Sorbello T Humphries J Etl329 Assignment 3

Final Report
Abstract
The following paper provides a detailed analysis of a quantitative research study exploring the relationship between regular extra-curricular activity participation and educational success in the National Assessment Program Literacy and Numeracy (NAPLAN). Participants were a group of 19 Year 7 students in a suburban state secondary college in South Queensland who completed a questionnaire requesting information regarding their participation or nonparticipation in extra-curricular activities. Extra-curricular participation was considered to be a minimum of one hour activity per week and activities were classified to assist in data analysis. Findings showed a correlation between extra-curricular activity participation and improved academic achievement; with results in Reading and Spelling delivering the most significant evidence of such a relationship.
Final Report | 10/21/2013
Sorbello_T Humphries_J _ETL329 _ Assignment 3
Definition of Key Terms

Extra-curricular Activity Regular participation in formally organised activities, such as sport, performing arts, creative arts, external tutoring, clubs such as Scouts/Guides etc. Regular Participation Minimum of one hour per week. Standardised Testing (NAPLAN) Compulsory participation in the Australian Government National Assessment Program - Literacy and Numeracy (NAPLAN). Participating Students/Experimental Group Students participating in extra-curricular activities for a minimum of one hour per week. Non-participating Students/Control Group Students not participating in extra-curricular activities for a minimum of one hour per week. Academic Performance Academic performance in Year 7 NAPLAN testing. At/Above/Below At, above or below national average in Year 7 NAPLAN testing.
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TABLE OF CONTENTS:
Abstract .... . .. i Definition of Key Terms..... ..ii 1 Introduction... 4 2 Research Question .. .. 5 3 Literature Review ..6 4 Methodology .. .. ....8 5 Findings. .. ..10 6 Discussion .. ..19 7 Limitations.. .21 8 Implicati ons.. .. 22 9 Conclusion . ... 24 Reference List . .. . . 25 Appendices.. . . .26

Appendix 1 Survey .. .. . .. 26 Appendix 2 NAPLAN Data .... 29 Appendix 3 Raw Data.. ... 31 Appendix 4 Chi-squared Calculations.. . 33
1 Introduction
Origins of the Project The following research study was established to investigate the relationship between extracurricular activity participation and academic achievement in standardised testing, specifically NAPLAN. A quantitative research study, incorporating qualitative data collection methods to provide a more holistic, authentic view of student ability, the aim of the study was to go beyond simply proving or disproving the research question of Does regular participation in at least one hour of extra-curricular activity per week result in higher academic achievement in standardised testing, specifically NAPLAN?, but to analytically examine relationships and variances; allowing further predictions to be explored and future recommendations to be generated (Somekh & Lewin, 2011). Participants The sample group consisted of 19 students from a single Year 7 class at a South Queensland secondary school. The students were selected at random. The class consisted of 25 students, five were unavailable to complete the questionnaire and one did not participate in NAPLAN testing these students were therefore not included in this study. The distribution of students was 12 students participating in extra-curricular activities (6 boys, 6 girls) and 7 students not participating in extra-curricular activities (3 boys, 4 girls). As indicated, the distribution of male and female students was even across both the groups; allowing for gender based data evaluation to be undertaken. 2011 Census data provided by the Australian Bureau of Statistics broadly shows households in the area belonging to what would be considered to be of mid-socio economic status; substantiated by likening the results to those of the broader Queensland region (profile.id, 2013). Two students in the research project had a Language of Birth Other Than English
(LBOTE); one in each of the participative and non-participative groups. None of the research participants were of Aboriginal or Torres Strait Islander (ATSI) descent.
Likely Outcomes Prior to undertaking data analysis and, based on research undertaken into the findings of similar research studies performed by others, it was the belief of both researchers that a definite correlation would be established between academic achievement and extra-curricular activity participation. Surprisingly, however, the relationship between the two elements was not as definitively established as other studies have found. Further details and possible reasons for study outcomes are discussed in greater detail throughout this paper.
2 Research Question
Does regular participation in at least one hour of extra-curricular activity per week result in higher academic achievement in standardised testing, specifically NAPLAN?
Hypotheses Null Hypothesis: There is no relationship between student participation in extra-curricular activities and improved academic performance in standardised testing, specifically NAPLAN.
Alternative Hypothesis: Student extra-curricular activity participation results in improved

