Unit 3 Lesson 6 - Planning and Conducting a Study

Planning and Conducting a Study

Unit 3, Topic 3.9: Planning and Conducting a Study

Overview

This lesson guides the planning of a study by clearly identifying
the population (the entire group of interest, like all students in a school),
the sample (a subset selected for data collection),
the data collection method (e.g., surveys or observations), and
the variables (explanatory factors and response outcomes), ensuring the design is focused and feasible.
A well-planned study starts with a specific question, such as "Does screen time affect sleep quality?" and outlines how to gather ethical, relevant data.
Example: For a school study on lunch satisfaction, the population is all 1,000 students, sample is 100 randomly chosen, method is quick surveys at lunch lines, and variables are lunch type (explanatory, e.g., healthy vs. fast food) and satisfaction rating (response, 1-5 scale).

Conducting a small-scale study involves carrying out the plan on a manageable group, recording results systematically (e.g., tallying responses in a table), and noting any real-time issues like low participation to refine future efforts. This hands-on step turns planning into actionable data, building skills in practical execution while keeping ethical standards like anonymity in mind.
Example: In the lunch study, conduct surveys with 100 students over two days, recording ratings in a spreadsheet (e.g., 60% rate healthy options 4/5); note issues like rushed responses during peak lunch.

Analyzing collected data means summarizing findings to make claims about the population (e.g., "Healthy lunches rate higher overall") while honestly noting limitations like small sample size or self-report inaccuracies, which prevent overgeneralizing. This step emphasizes balanced conclusions, using simple tools like averages or graphs to support claims without exaggeration.
Example: From lunch data, claim "70% prefer healthy options, suggesting menu changes," but limit by noting the sample was mostly freshmen, so it may not represent seniors' tastes fully.

Reflecting on design effectiveness involves reviewing what worked (e.g., high response rate) and suggesting refinements (e.g., longer surveys next time), turning the study into a learning tool for better future designs. This reflection fosters critical thinking about reliability and adaptability in real-world applications.
Example: Lunch study reflection: "Random sampling was effective for balance, but short time led to incomplete answers; refine by adding follow-up questions for deeper insights."

Assignment:

Part 1: Guided Practice Activity

Consider the example of planning a small-scale class study on sleep hours and daily energy levels among 20 students. Follow the tasks below to plan, conduct, analyze, and reflect.

Example Scenario: Survey students on average sleep (variable: hours, 0-10) and self-rated energy (1-5 scale), aiming to see if more sleep links to higher energy.

Tasks:

1. Planning a Study:
   • Identify the population, sample, data collection method, and variables for the sleep study.
     Example:
     Population: All 200 students in grade 10;
     sample: 20 randomly selected from class lists;
     method: Anonymous 2-question survey during homeroom;
     variables: Sleep hours (explanatory, numerical) and energy rating (response, scale 1-5).
     
     
   • Extra Practice: For a study on music listening and mood, identify population,
     sample,
     method, and
     variables.
2. Conducting and Recording:
   • Simulate conducting the sleep survey for 10 students. 
     Example: 

     Student	Sleep Hours	Energy Rating
     1	7	4
     2	6	3
     3	8	5
     4	5	2
     5	9	4
     6	7	4
     7	6	3
     8	8	5
     9	7	4
     10	8	5

     
     Totals/Averages:
     Average Sleep Hours: 7.1;
     Average Energy Rating: 3.9

3. Analyzing and Reflecting:
   • Analyze data to make a claim about the population, noting limitations 
     Example: Claim: "Students sleeping 8+ hours rate energy 4.5 vs. 3 for <6 hours, suggesting better rest improves mood; limitation: Self-reports may exaggerate, not general to all grades."
     
     
   • Suggest 1-2 refinements for effectiveness 
     Example: Reflection: "Survey was quick but vague questions led to unclear ratings; refine with examples like 'tired vs. alert' for better data quality."

Part 2: Independent Practice

Plan and simulate a small study on snack choices and afternoon focus among 15 classmates, measuring snack type (healthy/unhealthy) and focus rating (1-5).

Tasks:

• Identify population, sample, method, and variables for the snack study.
• Simulate conducting for 8 participants (invent responses, record in a table).
• Analyze data to make a claim about the population, noting limitations.
• Reflect on design effectiveness and suggest 1-2 refinements.