Facts:
Floodgate school district includes:
1.  Locked Gate High School  (math faculty do not have metacognitive training approach)
2.  Gate Keeper High School (math faculty had metacognitive training approach)

Recent movement studies show metacognitive approach results in:
A.  more positive attitudes toward math
B.  improved learning in algebra
C.  for both males and females.

Prior evidence shows:
D. no effect on A, B, or C.
E. achievement levels in algebra differ by sex
F. attitudes toward algebra differ by sex

What variables would you want to measure?

Answer: 
Attitudes toward algebra by sex in Locked Gate
Attitudes toward algebra by sex in Gate Keeper
Achievement in algebra by sex in Lock Gate
Achievement in algebra by sex in Gate Keeper

How would you measure them?

Answer:
At the beginning of the semester in which all class members begin algebra,
Using the same measurement instrument at both Locked Gate and Gate Keeper, record attitudes toward algebra by sex.
Using the same measurement instrument at both Locked Gate and Gate Keeper, record achievement in algebra by sex.
Try and control for time of day and classroom (record and use 1st period, 2nd period, classroom, etc.)
Use the same outside consultant to administer the same independently prepared exam in the presence of the ordinary classroom instructor.


At the end of the semester in which all class members conclude algebra,
Using the same measurement instrument at both Locked Gate and Gate Keeper, record attitudes toward algebra by sex.
Using the same measurement instrument at both Locked Gate and Gate Keeper, record achievement in algebra by sex.
Try and control for time of day and classroom (record and use 1st period, 2nd period, classroom, etc.)
Use the same outside consultant to administer the same independently prepared exam in the presence of the ordinary classroom instructor.
 

What level of scale does each variable represent?

What questions would you have about the data?  How would you answer them?

1.  Does gender change achievement?
2.  Does attitude change achievement?
3.  Do gender and attitude taken together change achievement?
3.  Does instructional method change achievement?
5.  Does instructional method change achievement in males; in females?
6.  Does instructional method change attitude in males; in females?
7.  Does the time of day algebra is taken influence attitude?
8.  Does the time of day algebra is taken influence achievement?
9.  Does the time of day algebra is taken influence attitudes in males; in females?
10.  Does the time of day algebra is taken influence achievement in males; in females?
11.  Does absence or lateness influence attitude?
12.  Does absence or lateness influence achievement?
13.  Does absence of lateness influence attitude or achievement in males; in females?

To answer these:

A.   Procure a Likert scale attitude measure for the algebra students.

B.  Procure an independently prepared achievement test for algebra.

C.  Administer an independently prepared test in attitude and a test in achievement that seems valid and reliable at the beginning and at the end of the semester to each student in the classroom and at the time period in which each student normally takes algebra.

D.  Reschedule the next class session for any students absent or late, and note their absence and lateness.

E.  Have students record their sex, the period of the day, and the name of the high school on each exam.

F.  Pair each student's score at the beginning of the semester with his or her score at the end of the semester on attitude and achievement exam measures, and note the distinction between the metacognitive and non-metacognitive approaches as well.

G.  Interview any lates, absents, drop-outs, or late enrollees.