GN Computers in education dissert

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Framingham State College

Framingham, Ma

Computers in Education:

Is there a relationship between achievements in computer-related subjects

and classic subjects?

Giovanni Nanni

Research and Evaluation (ED 14.999 – Sec. 1)

Instructor: William McMullen

Fall - 2001

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Sumary

1. Abstract ................................................................................................................................. 3

2. Research Questions ............................................................................................................ 4

3. Introduction ........................................................................................................................... 5

4. Literature Review ................................................................................................................. 7

5. Study Design and Method ................................................................................................ 11

6. Results ................................................................................................................................. 12

7. Discussion ........................................................................................................................... 17

8. Conclusion .......................................................................................................................... 20

9. References .......................................................................................................................... 22

10. Appendix ........................................................................................................................... 23

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1. Abstract

Computer Education is observed in order to determine whether it has an implication

or not in the performance of the average grades of students in classic subjects such

as: Language, History, Algebra, and Science. This study examines the impact that the

Computer subject has over the classic subjects. The data was collected focusing the

observation of the connection between the subjects in question. The data was drawn

from the teacher’s grade book and consists in the average grades of the students

registered as freshman (High school) in the year 2000. The data was manipulated in

order to provide a view of the relationship between the subjects and the impact of the

computer education upon them. The findings are discussed according to the

observations of the grade performance and its relationship between subjects,

involving or not the improvement or decrease in the average level.

Resumo: A Educação através de Computadores é observada no sentido de determinar se

existe implicação ou não no desempenho das médias estudantis em disciplinas clássicas tais

como: Linguagem, História, Álgebra e Ciências. Este estudo examina o impacto que a

disciplina de Informática tem sobre estas disciplinas clássicas. Os dados foram coletados

focando a observação da conexão entre os assuntos em questão. Os dados foram retirados

dos livros diários dos professores e consistem na média das notas dos estudantes

matriculados no primeiro ano do ensino médio no ano de 2000. Os dados foram manipulados

de maneira que providencie uma visão da relação entre as disciplinas e o impacto que a

educação através de computadores tem em relação aos mesmos. As conclusões são discutidas

de acordo com a observação do desempenho das notas e sua relação entre as disciplinas,

envolvendo ou não a melhoria ou decréscimo do nível das médias.

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2. Research Questions

The purpose of this study is to investigate the relationship between student’s

achievement in classic subjects and computer-related subjects. It will be examined

subjects that involve language skills (Language Arts and Social Studies), logical

thinking skills (Math and Science), and the their relationship with the subjects that

involve computers and electronics devices use. This study will be discussing the work

of Armstrong & Casement (2000) and their findings about the relationship of the

computer education in schools and how it benefits the students. It will be used the

student’s grades as a means to compare their achievement in the core subjects and

subjects related to computer education.

From those discussions and points of views about computer education and the

possibilities that this kind of instruction supposedly open for the students, which are

the reasons for the question that this study is considering.

The primary question that guides this study is:

Does computer education improve achievement in classic subjects such as

Language, Math, History, and Science?

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3. Introduction

Nowadays, computing and technology applied to education is a concern of

many educators and their counterparts. The value of teaching about technology and

information in a global economy. The integration of information technology and

classic education. The role that computers have in the education of our students. The

many discussions about the real meaning of the use of computers and its applications

in education. The results that this equipment gives our pupils in their path to

education acquisition and knowledge retention. The proper use of the tools that are

available in order to improve the educational condition of our schools. With those

thoughts in mind, some questions may surface and make us wonder about the

answers: Will the teaching and use of these machines lead to a better future where

the students can become good citizens, and productive workers no matter what they

choose to work with? Is the impact in our children positive? Are the results showing if

the methods are right or not? Are the frameworks well addressed and

comprehensive? Does the curriculum reach and fulfill the requirements of our pupils?

Those worries lead us to think about the use and utility of these apparatus and their

role in education. There is a pressure coming from the so called “information era”, the

burden to cope with new technologies and software, and their use and application. All

this giving our students an extra load to carry, and not knowing if the measures that

we are taking now, as educators, will bring good results or not.

With those same concerns and questions in mind, this study will investigate the

relationship between student’s achievement in classic subjects and computer-related

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subjects. In this study, I examine the benefits that the computer education might

have, in promoting or not promoting, the higher achievement in the classic subjects.

