1. Select two of the nine variables provided in the Howell ADD Set and determine
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Question
1. Select two of the nine variables provided in the Howell ADD Set and determine which is independent and which is dependent. Provide 3 examples in the table below.
a. Independent Variable
b. Dependent Variables
2. What are two independent means you could compare using variables found in the Howell data set?
3. What are two independent proportions you could compare using variable found in the Howell data set?
Method:
Participants:
Participants were 200 students (55% boys, 45% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, Vermont. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed.
Procedure
All participants were part of a larger study conducted by Howell, Huessy and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: second grade, fourth grade, fifth grade, ninth grade, 12th grade, and three years post graduation. The first three assessments were collected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 200).
Measures
Gender (GENDER). The gender of the child was collected via a questionnaire completed by the child’s second grade teacher.
Grade Repetition (REPEAT). Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade.
English Level (ENGL). The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory.
English Grade (ENGG). The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F.
Social Adjustment Problems (SOCPROB). Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were a least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans.
High School Dropout Status (DROPOUT). Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation.
ADD-like Behavior Score (ADDSC). ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) report high reliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure.
IQ - Intelligence Quotient (IQ). IQ was assessed via a group administered Intelligence Test.
GPA - Grade Point Average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0.Participants were 200 students (55% boys, 45% girls) from one of 18 schools in northwestern Vermont. The schools were chosen in such a way to produce a reasonable cross section of rural schools within 40 miles of Burlington, Vermont. Age at first assessment, family background, racial/ethnic identity and other background variables were not assessed.
Procedure
All participants were part of a larger study conducted by Howell, Huessy and Hassuk (1985). The original study began with 501 children in the second grade and consisted of six stages of data collection: second grade, fourth grade, fifth grade, ninth grade, 12th grade, and three years post graduation. The first three assessments were collected via the child’s current teacher, the second two assessments were collected via school records and the final assessment was an extensive interview. Due to normal attrition, the sample size was reduced to 352 children by the end of the fifth grade. The present study utilizes data collected during all six collection periods and includes only those for whom complete data is available (N = 200).
Measures
Gender (GENDER). The gender of the child was collected via a questionnaire completed by the child’s second grade teacher.
Grade Repetition (REPEAT). Whether or not the child repeated a grade during high school was assessed via school records at the end of the 12th grade.
English Level (ENGL). The level of English class the child was enrolled in was assessed via the school record in the ninth grade. The three categories were: remedial, general and college preparatory.
English Grade (ENGG). The grade the child received in English during the ninth grade was assessed via school records. Grades were: A, B, C, D, or F.
Social Adjustment Problems (SOCPROB). Whether or not the child exhibited any social adjustment problems in the ninth grade was assessed via school records. A child was considered to have a social adjustment problem if there were a least two notations in the record of infractions like disruptive classroom behavior, truancy, or setting fires in trash cans.
High School Dropout Status (DROPOUT). Whether or not the participant dropped out before completing high school was obtained from the interview conducted approximately three years post high school graduation.
ADD-like Behavior Score (ADDSC). ADD-like behavior score is the average of three scores obtained during the second, fourth and fifth grades. Each child’s current teacher was asked to complete the form. The diagnostic instrument was a 21-item questionnaire that tapped behavioral components commonly associated with ADD. Teachers rated each child on a scale from 1 (low behavior) to 5 (high behavior), where 3 indicated an “average” level of behavior. For each of the three assessments, the 21 items were summed to obtain a total score. The score used in the present study reflect an average of these three assessments. Howell et al. (1985) report high reliability (Cronbach’s alpha ranged from .93–.96 across the three assessments), and good validity for the measure.
IQ - Intelligence Quotient (IQ). IQ was assessed via a group administered Intelligence Test.
GPA - Grade Point Average (GPA). Overall high school GPA was collected from school records at the end of the 12th grade. GPA was calculated using the following scale: A=4, B=3, C=2, D=1, F=0.
Explanation / Answer
1. We start by selecting pairs of variables. We will say how could they be related in terms of dependence. Let us remember that an independant variable is one that is expected to change by itself, while a dependant variable changes in response to changes in other variables.
2.
One could compare ENGG vs GPA to see if there is some kind of relationship between the scores of english in 9th grade (ENGG) and overall scores by the end of highscool (GPA). If such relationship does exist, we could say that GPA is dependant on ENGG, and then start early prevention procedures.
3.
Grade Repetition vs Highschool Dropout Status. Both of those variables are binary, that means, they both will only have values of yes or no for each member of the sample. They can be converted to proportions of yes or no for the population. A comparation between those proportion could shed light on the dependence of DROPOUT to REPEAT: if this dependece is true, we could start early prevention procedures on kids that repeat one course to stop them from dropping out.
Independant Dependant Explanation Sex High School Dropout Status It may be possible that differences exist between the ammounts of dropouts of men and women IQ GPA It is expected to exist a direct relationship between IQ and grades, and that observing different values for IQ cause different values for GPA Social Adjustment Problems High School Dropout Status It can be expected a direct realtionship between these variables. One expects that a kid that has difficulties adapting to their media is a kid that will have overall difficulties finishing school.Related Questions
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