that my results may be skewed.

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