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4. Literature Review

We live in a society where the share of information is increasing and the

necessity to master the skills to dominate the technologies that transmit this

information is escalating. Some authors have been proclaiming that in the future our

boundaries, the limitations of socialization, and the conventional neighborhoods will

be transported to the digital space, where the space and time will be looked at from a

different point of view (Negroponte, 1996).

This era is invading our schools as well. We see people talking about how to

introduce the digital world in our schools. We see more teachers looking for new

advances and techniques to introduce the subject for our youngsters in order to

prepare them for the future. As we assess, the technology has definitely entered our

schools, but technology education has not yet (Postman, 1995).

Are we working towards a goal that will bring anything but loss of knowledge?

Are we investing in technologies that will end the education that we have

known for so long?

Does classroom technology really prepare our children for the future?

Do computers really help our children learn to read, write, or think?

According to some authors, the defenders of the computer education, these

machines are improving the level of education in our schools. Meanwhile, the critics

of the education through a computer are attesting that the benefits from the

computers are not so astonishing.

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Frederick Bennett (1999), one of the defenders, made it clear that using

technology to educate can overcome an immense gap in our education system. The

benefit from using the machines to improve the education for those that suffer from

deprivation in our present system is incredible. According to him, the use of

computers can help to teach kids how to read or improve their reading skills, which

will bring a gigantic transformation in the American education.

In the other hand, Armstrong & Casement (2000) discuss the validity in the

education based on the computer and its applications. They maintain that the

students cannot understand themselves and their world. The students do not have

time to reflect upon their own feelings, which leads to alienation from themselves.

The effects of misuse of computers to educate can be devastating according to

Schwartz (1989). The power that a computer has is much greater than the power that

a book has, and its damaging effects will be much greater than a book as well (Idem).

In Bennett’s (1999) point of view, computers can break the impasse between

students that need access to education at their own pace and the necessities from

the students that are successful in the format that is in place. He maintains that

computers can break any lesson or unit in sizes that will fit the needs of each student,

giving them the feeling of achievement, fueling the sense of continuity in the

education process.

I must agree with the capacity of the computer and its applications to

accommodate needs, pacing lessons, breaking in smaller pieces the subject to study,

and helping kids to work accordingly to their own capabilities.

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However, I must consider also what Armstrong & Casement (2000) says about

the effect of the “techno-tunnel vision” that undermine the ability of our children to

make sound judgments related to how and when to use the computer in its most

effective way.

There is a point to the idea of computers being used as a tool for research of

new methods of teaching the children and targeting their needs, fulfilling them and

supplying the students with extra support (Bennett, 1999). However, it is imperative

that we use the tools wisely, not taking away the opportunities of our children to

experience the world as it is (Armstrong & Casement 2000).

Making sure that the statement of David Skirbna, a parent of two young

children in Detroit, Michigan, as cited in Armstrong & Casement (2000) does not

became a reality for our children in general,

“Computers mediate and control their experiences, and provide a very limited

view on things. I am concerned that they may come to see this limited

perspective as normal, or even desirable…. I do not want them to think that

their success in any way depends on having access to the appropriate

machine.”

Due to the profound impact that the electronic media has in our perceptions,

and because it makes us not so sure about our place in the world, it is imperative that

we really have a sound and comprehensive knowledge of the use of technology in

means to educate our children. They do not just need the better machine or the better

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connection. They need the best education. They need the type of education that will

prepare them to face all sorts of barriers and overcome them. An education that will

develop thinking, reasoning, judging and, assessing skills in order to provide better

options for themselves and the others around them.

Technology in education has its place. We just need to find where it is and

figure out how to use it properly. Improving the skills that need to be improved,

enhancing the perceptions of the world around and, deepening the knowledge, this is

the only wealth that time and circumstances cannot take away from no one.

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5. Study Design and Method

The data used in this study, will be collected from the database of a school

system in Massachusetts (not allowed to disclose). The data are the grades that the

students achieved during the school year of 2000-2001, and were recorded in the

teacher’s grade book. The study will focus on students that were registered in the

freshman year (9th grade).

