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Running head: CORRELATION VISUAL ARTS MATH AND SCIENCE

The Correlation between Visual Arts and Math and Science


Amy Loy
Chapin High School ALA

CORRELATION VISUAL ARTS AND MATH AND SCIENCE

Abstract
This project is in response to the lack of funding and awareness of visual arts in education. The
purpose of this project is to determine the correlation in student GPAs between visual arts and
the math and science subjects to raise awareness of the importance for visual arts in education. It
is hypothesized that there is a higher than 50% correlation between visual art success and math
and science success. This study utilized the individual GPAs of all Chapin High School students
from the subjects of visual arts, math, and science. The GPAs were put into a spreadsheet and
analyzed in a regression plot to find the r-squared value (correlation percentage). Some outliers
were excluded because failing or AP students produce atypical data. However, the actual lurking
variable is the lack of passion in lower level art students who are only taking the class to
graduate. The correlation of the regression plot was found to be 13.73% with an r value of .372,
which is lower than hypothesized, but still shows an upward trend. In summary, math, science,
and visual arts are slightly correlated according to student GPAs and the regression plot. This
shows that visual arts success is tied to science and math in education.

The Correlation between Visual Arts and Math and Science

CORRELATION VISUAL ARTS AND MATH AND SCIENCE

This project is in response to the lack of funding and awareness of visual arts in
education. The visual arts are usually the first subject area with budget cuts in education because
of the lack of money the school gets in return. However, visual arts have been shown to increase
test scores and enrich students overall education and learning (University of Florida, 2014). The
purpose of this project is to determine the correlation in student GPAs between visual arts and
the math and science subjects to raise awareness of the importance for visual arts in education
and increase the funding for the visual arts. It is hypothesized that there is a higher than 50%
correlation between visual art success and math and science success.
This study utilized the individual GPAs of all Chapin High School students from the
subjects of visual arts, math, and science. These GPAs were attained the Lexington/Richland
District 5. The GPAs were put into a spreadsheet and analyzed in a regression plot to find the r
value, the r-squared value (correlation percentage), and the regression line as a clear visual
representation of the trend in the GPAs. Some outliers were excluded because failing or AP
students produce atypical data; everything below a 1.25 GPA is failing or withdrew failing and
does not count for class credit, and everything above a 5.5 GPA is AP and those students grades
do not accurately represent typical public high school students grades. However, the actual
lurking variable is the lack of passion in lower level art students who are only taking the class to
graduate. They do not perform as well because they are not motivated to do the work in order to
achieve a high grade, and this skews the regression plot data.
The correlation of the regression plot was found to be 13.73% with an r value of .372.
The correlation of 13.73% does not support the hypothesis of an above 50% correlation.
However, as shown with the regression line and the r value, there is still an upward trend in the
GPAs. To follow up the data and clear up discrepancies, two creativity tests will be given to two

CORRELATION VISUAL ARTS AND MATH AND SCIENCE

randomized math classes. This will give a comparison to the original data and give a more
accurate correlation. In summary, math, science, and visual arts are slightly correlated according
to student GPAs and the regression plot. This shows that visual arts success is tied to science and
math in education and should have more funding and importance in education.

References

CORRELATION VISUAL ARTS AND MATH AND SCIENCE


University of Florida. (2014). Stem vs Steam Brain | Online Art Education Degree. Retrieved
October 9, 2014, from http://education.arts.ufl.edu/resources/stem-vs-steam-brain/
University of Florida. (2014). Stem Vs Steam- Girl | Online Art Education Degree. Retrieved
October 9, 2014.