academic achievement in standardised testing, specifically NAPLAN.
3 Literature Review
A Historical Understanding of Extra -curricular Activities As early as 1930, Millard (1930) was exploring the merits of extra-curricular participation. Before 1900, many believed that participation in non-academic activities removed students focus from their studies and was, therefore, detrimental to academic achievement (Millard, 1930). During this time, skeptical educators saw participation in any non-academic activity as a passing fad; quick to lose its appeal, however Millard, along with other early academics researching the topic, believed in the beneficial impact such activities could offer students in their pursuance of academic success (Millard, 1930). One early researcher, Fretwell, suggested it was the role of schools to afford students opportunities to practice the skills of the good citizen; using the abilities learned in extra-curricular activity involvement to enrich the academic program (Millard, 1930). Over time, and with a greater focus on researching the relationship between extra-curricular activity participation and scholarly success, educators and researchers alike have developed a more positive perspective on the partnership between the two elements and how they can improve learning outcomes for pupils. Topical Research In 2003, Mahoney, Cairns and Farmer (2003) published their eight year longitudinal study of 695 students from the ages of 13 to 20, exploring the role of extra-curricular participation as an indicator of academic success. Interestingly, whilst Mahoney et. al (2003) found that consistent
participation in extracurricular activities across adolescence was positively linked to educational status at young adulthood, the study highlighted the complexities of such research. The authors found it difficult to illustrate a distinguishable level of heightened success for those students that were initially deemed competent, noting that negative outcomes are rare for such individuals (Mahoney et al., 2003). Furthermore, socio-economic status was found to be a
strong indicator of student success throughout the study. Mahoney et al. (2003) suggest that a low family economy may not only limit the availability of extra-curricular resources, but may also lead to family stress and, at times, negative parenting practices. Accordingly, the researchers also suggested that adolescents who were not exposed to significant adults with successful careers often lacked ambitious aspirations about their own future (Mahoney et al., 2003). Therefore, whilst the quantitative results supported the research hypothesis, qualitative elements of individual participants were important contributors to the results obtained. Similarly, in her examination of the 1988-2000 National Educational Longitudinal Study (NELS), Susan Gerber also found a positive relationship between extra-curricular activity participation and academic achievement (Gerber, 1996). The study, following 24,599 participants and using a qualitative data collection method, utilised information obtained from students, parents and teachers alike in an effort to create an overall representation of student ability and, whilst a definite relationship supporting the research question was established, it was apparent that the relationship was stronger within the White Anglo Saxon group than within the African American participants (Gerber, 1996). One surprising outcome of the study was, however, that school led activities were more successful in improving student academic outcomes than activities led by external organisations, although the reasons for this finding were not clearly established (Gerber, 1996). Gerbers (1996) study highlights that whilst, at times, a study produces the expected outcomes, other elements can prove unexpected when analysing results. Conversely, however, Fujitas 2005 exploration of the relationship between extra-curricular
activity participation and improvement in Grade Point Average failed to ascertain any discernible association (Fujita, 2013). The purely quantitative study, surveying 52 students between Years 6 to 8 found that, whilst outcomes improved for participation in certain activities, the results for others showed little if no recognisable improvement in outcomes,
stating participation in musical performance does not improve academic performance (Fujita, 2013). Remarkably, this finding appears to deviate from the findings of many researchers including Kelstrom who, in 1998, found that music students reach higher academic achievement levels in academic studies than non-music students (Fujita, 2013). These variations in research findings highlight the complexities researchers face when designing research studies and collating/analysing results. What is evident from each of these research reviews is that longitudinal studies over time appear to be able to better establish the relationship between extra-curricular activity participation and academic achievement, whilst one off studies of fewer students (less than 100) fail to offer discernible conclusive evidence. This suggests that for results to be valid in studies with such complex variability, following students over time is a more authentic and consistent way to measure results than one off, purely quantitative research methods.
4 Methodology
Data Collection Students were asked to complete a survey questionnaire; providing details of the extracurricular activities they participate in, along with the amount of time spent each week undertaking such activities (attached as Appendix 1 Survey). Asking students to complete such a questionnaire with limited scaffolding introduces a qualitative element to the data collection process. Somekh and Lewin (2011) suggest that the wording of questionnaires is often open to individual interpretation and, as such, may result in inconsistent data collection. Consequently, researchers must understand that variances in personal perception may result in diverse responses depending on personal experience and interpretation and, accordingly, appropriate consideration should be given to these factors when analysing data results.
Data Analysis The quantitative data was collected and collated from the 3 sources - school data, NAPLAN data (see Appendix 2 NAPLAN data) and the student questionnaire, and entered into a table for ease of analysis (see Appendix 3 Raw Data). Students academic performance (specifically NAPLAN) was compared against their participation in extra-curricular activities. As the control group was smaller than the experimental group, all results were calculated as percentages to allow for a fair comparison (for example 5 out of 7 students became 71% of the first group and could be compared with 2 out of 12 students as 16% of the second group). Achievement parameters were determined as follows: Students achieving a score of within 15 points of the national average (or approximately 10% of the variation) were deemed to have performed AT the national average. Students who had attained a score of greater than 15 points above the national average were deemed to have performed ABOVE the national average. Students who had attained a score of greater than 15 points below the national average were deemed to have performed BELOW the national average. The data was analysed in a number of ways to determine any evidence of correlation between participation in extra-curricular activities and academic performance in NAPLAN testing. Initially the data was assessed as a whole comparing the average percentage of students from
each group achieving at or above the national average and is provided as Figure 1.
F IGURE 1 T ABLE SHOWING AVERAGED ACHIEVEMENT OF STUDENTS PARTICIPATING