The gathering of the data will include all the students that were registered in

the freshman year (9th grade) within the school system, in the school year of 2000-

2001, and attended the subjects in study (population). The age ranges between 14

and 15 years old.

Data is based on the grades of five (5) academic subjects: Language (English),

Math, Science, History, and Computer Education (sometimes named with others

titles, but taught in the computer labs).

The sample will be drawn from the population using random selection, where

the names will be placed in a list in numerical order (based on the school ID number)

and I will pick every other name in the list regardless of gender or age.

I intend to assess the relationships between the subjects that involve language

skills (Language (English) and History) relating to the achievement in the subject that

involve computer education and. I also will relate the subjects that involve logical

thinking skills (Math and Science) with the computer subject in order to establish a

relationship between the achievement in the classic subjects and computer related

subjects.

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6. Results

Table 1 presents the individual data for the sample used in study.

Figure 1 presents the Averages of grades for each subject in study. In this

chart, it is possible to see that the limits of dispersion, in most subjects, respects the

boundaries established by the school as a passing grade.

Figure 2 shows the trend of the grade averages for all the subjects. Due to the

number of subjects and marking periods that were taken in consideration, I have

arranged the figures in the following way:

Figures 4 to Figures 6 show the trajectories of individual growth of the

grades for students that had a pattern of raising, maintaining or dropping

the averages for the Computer subject between marking periods showing

the trend of their grades.

An examination of Figure 2 reveals that there is a pattern in the grades of the

subjects. The lines of the chart show that the students were averaging a grade of 80

(the general average for the sample is 79). The distribution of the grades according to

the average is shown in the Figure 3.

Charts 1 and 2 show the trend of the averages by gender. The general

average for the male and female sample is the same, average 79. This average

agrees with the results obtained for the sample, which is the same.

It was observed that the females tend to maintain the average level for the

subjects when not increasing them (See Figure 8). Even though a pronounced

decrease in the average of the Computer subject was detected (a total of 7 points of

decrease), the trend is to keep or increase the averages.

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For the males, in the other hand, the pattern was a tendency to decrease of

the grade average in all the subjects (the biggest decreases were in Computer and

Algebra, with a loss of 9 and 6 points in the average respectively) (See Figure 7). The

tendency to decrease the grade average for the male individuals is not compatible

with the tendency observed in the female individuals.

It is fair to say that the female individuals, in this study, were somewhat more

dedicated to keep or increase their grades as opposite to the males. It is also fair to

say that dispersion of grade averages of the females is bigger than the same one of

the male individuals.

The grade results of the Computer subject regarding the students whom

averaged 75 to 85 (average zone), as result of the end of the marking period,

represents 64% of the grades in the first marking period (27% below average zone

and 9% above it) and, 18% in the second marking period.

It was noted that the second marking period was completely abnormal taking

as a base average of 69 and the range of the grades (min 36, max 94). There was an

increase in the grades below the average zone, representing 52% of the grades.

However, an increase in the grades above the average zone was detected,

representing 30% of the grades.

An examination of Figure 3, reveals that, the first marking period of Computer

subject and both marking periods of Language, the students that were in the average

zone represent 58% of the sample and, in the second marking period, the grades of

these same students were 48% of the sample.

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In Figures 4, 5 and 6, it is shown the examples of individuals, randomly

selected from the population using as criteria the individuals that had an increase

(Figure 4), maintained (Figure 5), and had a decrease (Figure 6) in the grade

averages for the Computer subject.

In those figures, one can observe the pattern among the subjects. The

Computer subject trend is the reflection of the trend presented in the classic subjects.

In Figure 4, it is possible to observe that all subjects, but Science, had an

increase in the averages from the first marking period to the second. It was observed

that the general tendency for the classic subjects is well represented, in this case, by

the Computer subject. The classic subjects had an increase of 2 points in average,

which is clearly represented by the growth in the computer subject.

For the student represented by Figure 5, the range of the grades in the first

marking period was 17 points (minimum of 81, maximum of 98) and the Computer

subject was in the center of the range. For the second marking period, the range

decreased to 5 points (88 min., 93 max.) and the grade average for the Computer

subject was also in the center of the dispersion. For this individual, the Computer

subject (regardless the constancy of the grade average being 90 points in both

marking periods) was the most accurate subject to show the trend of the grade

averages for this student.

