PSYC FPX 4600 Assessment 4 Research Report PSYC FPX 4600 Research Methods in Psychology

 

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Abstract

Ethnic differences can influence students’ academic performance. This research investigates the effect of ethnicity on students’ grades to better understand concepts within psychological theory. Utilizing a mixed research method, data was gathered through surveys from respondents aged 15 to 55 years. The hypothesis, based on real-time data from thirty responses recorded in Excel via Google Forms, was evaluated using single-factor ANOVA. The results indicate that ethnicity does not have a significant impact on students’ grades.

Research Report Literature Review

Research conducted by Redding (2022) highlights the effect of ethnicity on student grades, particularly among Latino students. The presence of teachers from the same ethnic background is associated with improved attendance and academic performance, illustrating the psychodynamic factors at play. Furthermore, studies such as those by Leath et al. (2019) emphasize the importance of racial identity and discrimination in academic engagement, providing insight into the behavioral perspective in psychology.

Methods

Participants provided demographic information, including age, gender, and ethnicity, for statistical analysis using ANOVA. Thirty responses were collected through Google Forms, covering a ten-year age range. The findings indicated that ethnicity significantly impacts academic performance (Redding, 2022).

Results

Quantitative analysis using ANOVA demonstrated no significant influence of race on students’ academic achievement (Hoijtink et al., 2019). The lack of significance suggests that ethnicity does not affect academic performance, contradicting the initial hypothesis.

ANOVA

SOURCE OF VARIATION	SS	df	MS	F	P-Value	F-crit
BETWEEN GROUPS	132.2473	16	8.265458	7.250311	3.15E-15	1.664263
WITHIN GROUPS	556.3269	488	1.140014
TOTAL	688.5743	504

Discussion

Contrary to expectations, ethnic differences did not influence students’ grades. These findings possess broad generalizability, applicable across various educational contexts and populations (Nikolopoulou, 2022). However, limitations such as sample size and time constraints indicate that further research is necessary (Snyder, 2019).

Summary and Conclusion

This research concludes that there is no significant impact of ethnicity on students’ grades. Future studies should further explore this relationship, taking into account potential confounding factors and expanding the scope and duration of the research.

References

Hoijtink, H., Mulder, J., van Lissa, C., & Gu, X. (2019). A tutorial on testing hypotheses using the Bayes factor. Psychological Methods, 24(5), 539–556.

Leath, S., Mathews, C., Harrison, A., & Chavous, T. (2019). Racial identity, racial discrimination, and classroom engagement outcomes among black girls and boys in predominantly black and predominantly white school districts. American Educational Research Journal, 56(4), 1318–1352.

Nikolopoulou, K. (2022, October 8). What is generalizability? Scribbr.com. https://www.scribbr.com/research-bias/generalizability/

Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535