Findings
The research question that was applied to this survey was: Does the involvement of more than one family member, who lives in the same house, and the level of parent/guardian education, effect the child’s/children’s completion of the preplanned activities that were sent home?
The first analysis that we conducted was an Independent Samples T-test. For this t-test we looked at whether or not there was any significance in the differences in assistance the child/children received in completing the noodle necklace activity and if anyone else in the house participated. Table 1
Independent Samples T-test for Differences in Assistance Child Required for Activity and If Anyone else Participated in Activity
Variable Mean T value
Noodle Activity Assistance 7.62 1.65
Someone Else in House Helped 6.50
Note: p<.05*. p<.01**. p<.001***
Table 1 shows the mean for Noodle Activity Assistance was 7.62 and the mean for Someone Else in the House Helped was 6.50. Performing T-test using RStudio Cloud, we found that there is no significant difference at the 95% (.05) level.
The second analysis we conducted was a one way ANOVA. An ANOVA evaluates the differences group means. For this ANOVA we looked at the relationship between families discussing emotions and children being able to identify when they felt certain emotions. The independent variable was when was the child able to describe a time they felt one of the emotions given as part of the activity. The dependent variable was how this activity effected the family’s ability to discuss emotions together.
ANOVA of Family Discussing Emotions by Child Identifying When the Emotion was Felt
| I.D Emotion | Mean | Standard Deviation | Sum of Squares | Mean of Square | F-Values | Pr(>F) |
| 24.5 | 24.5 | 6.303* | .016 | |||
| Yes, no help | 9.07 | 1.44 | ||||
| Yes, help | 8.77 | 1.63 | ||||
| No | 5.5 | 4.04 |
Note: p<.05*, p<.01**, p<.001***; df=40
The F-value for the ANOVA was 6.303, and the critical F-value was 4.08 at .05. What this graph shows is that there is a statistically significant difference between the population of parents who help or did not help their child/children with the activity.
The final analysis that we performed was a Chi-square test to see the relationship between the parent’s/guardian’s education level, and how long, in minutes, it took them and their child/children to complete the sugar tray activity.
Table 1
Chi-Squared test of How Long it to Complete the Sugar Writing Activity Compared to the Level of Schooling Held by Parent/Guardian
Level of Parent/Guardians Schooling
H.S. or less Associates or Bachelors Masters or more Not say
0-10 1 6 0 0
11-20 5 5 1 0
21-30 3 6 0 0
30+ 0 2 0 0
What we found was that the chi-squared value is 21.819 with a degrees of freedom of 28. The critical chi-squared value at the .05 level is 41.34, meaning there is no significance in our data. What this means is that the relationship of a parent’s/guardian’s education level and the amount of tie it took them and their child/children to complete the sugar tray activity was not statistical significance.
Conclusion
In conclusion, after conducting three statistical analyses we were able to learn a couple of things. One thing we were able to learn is that there is no statistical significance between the involvement of multiple family members in the time it takes to complete the noodle necklace activity. There is also no statistical significance in the level of schooling the parent/guardian has and the amount of time it takes to complete the sugar tray activity. However, we were able to find a statistical significance in the amount of help the child/children received in discussing emotions, and the child’s/children’s ability to identify when they last felt that emotion.