Committee on the Use of Human Subjects (CUHSR/IRB)

PROPOSAL ID:3575
TITLE:ATTENDANCE, SELF-REPORTED MOOD, AND FINAL COURSE GRADES OF PRE-SERVICE TEACHERS
PRINCIPLE INVESTIGATOR:BOGDON, OLLIE
EDUCATION
816-271-4302
OBOGDON@MISSOURIWESTERN.EDU
OTHER INVESTIGATORS:
IRB SUMMARY: File Created: July 15, 2021
Department Chair Action Date: July 15, 2021
Current Status: Extension of Approval Granted
Action Date: July 16, 2021
Confidentiality Data are linked to individuals.

STATEMENT OF PURPOSE

Purpose of research: Part 1) consists of using historical data. The goal of this research project is to investigate the relationship between college student attendance and academic performance, along with their self-reported mood, during the pandemic academic year of 2020-2021. The expected results include a possible relationship a) between attendance and final grade b) between final grade and self-reported mood, c) and between self-reported mood and attendance. Part 2) consists of collecting student data, as mentioned above, during future semesters starting with the academic year 21-22 with the goal of comparing data collected during the pandemic and post pandemic. Students may show higher mood scores post pandemic compared to during pandemic. Additional results include a possible relationship a) between attendance and final grade b) between final grade and self-reported mood, c) and between self-reported mood and attendance.

STATEMENT OF RESEARCH METHODOLOGY

PART1) Use of historical data. During the 20-21 academic year, students’ attendance was recorded through student self-reporting their mood, via Pear Deck using a 4-point Likert scale of emoji “smiley” faces. (See attached example of pear deck slide from researcher and student perspective). The professor anticipated a wide range of student moods during the pandemic semesters and used the emoji/Pear deck generated graphs with the class so students could see they weren’t alone in having struggling days. The graph also provided the professor valuable information for delivering that day’s content. Knowing the mix of moods of the class each day afforded the opportunity to adjust teaching methods to best deliver content to maximize students’ attention and engagement with the content. In no way at the time were these data collected with the intent of research/publication. This emoji Likert scale was just a tool to officially record attendance (used for mid-term and final grades) and provide potential insight as to the best way to reach the students daily. Collegial discussions: in process of reflecting on the year with colleagues, I explained how I was trying to adjust my teaching habits to meet the moods of the students. It was at this point that the question was posed, “what are your plans for these data?” I had not thought of my actions as collecting data, but rather just a way to record attendance and do my best to meet my students’ needs. The birth of part two. PART2) Beginning fall semester 2021, during the first meeting of each face-to-face class, students will receive in writing an informed consent form explaining how attendance will be taken, and seek their permission to use the collected data, along with their final grade, as part of this research study. The goals of the study will be presented along with an explanation of how their identity will be coded, so all data will be de-identified. The informed consent form will also contain the option to not have their data used in the study. Students will also be informed they have the right anytime throughout the semester to withdraw permission to use their data. This identical information will be presented on a Pear Deck slide where each student will be advised that by selecting the “Yes. You may use my data” or “No. You may NOT use my data” option, they are either agreeing to or denying to have their de-identified data used in the research project. At the end of each term, after final grades have been posted, the data from pear deck will be exported into excel, and each student’s final grade will be entered. In addition, before de-identifying, basic demographic information from GPS or Education Performance system, or… may be entered to allow further drill-down of data. With all final grades and demographics entered, all data will be de-identified. A coding system of using the class number.term.and assigned random number (e.g., 202.Fa’21.#37) will be used to de-identify each classes data. In an instance where a student is in more than one class where data is collected, a sequential (much like Excel’s letters run horizontally across each sheet) lowercase letter will be added after their randomly assigned number. The assigned letter will be specific to that person. The administrative assistant for the Education Department will keep a master “letter” coding sheet of students to allow the letter for a particular student to be used across semesters. This data will be kept in a password protected excel file on a password protected computer behind a locked door. Data analysis will include descriptive statistics, regression, t-test, and potentially independent t tests will be run using Excel and SPSS software if necessary.

ANTICIPATED RISKS AND BENEFITS

There is no benefit to students, and the majority of this research is of minimal risk. All responses will be held with-in password protected Pear Deck/Google Drive, on a password protected computer during the semester. After grades are submitted to the registrar, data will be downloaded into Excel, the file will be password protected and stored on a password protected computer. Students will be told on the informed consent form that only after final grades have been submitted to the registrar, will their final grade be added to their attendance/mood data. After final grades have been added, all students will be de-identified using previously explained coding system. This research could possibly lead to future benefits as a greater understanding is learned about student mood and academic performance.

SUBJECT SELECTION

Part 1) Approximate N for historical data is 104. Part 2) Fa’21subjects will consist of students taking EDU202-03, EDU330-01, and potentially EDU150-01; Sp’22 subjects will consist of students taking EDU202-01 and EDU230-01with an estimated N between 90-120.

CONFIDENTIALITY

Part 1) Approximate N for historical data is 104. Part 2) Fa’21subjects will consist of students taking EDU202-03, EDU330-01, and potentially EDU150-01; Sp’22 subjects will consist of students taking EDU202-01 and EDU230-01with an estimated N between 90-120.

Extension Request on 07-17-2022

This research is designed to be a longitudinal study with a minimum of 3 years data collection before data interpretation will begin.

[ IRB HOMEPAGE ]

Any questions about proposals, procedures, etc. should be directed to the chair of the CUHSR