The
purpose of the study is to determine whether or not
there is a relationship between the proportion of
students who like stickers and the proportion of
teachers who use them while grading papers, on both
the middle school and high school levels.
We began our study by finding general information
about stickers. Our attempt to find a sticker study
close to ours was to no avail. However, we did
find a study addressing the factors that determine
if a child likes stickers.
We obtained the high school samples randomly using MINITAB. The middle
school responses were voluntary.
We received responses from a total of 173 middle
school students, 79 high school students, 29 high
school teachers and 21 middle school teachers.
For our test, we began by entering our data into
MINITAB. We conducted 2-proportion z tests. One of
the tests was between middle school teachers and
middle school students. Another was between middle
school students and high school students. The third
was between middle school students and high school
students and the last was between high school
teachers and middle school teachers.
As a result of the tests at the .05 level of
significance, we found the following:
High school teachers and Middle school teachers
generally do not use stickers while grading papers
and there is little to no difference between their
usuage of them. However High school students and Middle school
students both similarly like stickers on their
graded papers. However
the conclusion that resulted from our study was not
valid because we did not meet the assumptions
required to conduct a valid hypothesis test.
Our study
also contained many weaknesses.
We didn’t receive all of our
surveys back which proved that there was
non-response bias. For the middle school students
and teachers, there was a voluntary response bias
because they were not chosen randomly unlike the
high school students and teachers. Our study could
be extrapolated to most schools around the country
because stickers are common among schools in the
United States.
