Do boys or girls have a larger growth spurt between the grades o.docx

Do boys or girls have a larger growth spurt between the grades
of two and six?
By Nerlande Monfort
CMATH 6114
Comparative Study
The Plan
Ask a Question: Do boys or girls have a larger growth spurt
between the grades of two and six?
Observational Unit: The boys and girls
Variable: Heights at grades 2 and 6
Collect Appropriate Data:
Since school is closed. I will be collecting data from students
at our local Elementary and Middle School. The information is
housed in the nurse’s office and is accessible through her. I will
take the student information which is in alphabetical order and
choose every third student until I gather heights for 20 girls and
20 boys. There are a total of 100 sixth graders in the school to
choose from.
Analyze the Data: My data will be organized by grade and by
gender. I will use a double line plot for boys and a separate
double line plot for girls. I will find the mean of each plot to
determine who had the larger growth spurt over those two
grades.

Interpret the Results:
My expectations are to find that at this level girls will have the
larger growth spurt. I am basing this simply on past
observations. Boys seem to have their growth spurt in Middle
school. Possible biases may include convenience sampling since
my data is only being taken from one school. I may also have a
measurement bias since these student’s heights were taken by
hand and then copied onto a medical card. This information was
then put into the computer.
ABSTRACT
In the study, the design applied to get the data will be simple
random sampling without replacement.
The data will be analyzed and conclusions made by comparison
of the students total heights in their genders at the two different
grades.
Background
The previous research on this topic have reported the general
growth but failed to count on the ages between these two
grades. The applications of the previous research reports have
shown reliance and believe in the general growth pattern of
growth in young school going children though they have not
specified on these two ages to explain whether it’s a just a
believe that girls grow faster between these grades or its true
from practical research findings.

Design of the research and data collection techniques
To ensure the collection of high-quality data, the data will be
obtained from the identified population to get reliable and make
conclusions. There will be a proper way of designing the
sampling strategy used to ensure that potential boys and girls
are picked who will be drawn from a representative sample of
the intended population.
Design of the research and data collection techniques cont…
The samples will be obtained in a scientifically rigorous manner
to ensure the findings will be generalizable to the intended
population. The analysis of the data will not be homogenously
because the selected survey compares two different grades and
in different genders significantly.
Growth at each grade will be analyzed as an independent
sample. In terms of execution of the study, since the population
is already identified, the implementation of the study will begin
by designing the samples. Data collection tools will be
designed, and completeness of data collected will be ensured by
getting the data and start of analysis.
Strata sample will be based on the formula
ni = Nin/N where n1 is the stratum sample,N1 is the student
population in each grade of study (stratum size),n is total
sample (n=n1+n2) and N is the total student population. The
assumption is that the number of girls and boys in each grade is
the same and that they are arranged alphabetically in their
medical register without considering any other factor. It is also

assumed that in grade two the total number of students is also
100.
Strata SampleNiStrata sizeniSample strata
sizeN1100n120N2100n220N200n40
Data CollectedSample NumberBoys’ Height
(inches)Girls’ Heights
(inches)Grade 2Grade 6Grade 2Grade
6156.49592.651849.2636490.95695235.7658.646431.1827257.5
736334.756.90830.258455.867434.1155.940429.7439254.91715
33.89555.587829.5564454.57095634.3556.33429.953255.30357
34.957.23630.432856.189835.00557.408230.5243657.236933.95
55.67829.604457.40821033.3954.759629.1160855.6781133.245
54.521828.9896454.75961233.8155.448429.4823254.52181334.
1556.00629.778855.44841433.5655.038429.2643256.0061534.1
455.989629.7700855.03841635.54558.293830.9952455.9896173
3.2354.497228.9765658.29381834.32556.29329.931454.497219
35.61558.408631.0562856.2932033.56555.046629.2686858.408
6 Sum
707.741160.694617.14931154.95735.38758.0346830.8574
657.74784
PART 1
From the data, the summary of the means are as follows:
BoysGirls Grade2626Mean
height35.38758.0346830.8574657.74784
The double line plot Excel output is as follows:

Conclusion
From the means and the double plot it can be seen that the boys
consistently have the larger growth spurt than girls in both of
the grades. This beats the expectations earlier formed. This may
be attributable to biases.
Possible biases may include convenience sampling since my
data is only being taken from one school. I may also have a
measurement bias since these student’s heights were taken by
hand and then copied onto a medical card.
Based on the outcome of the analysis the research question can
be answered: Boys have a larger growth spurt between the
grades of two and six
1.2 Statement of the problem
Do boys or girls have a larger growth spu rt between the grades
of two and
six?
1.3 Objectives of the study
The aim of this study is to come up with a more advised
argument that will
support the rate of spurt in girls to be higher between these ages
than that of boys.
1.4 Significance of the study
The study explains the growth spurts between the two genders
and within
the specified age-set.
Literature review
The growth patterns in boys and girls take different shapes at
different ages.
From previous observations girls between the specified gr ades
two and six appear

to have a higher spurt compared to that of the boys. The boys
appear to have their
growth spurt during their middle levels in school.
Comparative Study
Reviewer: Clayton Jones
Author of the Study: Nerlande Monfort
Criteria
Feedback
1. Ask A Question
· Is the question clearly stated?
· Is the population clear?
· Are the variables clearly defined?
· Yes
· Yes, but it could be stated a little more clearly.
· Yes, but I think gender is another variable
2. Collect Data
· Do you understand how this data was gathered?
· Does the author state the potential biases?
· Are there any potential problems with how this data was
gathered (that have not been addressed by the researcher)?
· Yes
· Yes
· It is minor, but selecting your samples in that way leads to
some possible bias, especially if you have siblings with the
same last name at A, or something. Also, what is with that first
entry for both boys and girls being so high? Weird.

3. Analyze the data
· Are the analyses appropriate for the data? Support/Explain.
· Are the analyses labeled and explained? Support/Explain.
· Are any of the representations of the data misleading or
potentially misleading? Support/Explain.
· Do you have any questions?
· No. Some sort of test for significance needs to be used.
Maybe the hypothesis testing from module 5 would work?
· Yes, although I have no idea what a strata is!
· No
· No
4. Interpret the data
· Has the question been answered?
· Is this interpretation clearly supported by the analysis?
Explain.
· Yes, but wrong I think. Doing a significance test on this might
give you some interesting results… I think your hypothesis
might have actually been correct (wasn’t the important number
the difference between the means?)
· No
· No
5. Reflection
· Has the author reflected on both positive and negative
experiences?
· Has he/she commented on surprising or unexpected
results/experiences?
· Has he/she considered how to improve the study?

· No
· No
· No
Additional comments: The early part of the presentation seems
a bit disorganized, almost like you state the question, variables,
strategies and such twice.
Comparative Study
Reviewer:Nitha Mauricette-Philip______________________
Author of the Study:Nerlande__________________
Criteria
Feedback
1. Ask A Question
· Is the question clearly stated?
· Is the population clear?
· Are the variables clearly defined?
-The question was stated clearly.
- The population was not quite clear: is the population all
the students in your state or from your local and middle school?
- Your variables are clear
2. Collect Data
· Do you understand how this data was gathered?
· Does the author state the potential biases?
· Are there any potential problems with how this data was
gathered (that have not been addressed by the researcher)?

I understand how the data was gathered.
You did indicate the potential biases: sample and measurement
bias
3. Analyze the data
· Are the analyses appropriate for the data? Support/Explain.
· Are the analyses labeled and explained? Support/Explain.
· Are any of the representations of the data misleading or
potentially misleading? Support/Explain.
I was just wondering why you use only one statistics : mean to
draw your conclusion.
Could you have also used standard deviation as well?
Why did you use only one graph to represent your information,
could have used another representation to further provide other
patterns or findings?
4. Interpret the data
· Has the question been answered?