THOSE NOT PARTICIPATING
IN EXTRA - CURRICULAR ACTIVITIES COMPARED WITH
The data was then subjected to Chi-squared testing to determine the statistical significance of the findings (for calculations see Appendix 4 Chi-squared calculations). The data was then
further broken down and evaluated by discipline, by gender and by activity type.
5 Findings
Whole Group Findings : Initial analysis of the data collected showed evidence of a correlation between students participation in extra-curricular activities and their achievement in NAPLAN tests in all areas. On average, in any test, 63% of students participating in extra-curricular activities achieved at or above the national average compared with only 49% of non-participating students. Chi-square analysis gave a p-value of 0.046 (for calculations see Appendix 4 Chi-squared calculations). As this is lesser than the conventionally accepted significance level of 0.05 (i.e. p > 0.05) we were able to reject the null hypothesis, that there would be no difference in academic performance between the control and experimental groups.
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The chi-squared test shows a less than 5% chance that the difference in achievement between the two groups was the result of random chance. There is a statistically significant difference in the proportion of students whose academic performance was higher. Discipline Specific Findings: Further analysis, based on the proportion of students in each group, revealed an almost identical distribution of achievement (within 5%) across participating and non-participating groups in WRITING, NUMERACY and GRAMMAR & PUNCTUATION. As can been seen in the graph series (Figure 2) below, achievement at or above the national standard in WRITING was 67% of students participating and 71% of students not participating and GRAMMAR & PUNCTUATION and NUMERACY was 58% of students participating and 57% of students not participating, which therefore did not demonstrate any impact of participation in extra-curricular activities on academic performance.
F IGURE 2 G RAPH SERIES SHOWING

THOSE NOT PARTICIPATING
ACHIEVEMENT OF STUDENTS PARTICIPATING IN EXTRA - CURRICULAR ACTIVITIES COMPARED WITH
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However, in READING and SPELLING, students who were participating in extra-curricular activities significantly outperformed those who were not. Figure 3 shows achievement at or above the national standard in both READING and SPELLING was 67% of students participating in extra-curricular activities, compared to only 29% of students not participating.
FIGURE
3 - S TUDENT ACHIEVEMENT IN READING AND SPELLI NG COMPARED WITH PARTICIPATI ON IN EXTRA - CURRICULAR ACTIVITIES
As shown in Figure 4, in the non-participating group, the students achievement was the same in each discipline. Of the 6 students, 4 performed below the national average in both spelling
and reading. However in the participating group, the students achievement varied between SPELLING and READING.
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FIGURE
4 - S TUDENT ACHIEVEMENT IN READING
COMPARED WITH ACHIEVEMENT IN SPELLING
Gender Comparison Findings: When student achievement was isolated by gender, the data indicated that the male students were outperforming the female students in GRAMMAR & PUNCTUATION and NUMERACY, and that the female students had outperformed the male students in WRITING. The distribution of achievement in READING and SPELLING was even across the genders and is displayed as Figure
5 below.
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FIGURE
5 - S TUDENT ACHIEVEMENT COMPARED
WITH PARTICIPATION I N EXTRA - CURRICULAR ACTIVITIES BY GENDER
Male Student Findings : As demonstrated in Figure 6, a closer investigation into differences in performance between boys participating in extra-curricular activities and those not participating, demonstrated that: 1. In GRAMMAR & PUNCTUATION and NUMERACY, 100% of boys not participating achieved at or above the national average, significantly higher than those boys who were participating and 40% higher than the class average. 2. In WRITING, 67% of boys not participating achieved at or above the national average compared with only 50% of boys who were. 3. In READING and SPELLING, 30% more boys participating achieved at or above the
national average than those who were not.
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F IGURE 6 - M ALE STUDENT ACHIEVEMENT DISTRIBUTION COMPARED WITH PARTICIPA TION IN EXTRA - CURRICULAR
ACTIVITIES
Female Student Findings: As demonstrated in Figure 7, a closer investigation into differences in performance between girls participating in extra-curricular activities and those not participating, demonstrated that: a) In ALL DISCIPLINES, a higher percentage of girls participating in extra-curricular activities achieved at or above the national average.
b) In READING, SPELLING and NUMERACY, a significantly higher percentage of girls who were participating in extra-curricular activities achieved at or above the national average compared with those who were not.
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F IGURE 7 - F EMALE STUDENT ACHIEVEMENT DISTRIBUTION C OMPARED

