Art Instruction Study Proposals

First Qualitative Study Proposal
The purpose of this research is to describe how the inclusion of regular art instruction in Fourth Grader’s curriculum affects rates of attendance, grades, scholastic achievement test scores and student enjoyment of schooling.

The hypothesis to be proven or disproved is that regular art instruction enhances and augments the curriculum, resulting in greater enjoyment of the educational experience for students.

The methodology for this mixed study will employ a quasi-experimental approach. Six classes of Fourth Graders are to be randomly selected from the Los Angeles Public School District. Three of these classes will receive regular art instruction for a period of one semester; the other three classes will receive no such art instruction, thus making them the control group for comparative purposes. At the end of the semester, comparisons will be made between the two groups by conducting qualitative interviews with students from both groups for the purpose of their describing their attitudes, feelings and reactions to their scholastic experience, and to determine if there is a significant difference in the enjoyment of the scholastic experience, and positive attitudes toward the educational process, among the students receiving the art instruction.
The dependent variable in this research is which of the two groups a class is assigned to; the independent variable is the inclusion or exclusion of art instruction.

Quantitative Study
The topic to be investigated in this research is the effect of the inclusion of regular art instruction on the grade point average, scholastic achievement test scores, and attendance of Fourth Grade students.

The hypothesis to be proven or disproved is that regular art instruction enhances and augments the curriculum, resulting in higher rates of attendance, higher grades in diverse subjects, higher achievement test scores.

The methodology for this study will employ a quasi-experimental approach. Six classes of Fourth Graders will be randomly selected from the Los Angeles Public School District. Three of these classes will receive regular art instruction for a period of one semester; the other three classes will not, thus making them the control group for comparative purposes. At the end of the semester, comparisons will be made of attendance records, grades and scholastic achievement test scores, providing a quantitative research basis for conclusions.

The dependent variable in this research is which of the two groups a class is assigned to; the independent variable is the inclusion or exclusion of art instruction.

Second Qualitative Study Proposal
The purpose of this mixed method research is to describe how the inclusion of regular art instruction in Fourth Grader’s curriculum affects rates of attendance, grades, scholastic achievement test scores and student enjoyment of schooling.
The hypothesis to be proven or disproved is that regular art instruction enhances and augments the curriculum, resulting in higher rates of attendance, higher grades in diverse subjects, higher achievement test scores and greater enjoyment of the educational experience for students.

The methodology for this mixed study will employ a quasi-experimental approach. Six classes of Fourth Graders are to be randomly selected from the Los Angeles Public School District. Three of these classes will receive regular art instruction for a period of one semester; the other three classes will receive no such art instruction, thus making them the control group for comparative purposes. At the end of the semester, comparisons will be made between the two groups of attendance records, grades and achievement test scores, providing a quantitative research basis for conclusions. This is to be augmented by qualitative interviews with students from both groups for the purpose of their describing their attitudes, feelings and reactions to their scholastic experience, and to determine if there is a significant difference in the enjoyment of the scholastic experience, and positive attitudes toward the educational process, among the students receiving the art instruction.
The dependent variable in this research is which of the two groups a class is assigned to; the independent variable is the inclusion or exclusion of art instruction.

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