· Is this interpretation clearly supported by the analysis?
Explain.
yes
Do you think using just the mean is sufficient to draw your
conclusions?
5. Reflection
· Has the author reflected on both positive and negative
experiences?
· Has he/she commented on surprising or unexpected
results/experiences?
· Has he/she considered how to improve the study?
YES
YES
Need some elaboration on how to improve the study.
***PART 1****DUE MONDAY
· For these two students BELOW: PROBLEM D2 AND D3 ,
Understanding: What does the statement reveal about the
student's understanding or misunderstanding of statistical ideas?
Which statistical ideas are embedded in the student's

observations?
Next Instructional Moves: If you were the teacher, how would
you respond to each student? What questions might you ask so
that students would ground their comments in the context? What
further tasks and situations might you present for each child to
investigate?
Problem D2
The class then made box plots, building on Arketa's suggestion.
This new representation gave them another way to compare and
discuss the variance between the two data sets as they analyzed
the heights of seventh-grade boys and girls. Here are the box
plots they made:
As they compared the box plots, students made the following
comments:
a.
Arketa: "There is a lot of overlap in heights between the boys
and girls."
b.
Michael: "We can see that the median for the boys is higher
than for the girls."
c.
Monique: "It looks like just 12.5% of the boys are taller than all
of the girls, and maybe about 10% of the girls are shorter than
the shortest boy."
d.
Gregory: "The boys are taller than the girls, because 50% of the
boys are taller than 75% of the girls."
e.
Morgan: "You can see that the middle 50% of the girls are more
bunched together than the middle 50% of the boys, so the girls
are more similar in height."
f.
Janet: "Why isn't the line in the box for the boys in the middle
like it is for the girls? Isn't that supposed to be for the median,

and the median is supposed to be in the middle?"
Problem D3
To encourage students to discuss ideas of sampling and
population, Mr. Shapple asked them to think about what they
could say about other classes of seventh graders. Here are some
of their responses:
a.
Kassie: "I think we would get similar results if we collected
data from all the seventh graders in the school district."
b.
Nichole: "I think our data would be spread out more if we got
data from seventh graders from all over the country, because
then there would be more short kids and more taller kids; we're
probably more in the middle."
c.
Charles: "I think the boys would still be taller, on average, than
the girls."
d.
Carl: "I think our data would be similar to other seventh graders
in our country, but I don't think we can say much about seventh
graders in other countries."
***PART 2**** DUE Wednesday
Suppose that you need to report back to your grade-level team
or to the entire school staff at a faculty meeting on your
experiences and learning in this course. What are the main
messages about the teaching of data analysis, statistics, and
probability you would share with your colleagues? Reflect on
your work throughout the course, including your work in this
week’s investigation.
THE REFLECTION should be 250-300 words.
INFORMATIONS TO USE FOR THE REFLECTION ARE

BELOW
· In our last week, we bring our focus back to the statistics we
teach with. This week, we have only investigation with the
emphasis on discussions that bring together our learning and our
practice. In the investigation, we look at some case studies on
how students think about the statistics we see in DoW #8. We
also reflect on the Common Core Standards at our grade levels.
Through these exercises, our goal is to pull together the
concepts from the past 7 weeks and their application to our own
practice.
Goals
· Review Common Core standards for statistics
· Analyze grade-level case studies of statistics in the classroom
· Reflect on applications of new learning in the classroom
· Present Comparative Study Final Project
·
Comparative Study Final Project
Peer Reviews
You have been assigned to two Comparative Studies for Peer
Review. Use the template Comparative Study Peer Review
Template to complete the Peer Reviews. Post the reviews to the
Discussion Board for Comparative Study Drafts (by replying to
the draft post) by Wednesday, 10 PM EST.
You will be assessed on the quality of your reviews using this
rubric: Comparative Study Peer Review Rubric
Final Presentation
Review the feedback you have received from the peer reviews
of your Comparative Study. Use this feedback to finalize the
presentation for your study. Review the rubric for your
comparative study to be sure you meet the expectations:
Comparative Study Final Project Rubric
By Sunday, 10 PM EST please submit via the hyperlink in the
title of this item:

1. The final presentation of your study
2. A graphical representation of your data and an explanation of
your numeric findings.
You might also share your final work with the class in the
Discussion Forum: Final Comparative Study.
·
DoW #8: What We See and What Students See…
This week’s DoW presents three different sets of data, gathered
by teachers at different grade levels. Choose the grade level that
you teach at (or that is most relevant for you as an educator).
Grades K-2
Mr. Kettering teaches first grade. Almost every Friday since the
beginning of the year, his class has collected pocket data. The
children count the number of pockets on their clothes and then
record the data on a class line plot. Early in the year, they
decided to count only the pockets on the clothes they were
wearing at that moment, such as pants, shirts, vests, and
sweaters; they did not count pockets on their coats or their
backpacks. One day, Mr. Kettering displayed the two line plots
below, showing pocket data from two different days, and asked
the children to compare the line plots and describe what they
noticed about the number of pockets:
Grades 3-5
Ms. Johnson's fourth-grade class was examining height. They
measured their heights in inches as well as the heights of a class
of first graders. They displayed their data on the line plots
below.
Grades 6-8

Mr. Shapple teaches two sections of seventh-grade math.
Students in both groups were trying to determine the typical
height of a seventh-grade girl and a seventh-grade boy. They
measured their heights in inches, combined their data, and then
displayed the data on the line plots below:
·
Investigation 1: Understanding Student Inference
In this week’s only investigation, we look at ways to promote
and develop our students’ statistical problem solving abilities.
·
Inv 1, Activity A: What Do You See in the DoW?
Exercise A1: Choose the grade-level that is most relevant to
your practice for this week’s DoW. Examine the data that is
presented to you. In your journal, analyze and interpret this
data. Write at least five statements about the data presented.
Exercise A2: How might you expect your students to respond to
this DoW?
Exercise A3: Complete Session 10 of the Annenberg Series.
This session looks at case studies of students and the use of
statistical thinking in the classroom. The session is divided by
grade. Choose the same grade level as the one you seleced for
this week’s DoW. As you examine these case studies, pay
particular attention to Part D, where students’ respond to the
data you looked at in DoW #8. Compare their work with what
you might expect from your own students.
·
Discussion 1: Student Thinking
Select two students from the Annenberg Exercises in Part D
whose comments you found to be interesting. For these two

students, post the following to the Discussion Board for Case
Studies by Tuesday, 10 PM EST:
Understanding: What does the statement reveal about the
student's understanding or misunderstanding of statistical ideas?
Which statistical ideas are embedded in the student's
observations?
Next Instructional Moves: If you were the teacher, how would
you respond to each student? What questions might you ask so
that students would ground their comments in the context? What
further tasks and situations might you present for each child to
investigate?
By Thursday, make at least 3 meaningful contributions to this
discussion. Review the posts of your group. Engage in a
meaningful discussion of the student’s understanding and the
pedagogical approaches for each situation. You might also make
connections to your own teaching. Would you expect a similar
response from your own students? If not, why not? Have you
experienced similar questions in your own classroom? If so,
how have you handled them.
·
Inv 1, Activity B: The Common Core Standards
In this activity, you will look closely at the common core
standards at your grade level.
Exercise B1: Scan the Common Core Math Standards to see
what the statistics standards are at each grade level. Note that in
elementary grades, statistics falls under “Measurement and
Data”. In your journal, describe the progression of statistics
standards. What is similar? What development do you see in
these standards? What questions do you have?
Exercise B2: Focus on the standards are your grade level. Read
both the standards for statistics and the examplar tasks that
follow. In your journal, record your thoughts on how these

standards align with work you already do.
Exercise B3: Look closely at the standards for one grade level
above and one grade level below your grade. In your journal,
record your thoughts on how the work you do is connected to
the grades that “sandwich” your grade. What do students bring
to your classroom? What are you preparing them for?
***PART 3—RUBRIC BELOW*** DUE MONDAY
Chronic Fatigue Syndrome
For the problem, identify the type of situation that is described
(e.g., hypothesis test of with
necessary calculations, and state your answer in normal
language.
The following table shows the results from a study of randomly
selected patients with Chronic Fatigue Syndrome. The patients
were either given a particular drug or a placebo. Run a test at
the .05 level, and state your conclusion in normal language.
Drug
Placebo
Total
Improvement
20
19
39
No Improvement
10
16

