Quantitative Research Proposal

Quantitative Research Proposal

Presented to Pam Curtiss

By Lisa Marvel

February, 2009

Table of Contents

Introduction

Purpose of the Study

Need for the Study

Research Questions

Definition of terms

Methodology & Research design

Procedures

Benefits of the Study

Participants / Confidentiality

Data Analysis

Data Credibility / Trustworthiness

References

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Introduction

Attendance is one of the most overt indicators of a student’s engagement in school (Lehr, Sinclair, & Christenson, 2004). Excessive school absence is a major educational and social problem in the United States and has been listed repeatedly by school administrators as the number one administrative problem in the daily operation of schools (Weitzman, et al., 1986).

There seems to be a sharp rise in truancy among middle school students. According to the Baltimore Neighborhood Indicators Alliance, (2007), the percentage of students who miss more than a month of school jumps from 15% in the elementary grades to 55% in the middle grades (Balfanz, Herzog, & MacIver, 2007). According to Reglin, (1997) in public schools, truancy is highly correlated with low levels of school achievement and with high drop-out rates. Attending school less than 90% of the time in grade six increases the chance that a student will not graduate (Balfanz, et al., 2007). Research shows that truancy is associated with juvenile delinquency and deviant behavior, including drug and alcohol abuse, criminal behavior, marital problems, and violence (Reglin, 1997).

Schools have been forced to accept some responsibility of teaching children acceptable social behavior. According to Jenkins, (1995) school-aged children’s involvement in delinquent behavior may be affected by their educational experiences. Schools can “play a major role in the prevention of delinquency by combating delinquency within the school setting and by strengthening the bond between students and the educational process.” School nonattendance is often the first step to students dropping out of school.

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Purpose of the Study

The purpose of this quantitative study is to examine a middle school consisting of students in grades seven and eight to determine if certain variables influence students who are excessively absent. This study will specifically focus on whether grade level, gender, ethnicity, participation in after school activities, and transportation availability to and from school have an influence on student’s attendance in a small school district in Delaware. Identifying students who may be at risk of dropout and preventing the process of disengagement and subsequent withdrawal from school are important because the costs for students who drop out of school are significant (Lehr, et al., 2004). Dropping out of school increases the likelihood that a person will become unemployed, dependent on welfare, and incarcerated (Wilkins, 2008).

Need for the Study

Over the past several decades, excessive school absences among middle school students have increased drastically. Research through literature clearly states that there have been a very limited number of studies that address excessively absent students (Weitzman, et al., 1986). Lehr, et al., (2004) indicate thata relatively small proportion of studies describe interventions to increase school completion and even fewer provide data documenting intervention effectiveness. Given that dropouts have been a concern for more than four decades, and that dropping out has consistently been linked to student disengagement, it is surprising that the field of early indicators in underdeveloped (Balfanz et al.; Jerald 2006). Data from September through December 8, 2008, in the school in which this study will take place, confirmed that out of 62 eighth grade students there were at total of 495 absences greater than or equal to four absences. Of those absences, 272.5 were unexcused. Data also illustrated that out of 72 seventh grade students, there were 546 absences greater than or equal to four absences and of those absences, 341 were considered unexcused.

Research Questions

This study is designed to answer the following questions:

1. Is there a significant difference in excessive absences among students in grades 7 and 8?

2. Is there a significant difference in excessive absences in middle school students among males and females?

3. Is there a significant difference in excessive absences in middle school students among students who do not have bus transportation?

4. Is there a significant difference in student absences among middle school students who are only provided with inclement weather transportation?

5. Is there a significant difference in student absences among middle school students based on ethnicity?

6. Is there a significant difference in student absences among middle school students who are not involved in after school activities?

Definition of terms

For purposes of this study, the following terms require careful definition:

After school activities. These activities include sports, after school academic programs, band/music, clubs, etc.

Excessive student absences. Excessive school absences for this school district apply to students who are absent from school at least four days.

Inclement weather transportation. Bus transportation is provided to students who live within a mile of school from December 1st through April 9th.

Student disengagement. Failing to attend school on a regular basis.

Methodology & Research design

The research design for this study will be a correlational research design. Data will be collected using a questionnaire survey to determine whether, and to what degree, a relation exists between student absences and grade level, gender, students provided with transportation, students only provided with bus transportation during a specific time of the school year, ethnicity, and students involved in after school activities. There will be approximately three hundred students combined in grades seven and eight who will be given the questionnaire. Questionnaires will be distributed to students in language arts classes.

Survey Questions include the following: (Students will bubble in the correct response for each question.)

1.What grade are you in right now?7 8

2.What is your gender: malefemale

3.Do you have access to bus transportation all year long?YesNo

4.Do you have access to the inclement weather bus?YesNo

5.Do you usually walk to school?Yes No

6.Do you usually ride a bus to school? Yes No

7.Do you only ride the inclement weather bus? Yes No

8.Do you usually have someone bring you to school? Yes No

9.What is your ethnicity?Asian African American White Hispanic Native American other______

10.During the school year, are you involved in any after school programs? Y N

11.During a typical school year, approximately how many days are you absent?