ACTIVITIES
WITH PARTICIPATION IN EXTRA - CURRICULAR
ATSI and LOBTE Student Findings: There were no Aboriginal and Torres Strait Islander (ATSI) students in the research group. Two students had a Language of Birth Other Than English (LBOTE); one in each of the groups. There was no indication of any benefit of extra-curricular activities on academic performance; the student not participating in activities was outperforming the student who was participating.
Type of Extra-Curricular Activity Findings: A comparison was made between the performances of students based upon the type of extracurricular activity being undertaken, however there were such limited numbers of participants that many of the groups (tennis, taekwondo and tutoring) consisted of only one student. Figure
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8 below is a graphical representation of student distribution between specific extra-curricular activities.
Distribution of extra-curricular activties amongst participating students
Tai Kwan Do Tennis Dance Rugby Baseball Tutoring (Maths)
FIGURE
8 - D ISTRIBUTION OF EXTRA - CURRICULAR ACTIVITIES
Initial analysis revealed no significant correlation between any particular activity and increased academic performance. As shown in Figures 9 and 10 below, two dance students and one baseball player achieved at or above the national average in all disciplines. No student achieved below the national average in all disciplines. However, in the non-participating group,
no student achieved at or above the national average in all disciplines, whilst one student achieved below the national average in all disciplines.
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Student
A B D F L M O P R T X Y
Activity Dance Rugby Dance Baseball Baseball Rugby Dance Tennis Baseball Tutor (Maths) Taekwondo Dance
Reading a a a a b b b a a a a b
Writing a b a a b b b a a a a a
Spelling a a a a a a b a b a b b
Grammar Numeracy a a a a a a a a b b b b a b a a b b b a a b a b
(a = at or above national average, b = below national average)