26
Total
30
35
65
Rubric for Key Assessment Chronic Fatigue Syndrome Course:
(Statistics and Data Analysis)
Standard / Competency addressed
Criteria
4
Distinguished
3
Proficient
2
Developing Skills
1
Unsatisfactory
Common Core
State Standards
Statistics & Probability #6.SP
Recognize a statistical question as one that anticipates
variability in
the data related to the question and accounts for it in the
answers
Identifies problem correctly and specifically (Chi-Square test of
Independence).

Identifies problem correctly and specifically (Chi-Square test of
Independence).
Recognizes this as a hypothesis test, but does not identify type
Does not identify problem type
Common Core
State Standards
Standard #1
Makes Sense of Problems and perseveres in solving them.
Chooses a correct and reasonably powerful strategy and
implements it with minor or no errors.
Chooses a correct and reasonably powerful strategy and
implements it with minor or no errors
Chooses a correct strategy but implements it poorly or correctly
implements a mathematical strategy that lacks power.
Makes no attempt to solve or uses a totally inappropriate
strategy.
Common Core
State Standards
Standard #6
Attend to Precision
Gets, identifies, and labels correct answer (2 = 1.03, Fail to

reject Ho, p=.3097).
Makes a copying error or computational error, or gets partial
answer to a problem with multiple answers or multiple sub-
problems, or fails to identify and label answer
Makes a copying error or computational error, or gets partial
answer to a problem with multiple answers or multiple sub-
problems, or fails to identify and label answer
Gets no answer or gets a wrong answer based on an
inappropriate strategy or interpretation
Common Core
State Standards
Statistics & Probability Overview
#5
Summarize categorical data for two categories in two-way
frequency
tables. Interpret relative frequencies in the context of the data
Gives a clear, coherent, and complete explanation of the results
that places the solution in the original context and is stated in
ordinary language (At the .05 level of significance, there is not
sufficient evidence to indicate that the drug is any more
effective than the placebo in improving the symptoms of CFS).
Gives a and complete explanation of the results that places the
solution in the original context, but the explanation is difficult
to follow

Give an incomplete explanation, or the explanation is difficult
to follow
Makes no explanation or explanation is incoherent
PART 4===== DUE Wednesday
WILL POST THE CLASSMATES REVIEWS LATER SO YOU
CAN COMPLETE THE PEER REVIEWS USING THIS
RUBRIC
Comparative Study
Peer Review Rubric
____/15
Criteria
Assessment
Completely Addresses
Mostly
Addresses
Somewhat
Addresses
Does Not
Address
1. You thoughtfully completed the “Peer Review Feedback
form” for two studies. (3 pt)
3
2
1
0

2. Your comments reflect an understanding of the content of the
course. (3 pts)
3
2
1
0
2. Each Peer Review provides at least three specific pieces of
meaningful positive feedback. (6 pts)
6
4
2
0
3. Your Peer Reviews provide specific meaningful suggestions
for improvement. (3 pts)
3
2
1
0
· Peer Reviews
You have been assigned to two Comparative Studies for Peer
Review.
PART 5 DUE WednesdayFinal Presentation
Review the feedback you have received from the peer reviews
of your Comparative Study. Use this feedback to finalize the
presentation for your study. Review the rubric for your
comparative study to be sure you meet the expectations:
Comparative Study Final Project Rubric1. The final presentation
of your study2. A graphical representation of your data and an
explanation of your numeric findings.

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