0 – 34-10 more than 10

Procedures

On the second Monday in February, a packet, including a letter stating the upcoming study and its purpose will be sent home with students. Included in the packet will be a form that provides parents the opportunity to deny their child permission to participate in the study. Names of students who have been identified as unable to participate in the questionnaire will be verified before the survey is administered. On the fourth Monday in February, the questionnaire will be given to seventh and eighth grade students at the middle school. Since all seventh and eighth grade students have Language Arts class daily; the survey will be conducted in those classes. Unfortunately, there will be students who are absent on the day of the questionnaire and their input is crucial to obtainingcomplete and accurate data. If possible, the survey will be given on the next school day to those students who were absent on the initial day of the survey.

Benefits of the Study

Inevitably, the district wants to decrease the number of student absences. The current policy in the district on school attendance is outlined below.

The Superintendent of Schools is the designated attendance officer for the district, but he/she may designate specific duties (such as referral for prosecution) with respect to enforcement to a visiting teacher.

Within five (5) school days, upon returning to school from any absence, written documentation explaining the nature of the absence, and signed by a parent/guardian, should be presented to school authorities.

Students who are absent for any period of time during which the student had a contagious disease may be asked to obtain written authorization from a medical professional to return to school.

The parent/guardian will be notified, in writing, following the seventh (7th) day of unexcused absence by a student. Arrangements shall be made for the visiting teacher to visit the student’s home. The parent/guardian shall sign a contract agreeing to make every reasonable effort to have their child or children abide by the Student Attendance Policy which requires regular attendance for all students between the ages of five (5) and sixteen (16).

Parents/guardians will be notified, by certified mail, following the tenth (10th) day of unexcused absence by a student. Such letter shall provide notice that the parent/guardian is requested to contact the school administration.

Following the fifteenth (15th) day of unexcused absence by a student, the school administration will refer the case to the Visiting Teacher for possible prosecution.

NOTE: Students who have more than ten (10) absences, excused or unexcused, may be in danger of non-promotion and/or receiving no credit for courses taken. Each school will develop criteria for considering appeals with respect to non-promotion and/or loss of credit.

With the current policy in effect, the number of student absences is still increasing. Either the policy is not being enforced, or it is not effective. Results from the study will be helpful in determining which variable(s), if any, most affect excessive student absences at this particular middle school. Data analysis will provide district personnel with a baseline that can be utilized to develop a plan for implementation. For many, increased absences are the beginning stage of finally dropping out of school. Murdock, (1999) states that “dropping out is the final step for students who have become progressively alienated from school.” This data could be the starting point for turning this problem into a positive outcome.

Participants / Confidentiality

Questionnaires and a letter stating the purpose of the study will be given to all Language Arts teachers in gradesseven and eight. Teachers will be informed of any student(s) who are unable to participate in the study. Language Arts teachers will administer the questionnaire on the fourth Monday in February. They will then collect the data immediately and deliver it to my classroom by the end of the day. There will be no names attached to any survey/questionnaire. Data will be distributed by gender, ethnicity, grade level, access to transportation and participation in after school activities.

Data Analysis

Data will be entered into an Excel Spreadsheet and then imported into SPSS for analysis. I will inquire as to whether there is any correlation among middle school students who are excessively absent in this middle school based on gender, grade level, students with access to bus transportation, students with limited access bus transportation, ethnicity, and students who are involved in after school activities.

Data Credibility / Trustworthiness

Data credibility is solely based on middle school students’ responses. Teachers administering the survey will inevitably stress the importance of giving accurate and truthful answers. All but two of the questions have only two answers from which to choose. The exceptionsare choice of ethnicity and how many days a student is typically absent during a school year.

References

Balfanz, R., Herzog, L., & Mac Iver, D. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools; early identification and effective interventions. Educational Psychologist, 42(4), 223-235.

Jenkins, P.H. (1995, July). School delinquency and school commitment. Sociology of Education. 68(3), 221-239.

Lehr, C.A., Sinclair, M.F. & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary school years: a replication study of the check & connect model. Journal of Education for Students Placed at Risk, 9(3), 279-301.

Murdock, T., (1999). The social context of risk: status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91(1), 62-76.

Reglin, G., (1997). Mentoring and tutoring help (math) program fight truancy. Clearing House, 70(6), 319-324.

Weitzman, M., Alpert, J. J., Klerman, L.V., Kayne, H., Lamb, G.A., Geromini, K.R., et al. (1986, August). High-risk youth and health: the case of excessive school absences. Pediatrics. 78(2), 313-322.

Wilkins, J., (2008). School characteristics that influence student attendance: experiences of students in a school avoidance program. High School Journal, 91(3), 12-24.