FIGURE
9 - ACHIEVEMENT DISTRIBUTION COMPARED WITH TYPE OF EXTRA - CURRICULAR ACTIVITY
FIGURE
10 - ACHIEVEMENT DISTRIBUTION COMPARED WITH TYPE OF EXTRA - CURRICULAR ACTIVITY
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Summary of Findings: 1. Variation in whole group performance in WRITING, NUMERACY and GRAMMAR & PUNCTUATION was minimal. 2. Students participating in extra-curricular activities significantly outperformed those students who were not in READING and SPELLING. 3. Boys outperformed girls in all areas except WRITING. 4. In GRAMMAR & PUNCTUATION, WRITING and NUMERACY, boys not participating achieved at or above the national average significantly higher than those students who were participating. 5. In READING and SPELLING, more boys participating achieved at or above the national average, than those who were not. 6. In ALL DISCIPLINES, a higher percentage of girls participating in extra-curricular activities achieved at or above the national average. 7. In READING, SPELLING and NUMERACY, a significantly higher percentage of girls who were participating in extra-curricular activities achieved at or above the national average. 8. There was insufficient data to determine a correlation between any specific extracurricular activity and increased academic performance.
6 Discussion
The purpose of the research project was to determine whether students who participated in extra-curricular activities achieved higher academic results in standardized tests than those students who did not. While analysis of the overall student results show that there is a statistically significant difference between the performances of the two groups, this research mainly indicates that:
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a) Academic performance in READING and SPELLING is higher in students participating in extra-curricular activities at a statistically significant level (chi-squared analysis). b) Girls participating in extra-curricular activities outperformed girls who were not in READING, SPELLING and NUMERACY at a statistically significant level. c) Boys who did not participate in extra-curricular activities performed higher in GRAMMAR & PUINCTUATION and NUMERACY at a statistically significant level (when compared against the class average). Considerations Whilst there appear to be academic benefits for students who participate in extracurricular activities, it is integral to consider that not every child will benefit from them in the same manner as indicated by the research. Students perform at their own level of ability and it would be unrealistic to expect that enrolling a child into a specific extra-curricular activity would produce swift and dramatic improvements in academic ability. The benefits of participating in extra-curricular activities may be more subtle or unrelated to skills assessed in NAPLAN testing, such as collaboration (team work), increased confidence or resilience. Children should not be forced into participating in activities purely for the purpose of increasing the academic performance. A childs participation in such activities should be
based on their inclination to do so and the specific likes, dislikes and interests of the individual.
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7 Limitations
Permission to access to NAPLAN data at a primary school was withdrawn, limiting the sample population by two thirds (Year 3 and Year 5). Considering that the population size being represented (children attending schools in Australia) exceeds 3.5 million, to achieve a 95% confidence level, 0.5 standard deviation, and a margin of error (confidence interval) of +/- 5%, a larger sample pool (a minimum of 385 students) was needed. In addition to being of an appropriate size, a representative sample should include students from a range of locations and ages. Therefore, being limited to a single Year 7 class from one school means that the results are not representative of the whole population. The research data does not identify whether all students had an equal opportunity to participate in extra-curricular activities. Determining this would allow for a more reasonable evaluation. Students are assumed to be in a mid-range socio economic group (as identified by geographical location and Australian Bureau of Statistic Census data); however this could not be determined from the research questions. Walter (2009) discusses the importance of acknowledging and understanding the social and cultural backgrounds of students when undertaking research. Understanding student backgrounds, and the
bearing these backgrounds can have on student performance in academic testing, or even in questionnaire completion, are imperative considerations when attempting to conduct research that may be influenced by social or cultural factors.
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Non-sampling error (human error) may have occurred due to respondents completing the survey inaccurately either deliberately or because the instructions were not sufficiently clear. Somekh and Lewin (2011) suggest that ambiguously worded questions may allow for variances in individual interpretation, resulting in inconsistent or incorrect data collection. One student, for example, answered that she spent in excess of one hour participating in formal sporting activities (other - surfing) however, upon clarification, this represented a couple of hours at the beach with friends.
To gain a comprehensive evaluation of student ability, more than one assessment mode would be required. In a study conducted by Gordon Winch (2010), it was found that Indigenous students and those from lower socio-economic backgrounds often perform poorly in structured academic tests such as NAPLAN. Winch (2010) found that to gain an authentic understanding of student ability, multiple forms of assessment that could mirror classroom learning experiences was required.
8 Implications
Future Predictions Based on the results of this study, the following predictions could be made about future patterns/trends. Clearly, comprehensive data collection and analysis would be required to support or refute these predicions: Prediction 1 Extra-curricular activity participation does not improve the academic performance for male students in Numeracy and Grammar & Punctuation.
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Prediction 2 Extra-curricular activity participation improves the academic performance for both males and females in Reading and Spelling. Prediction 3 A more definitive relationship would be established if research were to be conducted as a longitudinal study; following students over a period of years, as supported by Gerber and Mahoney's research findings (Gerber, 1996; Mahoney et al., 2003). Recommendations Recommendation 1 Repeat the research on a larger scale with increased student numbers (minimum 385), over a wider range of geographical locations and including students from Year 3, 5 and 9. Recommendation 2 Undertake longitudinal analyis - follow student academic achievement over a period of time to better ascertain data patterns and achieve greater consistency in results obtained. Recommendation 3 Incorporate more qualitative elements into the research. Exploring socio-economic status, geographical access to extra-curricular activities, along with incorporating additional assessment methods, such as interviewing parents and teachers, would all combine to provide
a more authenic understanding of student capabilities. Recommendation 4 Further study is required to investigate the effects on academic performance of a broader range of extra curricular activities than were included in this research.
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Recommendation 5 Create an information pamphlet, including a range of practical and low or no-cost options, which encourages schools, students and parents to increase student participation in extracurricular activities.
9 Conclusion
This research study, whilst unable to demonstrate a definitive relationship between extraccurricular activity participation and academic achievement across all of the assessment areas within NAPLAN testing, was still able to produce interesting and worthwhile data relating to student academic achievement. Establishing a convincing relationship between the two elements when analysing performance results in Spelling and Reading across both male and female students, provided the researchers with an opportunity to use this study to support the comprehensive research undertaken by others over what has been close to a century. It is imperative to note, however, that qualitative elements of any research study can greatly impact quantitative results thereof. It is only when a holistic study into the relationship between academic achievement and extra-curricular activity participation is undertaken; considering both quantitative and qualitative data, that an authentic understanding of any relationship can be established.
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Reference List
Fujita, K. (2013). The Effects of Extracurric ular Activities on the Academic Performanc e of Juni or High Students Retrieved 05 October 2013, from http://www.kon.org/urc/v5/fujita.html Gerber, S. B. (199 6). Extracurricul ar activities and academic achi evement. Journal of Research & Development in Education, Vol 30 (1) , 42-50. Mahoney, J. L., Cairns , B. D., & Farmer, T. W. (2003). Promoting interpersonal competenc e and educ ational success thr ough extr acurr icul ar activity participation. Journal of Educational Psychology, 95 (2) (Jun 2003), 409 -418. Millard, C. V. (1930). The Organization and Administration of Extra Curricular Activities . New Yor k: A. S. Barnes and Co. profil e.id. (2013). Gold Coast City: Hou sehold Income Retriev ed 16 October 2013, from http://profile.id.com.au/gold -coast/household-i ncome Somekh, B., & Lewin, C. (2011). Theory and Methods in Social Research : SAGE Publicati ons. Walter, M. (2009). Social Research Methods : Oxford University Press Australi a & New Zeal and. Winch, G. (2010). Literacy : reading, writing and children's litera ture (4th ed.). South Mel bourne, Vic .: Oxfor d Univ ersity Press.
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Appendices
Appendix 1 Survey:
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Thank you for your help!