Observing Figure 6 is possible to see the most accentuated single case from

this sample. The student had a decrease in all the subjects (a decrease ranging from

20 points for Language Arts and 2 points for History), however the Computer subject

was the one that suffered the worst lost in average grade points (48 points lost

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between marking periods). For this example, the trend is clearly determined using the

Computer subject as tendency line. It was asked to the Computer teacher if a reason

for the steep drop could be established and the answer was that the student in

question just lost interest in the academics.

The observation of these charts suggests that the Computer subject, in

general, could be used as the line to show the trends of the average grades of the

students.

In the three single cases observed, the trend shown by the Computer subject

is the most accentuated (for the student that dropped the averages); the most stable

among the subjects (for the student that maintained the same average for the

Computer subject); and, the most representative in the case of the student that

increased the grades, because it reflected the general pattern of the change for the

grade averages between marking periods.

In this study, it was observed a pattern in the grades disregarding the subject.

As seen in Figure 2, a strong drop in the grades for the Computer subject (comparing

to the other subjects) in the second marking period was detected, making this period

the one with the biggest range (from 36 to 94) as well as the lowest marking period

average (69 points). This event shows the trend for all the subjects. All, but Science

that had a raise of a single point between marking periods, the other subjects had a

decrease in the performance of the averages and the strongest drop as said before

accounts for the Computer subject.

While gathering the data, I could not find a plausible explanation for this event

making it more difficult to define a pattern of the influence of the Computer subject

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over the other four subjects in study. However, it is clear in the study that the

Computer subject is the one that, generally, can help the observer to determine the

trend for the grades of an individual, for the Computer subject represents well the

tendency of the changes in the other subjects.

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7. Discussion

The population in study includes: 99 students registered in the school year of

2000-2001 as freshman in high school. In order to be considered part of the

population of the study, the students must have taken all the academic subjects in

consideration. From this population, a sample of 33 students was collected using

random selection, one of every three students (sample size of 30% of population).

The data gathered incorporated two separate marking periods that are

determined as one (1) and two (2). This is so, due to the computer subject being

taught in half-year courses.

The findings indicate that the Computer subject did not have a relevant effect

upon student performance in order to improve or not the grades of the others subjects

in study, even though this subject represent well the changes and the tendencies. In

fact, I observed that all subjects had a small drop in the averages from the first

marking period to the second one, as well as the Computer subject. There was one

exception, Science, which raised a single point to the average between marking

periods (See Table 2 and Figures 2 and 3 for better visualization of the event).

The most impressive finding was the possibility to use the Computer subject

trend line to draw a conclusion about the results of the other subjects, for this subject

was a very good reflection and reference for the tendencies of the averages in the

other subjects (See Figure 2).

It was not possible to determine whether the Computer subject taught in this

school had an impact on the grades of other subjects. However, it was clear that the

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trend of this subject was a stronger reflection of the general tendency of all subjects

within this study. While the majority of the subjects dropped their average, the fall of

the averages in the Computer subject was stronger and more visible.

Another fact observed, was the strong increase of the grades above the

Average Zone for the Computer subject differing of the pattern that the other subjects

have in dropping or remaining the same level of grades when comparing the marking

periods (See Figure 3).

Armstrong & Casement (2000) attest that the computer education when not

properly applied tends to interfere in the progress of the students, limiting their

perspective of the real world. It was not possible to link the increase in the grades

above the Average Zone, in the Computer subject from the first to the second

marking period, to the decrease or maintaining of the grades between marking

periods, in the others subjects in this study.

This event comes linked to a strong increase in the grades below Average

Zone for the Computer subject in the same period, which was a tendency for the

Language and Algebra subjects, which were opposite to the decrease for Sciences

and History in the grades below Average Zone.

In the other hand, Bennett (1999) says that computer can build a bridge

between the gaps that exists in the education connecting the two extremities of the

system, opening the opportunities for those that cannot reach the end without the

necessary support and help.

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The tendencies observed in this study cannot support Bennett’s (1999)

statement. There is no proof of increase in the grades regarding the Computer

subject, as mentioned before.

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8. Conclusion

Since this is a recent topic for research and discussion, the studies that were

concluded show many different results for the same content. The two that I have

based my study upon are opposite in findings and conclusions. Due to this, it is

difficult to correlate the observations to any of them. There are aspects that can be

connected to this study from both of the studies analyzed.

