BBULLYING: EFFECTS AND ULLYING: EFFECTS AND INTERVENTIONINTERVENTION

Mary ZoulisMidterm Project & Presentation

ED. 7202T

Table of ContentsTable of ContentsResearch Design- Slide 3

Threats to Validity - Slide 4

Pre- Survey and Post- Survey- Slides 5-7

Congruent Graphs And/Or Charts Using Proposed Data- Slides 8-11

References- Slide 12

Research DesignResearch DesignOne-Shot Case Study: Single group exposed to a treatment (X) and post surveyed (O).

Symbolic Design: XO

Independent Variable: Implementing role-playing and reading stories about character education to six first grade students will improve classroom environment and reduce bullying occurrences.

Dependent Variable: Bullying Occurrences and classroom environment.

The same treatment will be given to one group, three times a week, in late morning, for a period of three weeks.

Data: Pre and Post student surveys which aim to show what students already know or have experienced about bullying, as well as what they have learned as a result of intervention.

Threats to ValidityThreats to ValidityThreats to Internal Validity: History, Maturation, Testing/Pre-test Sensitization,Instrumentation, Mortality, Selection- Maturation Interaction, Statistical Regression, Differential Selection of Subjects

Threats to External Validity: Pre-test Treatment, Specificity of Variables, Experimenter Effects (Active Elements), Reactive Arrangement, Compensatory Rivalry Effect

Data: Student SurveyData: Student SurveyPre and Post SurveyPre and Post Survey

Demographics

• What nationality best describes you?

• 1. Caucasian

• 2. African American

• 3. Asian

• 4. Hispanic

• 5. Other _____________

• Gender

• 1) Boy

• 2) Girl

• What is your age?

• 1. 6

• 2. 7

• What grade are you in?

• 1. First

Pre and Post Survey Pre and Post Survey (Cont.)(Cont.)

Self- Attitude Rating Scale

1- Strongly Disagree 2-Disagree 3- Agree 4- Strongly Agree

1. I have been bullied at school.

2. When I am bullied, I should go tell the teacher or another adult right away.

3. There are NO rules against bullying.

4. If I see someone being bullied, I will step in to help them.

5. Teasing and bullying are the same thing.

6. I know what to do if I am being bullied.

7. Bullying is part of growing up.

8. I think everyone should respect each other and treat each other with kindness.

9.Bullying is a problem at our school.

Pre and Post Student Surveys Pre and Post Student Surveys Cont.Cont.

III. Frequencies

Rating Scale:

1- Never 2- Rarely (1-2 times a week) 3-Sometimes(2-3 times a week) 4- Usually (3-4) times a week 5- Always (5 or more times a week)

1) I help a student that I see being bullied.

2)I tell a teacher or another adult when I see someone being bullied.

3) I am kind to people and respect them by not hurting their feelings.

4) I talk to my parents when I have been bullied.

5) Other students have said hurtful things to me.

6) Other students have said bad things about me to my classmates.

Pre-Survey and Post-Pre-Survey and Post-SurveySurvey

Results (Proposed DataResults (Proposed Data))

xStudents

Resultsy

Analysis of Bar GraphAnalysis of Bar Graph• Prior to intervention,

I propose that 83.33% of my students will not realize that bullying is a problem at school. After intervention, I believe that the majority of them (50%) will strongly agree will become aware of what bullying is and be able to detect it right away.

1)BULLYING IS A PROBLEM AT SCHOOL

  PRE-SURVEY  POST SURVEY  

STRONGLY DISAGREE 2 33.33% 0 0.00%DISAGREE 3 50.00% 1 16.67%AGREE 1 16.67% 2 33.33%STRONGLY AGREE 0 0.00% 3 50.00%  TOTAL 6 100.00% 6 100.00%

Correlation (Pre-Survey)Correlation (Pre-Survey)If I see someone being bullied, I will step in to help them.If I see someone being bullied, I will step in to help them.

X -axis Student Answers Pre-Survey

Y -axis

Bystander Occurrences

Correlation Post-SurveyCorrelation Post-Survey

X -axis Student Answers Post-Survey

In this chart, there is a positive correlation of .975. Therefore,

after intervention, students are more likely to intervene and thus are less likely to be bystanders. Hence, after my intervention, I

predict bullying occurrences with decrease as students intervene

in bullying incidents.

ReferencesReferences

O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity [PowerPoint slides].Retrieved from https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_50_1&url=%2Fweba pps%2Fblackboard%2Fexecute%2Flauncher%3Ft ype%3DCourse%26id%3D_829166_1%26url%3D