Whats this all about anyway?
We are doing some research to see if there is any connection between extra-curricular activities and better academic performance at school (we want to know if kids who do extra activities get better grades!). No personal information about you will be kept on record and once this survey has been evaluated, your name will be removed and you will remain anonymous (your name will be removed from the answers on the survey). Thank you for helping us to complete our research project. Mrs Sorbello & Mrs Humphries
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Appendix 2 - NAPLAN Data:
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Source: ACARA (2013) National Assessment Program Literacy and Numeracy Summary Report, Preliminary results for achievement in Reading, Persuasive Writing, Language Conventions and Numeracy
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Appendix 3- Raw Data: School Data

Reading Student Writing Nat. Avg. 516.9
Scale Score Scale Score
NAPLAN Data
Spelling Nat. Avg. 549.2
Scale Score
Survey Data
Numeracy Nat. Avg. 542.2
Scale Score
LBOTE
ATSI
Scale Score
Band
Band
Band
Band
A B C D E F G H I J K L M N O P Q R S T U V W X Y
F M F F F M M F M M F M M M F F M M F F M M F M F
N N N N N N N N N N N N N N N N N N N N N N N N N
N N N N N N N N N N N N N N N N N N N N N N Y Y N
617 591 A 559 400 551 574 529 529 453 514 461 514 492 500 659 522 582 522 529 567 599 567 529 500
8 8 A 7 4 7 7 6 6 5 6 5 6 6 6 9 6 8 6 6 7 8 7 6 6
535 501 A 523 441 523 570 676 477 501 558 477 489 583 441 570 466 523 546 535 512 629 595 523 535
7 6 A 6 5 6 7 9 5 6 7 5 6 8 5 7 5 6 7 7 6 8 8 6 7
633 604 A 580 452 580 580 565 398 543 528 580 543 504 495 580 475 512 512 543 565 573 613 528 504
8 8 A 7 5 7 7 7 4 7 6 7 7 6 6 7 5 6 6 7 7 7 8 6 6
776 666 A 534 423 567 584 666 456 518 550 534 534 534 387 518 534 456 456 518 567 550 518 534 456
9 9 A 7 4 7 8 9 5 6 7 7 7 7 4 6 7 5 5 6 7 7 6 7 5
606 594 A 546 470 594 606 578 546 525 509 520 499 530 470 556 567 536 499 482 578 589 530 536 493
8 8 A 7 5 8 8 7 7 6 6 6 6 7 5 7 7 7 6 6 7 8 7 7 6
Band
Age
Sex
Nat. Avg. 540.4
Nat. Avg. 535.4
12 12 12 12 12 12 11 11 12 12 12 12 12 12 11 11 11 12 12 11
Y Y Y Y N Y A A A A N Y Y N Y Y N Y N Y N A N Y Y
Key A = Absent Y = Yes (eg more than 1hr extra-curricular activity) N = No (eg not ATSI) ATSI = Aboriginal / Torres Strait Islander LBOTE = Language of Birth Other Than English
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Extracurricular activity (1hr or more)
Grammar & Punctuation
Nat Avg LBOTE 540.4