The findings of this study do not show any link between the increase and

decrease of the grades of students. Neither finding can support both of the studies

used as base for this research. However, as said before, it was concluded through

this study the possibility to use the event line for the Computer subject as a trend

indicator, leaving to the observer a very good basis to infer about the general

tendency of the population regarding their average grades results and performances.

Bennett (1999) defends the use of a computer as a promoter of the education

and opportunity of those that cannot be serviced by the system that is in place. With

the computer as a tool, the improvement of the student performance will be

considerable and worthy. While improving and enhancing the schooling experience

for those nor so fortunate to have the tools to work with, the use of computers leave

the educator’s mind free to focus in the students’ real necessities.

Armstrong & Casement (2000) discuss the impact of education through

computers, using them in order to provide “digital experiences” instead of allowing

students to have a “real experience” without having a computer as medium between

the real world and the student. Taking away from the children the opportunity to enjoy

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e experiment life by their own. Forbidding the children the experience to learn by

touch, smell, taste and hear.

I agree in part with both of the theories as well as disagree with part of each

theory; both have their strengths and weaknesses.

I do believe that nothing can substitute the real life experience and the world is

much more than a square screen that a person supposedly interacts with others.

More over, I believe that computers can and are filling in the mechanical gaps

human beings are not filling. Computers can and are promoting better opportunities

for those who cannot find space within the system already in place.

I do not agree, however, that the end of the educational system or the

salvation of education is dependent on a brainless machine. Computers, as all other

tools that education might deploy in order to educate, have its place and its use.

Overestimation and underestimation are extremes of a scale that needs to find

its equilibrium.

Under using what is at our hand in order to help the needy, or over using in a

way that may harm those exposed to it have their consequences.

In my view, putting the proper value in a tool that can either help or damage,

using technology with wisdom and caution, can be useful and the results that it may

provide will be beneficial to all.

Concluding, there is no losing side in the battle for the improvement and

enhancement of education, and the growth of our society as a whole.

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9. References

Armstrong, A. & Casement, C. (2000). The Child and the Machine: how

computers put our children's education at risk. Beltsville, MD:

Robins Lane Press. 2000.

Bennett, F. (1999). Computers as Tutors: Solving the crisis in education.

Saratosa, FL. Faben, Inc. 1999.

Negroponte, N. (1996). Being Digital. New York, NY. Vintage Books. 1996.

Postman, N. (1995). The end of education. New York, NY. Knopf. 1995.

Schwartz, J. (1989). Intellectual Mirrors: A Step in the Direction of Making

Schools Knowledge-Making Places. Harvard Educational Review 59,

#1. 1989.

Sloan, D. (1991). The Computer in Education: A Critical Perspective.

New York, N.Y.Teachers College Press. 1991.

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10. Appendix

Table 1. Table presenting the sample of the population in study.

ID Gend Lang1 Lang2 Algeb1 Algeb2 Comp1 Comp2 Sci1 Sci2 Hist1 Hist2 1 F 85 80 68 73 71 66 74 85 93 96 2 F 66 62 75 70 85 72 72 80 70 70 3 F 85 85 89 84 83 80 94 91 95 93 4 M 82 69 60 55 74 63 73 78 80 80 5 F 72 78 84 84 75 70 80 88 90 85 6 F 80 70 92 64 80 82 87 97 90 85 7 F 75 75 60 63 78 70 70 76 65 70 8 M 70 73 77 67 82 83 86 83 72 82 9 F 72 79 55 76 85 70 73 70 57 71 10 F 78 75 81 85 80 80 89 85 90 90 11 M 87 93 93 97 84 94 91 98 96 96 12 M 74 61 85 90 80 62 91 88 94 87 13 F 76 75 80 71 70 50 74 71 97 90 14 M 90 86 83 70 76 72 91 88 96 93 15 F 81 89 86 85 85 82 93 92 89 93 16 M 83 72 60 60 70 60 82 68 97 91 17 F 82 81 56 58 53 38 60 75 88 85 18 M 66 71 90 87 81 73 88 81 85 78 19 F 71 71 58 52 58 63 60 80 65 66 20 F 78 82 97 93 82 87 90 97 87 95 21 M 80 80 84 77 76 73 81 84 90 90 22 M 70 70 93 67 78 75 88 82 91 89 23 M 80 73 85 70 80 62 76 80 95 90 24 M 84 64 69 65 84 36 88 78 52 50 25 F 83 93 98 91 90 90 81 88 84 93 26 M 82 85 90 90 86 88 97 94 97 97 27 M 75 77 62 60 68 58 66 82 90 87 28 F 88 83 78 80 80 74 77 85 95 96 29 F 96 98 96 95 88 90 94 90 98 100 30 F 83 75 65 56 76 50 65 66 90 85 31 F 54 61 56 70 68 42 82 76 85 80 32 M 86 80 88 90 77 71 82 81 73 77 33 M 75 79 65 55 60 55 64 65 92 85

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Table 2. Range and Average for the Sample. Subject Minimum# Maximum+ Average@ Language 1* 54 96 78 Language 2 61 98 77 Algebra 1 55 98 78 Algebra 2 52 97 74 Science 1 60 97 81 Science 2 65 98 82 History 1 52 98 86 History 2 50 100 85 Computer 1 53 90 77 Computer 2 36 94 69 * The numbers after the subject name stand for the marking period. # Minimum stands for the smallest grade received by a student in the marking period. + Maximum stands for the biggest grade received by a student in the marking period. @ Average stands for the simple average of both marking periods grades.

Figure 1. Chart presenting the Minimum, Maximum and Average of the grades from the sample.

0

20

40

60

80

100

120

Lang1 Lang2 Algeb1 Algeb2 Comp1 Comp2 Sci1 Sci2 Hist1 Hist2

Subjects

Gra

de

s

Min

Max

Average

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Figure 2. Chart showing the trend of the grades in all subjects. Inside of the figure, it is expressed the values of the grades in the table below the chart.

Trend of Grade Average - Sample

0

20

40

60

80

100

Marking Period

Avera

ges

Lang 78 77

Algeb 78 74

Comp 77 69

Sci 81 82

Hist 86 85

1 2

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Figure 3. Chart showing the averages and its percentage relating to the total of individuals in the sample grouped by below, above, and in the Average Zone of 75 – 85 points.

Percentage of Grades Under, On and, Above the Average of 75-85 (Average Zone).

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Lang1 Lang2 Alg1 Alg2 Comp1 Comp2 Scie1 Scie2 Hist1 Hist2

Subjects

Perc

en

tag

e

Above 85

75-85

Under 75

Figure 4. Chart showing the trend of an individual that had a growth in the Computer subject average.

0

20

40

60

80

100

1 2

Marking Periods

Gra

des

Lang

Algeb

Comp

Sci

Hist

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Figure 5. Chart showing the trend of an individual that maintained the Computer subject average.

0

20

40

60

80

100

1 2

Marking Periods

Gra

des

Lang

Algeb

Comp

Sci

Hist

Figure 6. Chart showing the trend of an individual that had a decrease in the Computer subject average.

0

20

40

60

80

100

1 2

Marking Periods

Gra

des

Lang

Algeb

Comp

Sci

Hist

28

Chart 1. Minimum, Maximum and Average of the grades from the sample for the gender Male.

0

20

40

60

80

100

Lang1

Lang2

Algeb1

Algeb2

Comp1

Comp2Sci1 Sci2

Hist1

Hist2

Subjects

Ave

rage

s Min

Max

Average

Chart 2. Minimum, Maximum and Average of the grades from the sample for the gender Female.

0

20

40

60

80

100

Lang1

Lang2

Algeb1

Algeb2

Comp1

Comp2Sci1 Sci2

Hist1

Hist2

Subjects

Ave

rag

es Min

Max

Average

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Figure 7. Chart showing the trend of the grade averages for the Male individuals.

Trend of the Averages - Males

0

20

40

60

80

100

1 2

Marking Period

Ave

rag

es

Lang

Algeb

Comp

Sci

Hist

Figure 8. Chart showing the trend of the grade averages for the Female individuals.

Trend of the Averages - Females

0

20

40

60

80

100

1 2

Marking Period

Ave

rage

s

Lang

Algeb

Comp

Sci

Hist