Above = > 555.4 At = 525.4 - 555.4 Below = 525.4 > Scale Score Scale Score
Nat Avg 516.9

Above = > 531.9 At = 501.9 - 531.9 Below = 501.9 > Scale Score
Nat Avg 549.2

Nat Avg 535.4

Nat Avg 542.2

Above = > 557.2 + At = 527.2 - 557.2 Below = 527.2 >
Student
Sex
G H I J V C E K N Q S U W A B D F L M O P R T X Y
M F M M M F F F M M F M F F M F M M M F F M F M F
N N N N N N N N N N N N N N N N N N N N N N N N N
N N N N N N N N N N N N Y N N N N N N N N N N Y N
574 529 529 453 599 A 400 514 492 522 522 567 567 617 591 559 551 461 514 500 659 582 529 529 500
above at at below above A below below below below below above above above above above at below below below above above at at below
570 676 477 501 629 A 441 558 583 466 546 512 595 535 501 523 523 477 489 441 570 523 535 523 535
above above below below above A below above above below above at above above below at at below below below above at above at above
580 565 398 543 573 A 452 528 504 475 512 565 613 633 604 580 580 580 543 495 580 512 543 528 504
above above below at above A below below below below below above above above above above above above at below above below at below below
584 666 456 518 550 A 423 550 534 534 456 567 518 776 666 534 567 534 534 387 518 456 518 534 456
above above below below at A below at at at below above below above above at above at at below below below below at below
606 578 546 525 589 A 470 509 530 567 499 578 530 606 594 546 594 520 499 470 556 536 482 536 493
above above at below above A below below at above below above at above above at above below below below above at below at below 12 12 11 12 12 11 11 12 12 12 12 12 11 12 12 12 12 11 12 11
y y
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Extracurricular activity (1hr or more) A A A A A y n n n n n n n y y y y y y y y y y
Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
ATSI
Age
Appendix 4 Chi-squared calculations Summary of NAPLAN Achievement in all Disciplines NAPLAN

AT / ABOVE National Average
AT / ABOVE
BELOW TOTAL
National Average National Average N 63% 37%
G&P
Participating Students 67% 67% 67% 58% 58% Nonparticipating 29% 71% 29% 57% 57% Students TOTALS
100%
49% 112%
51% 88%
100% 200%
Calculations: ( ( ( ( ( ) ( )( ) ( )( ) ( )( )( ) )( ) ) ) )( )
)(
Degrees of freedom = 1 Chi square statistic (x2 = 3.98), predetermined alpha level of significance (0.05), and degrees of freedom (df = 1).
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Probability Level (alpha)

Df 0.5 1 2 3 4 5 0.10 0.05 0.02 5.412 7.824 9.837 0.01 6.635 9.210 0.001 10.827 13.815
0.455 2.706 3.841 1.386 4.605 5.991 2.366 6.251 7.815 3.357 7.779 9.488
11.345 16.268
11.668 13.277 18.465
4.351 9.236 11.070 13.388 15.086 20.517
The corresponding probability for x2 (3.98) with 1 degree of freedom is between 0.05 and 0.02. That means that the p-value is below 0.05. Since a p-value of 0.046 is lesser than the conventionally accepted significance level of 0.05 (i.e. p > 0.05) we reject the null hypothesis. The chi-squared test gives us a less than 5% chance that the difference in achievement between the two groups is the result of random chance. There is statistically significant difference in the proportion of students whose academic performance was higher.
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Sorbello T Humphries J Etl329 Assignment 3

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Final Report

Final Report | 10/21/2013