STATISTICS ASSIGNMENT: Developing a Null and Alternate Hypothesis MY DISSERTATION TOPIC: Comparing the Factors and Impact of Teacher Shortages in Urban and Rural Schools Directions: After reviewing th

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EXAMPLES OF RESEARCH QUESTIONS AND HYPOTHESES

EDL 826

Quantitative

Research Question 1: What are teachers’ perceptions of the influence of poor grades (D, F) as a factor, on placing SWD at risk for delinquency?

Null Hypothesis 1: There is not a statistically significant difference in middle school teachers’ perceptions of whether SWD receiving poor grades (D, F) is a risk factor for delinquency, as compared to high school teachers’ perceptions, according to responses on the Teacher Questionnaire on Delinquency.

Alternative Hypothesis 1: There is a statistically significant difference in middle school teachers’ perceptions of whether SWD receiving poor grades (D, F) is a risk factor for delinquency, as compared to high school teachers’ perceptions, according to responses on the Teacher Questionnaire on Delinquency.

Research Question 2: What are teachers’ perceptions of the influence of drugs/alcohol use in the home environment, as a factor, on placing SWD at risk for delinquency?

Null Hypothesis 2: There is not a statistically significant difference in middle school teachers’ perceptions of whether SWD exposed to drugs/alcohol use in the home environment is a risk factor for delinquency, as compared to high school teachers’ perceptions, according to responses on the Teacher Questionnaire on Delinquency.

Alternative Hypothesis 2: There is a statistically significant difference in middle school teachers’ perceptions of whether SWD exposed to drugs/alcohol use in the home environment is a risk factor for delinquency, as compared to high school

teachers’ perceptions, according to responses on the Teacher Questionnaire on Delinquency.

**Note: The following research question has 3 null hypotheses and 3 alternative hypotheses. Notice the differences in each set of hypotheses by focusing on the words in italics. Not commonly used, but is appropriate.

Research Question 1: Is there is difference in teacher retention percentage rate in high-poverty schools and low-poverty schools?

H0 1-1: There is not a statistically significant difference in teacher retention percentage rate in high-poverty schools, as compared to teacher retention percentage rate in low-poverty schools, according to individual school data on retention rates.

H1 1-1: There is a statistically significant difference in teacher retention percentage rate in high-poverty schools, as compared to teacher retention percentage rate in low-poverty schools, according to individual school data on retention rates.

H0 1-2: There is not a statistically significant difference in teachers’ perceptions of whether teacher retention percentage rate in high-poverty schools is lower than teacher retention percentage rate in low poverty schools, according to responses on the Questionnaire on Teacher Retention.

H1 1-2: There is a statistically significant difference in teachers’ perceptions of whether teacher retention percentage rate in high-poverty schools is lower than teacher retention percentage rate in low poverty schools, according to responses on the Questionnaire on Teacher Retention.

H0 1-3: There is not a statistically significant difference in teachers’ perceptions (from a high-poverty School A) of whether there is a higher teacher retention percentage rate in low-poverty-poverty schools, as compared to teachers’ perceptions (from a low-poverty School D), according to teachers’ responses on the Questionnaire on Teacher Retention.

H1 1-3: There is a statistically significant difference in teachers’ perceptions (from a high-poverty School A) of whether there is a higher teacher retention percentage rate in low-poverty-poverty schools, as compared to teachers’ perceptions (from a low-poverty School D), according to teachers’ responses on the Questionnaire on Teacher Retention.

Research Question 1: What challenges with preparedness did inclusion teachers face during emergency remote teaching while working with students with disabilities in each grade level k-5 inclusion during the 2020-2021 school year?

Null Hypothesis 1: There is no statistically significant difference between teachers’ perceptions in k-2 inclusion classrooms about teacher preparedness while working with students with disabilities during ERT, as compared to teachers’ perceptions in grades 3-5 inclusion classrooms, according to the responses on the teacher questionnaire.

Alternative Hypothesis 1: There is a statistically significant difference between teachers’ perceptions in k-2 inclusion classrooms about teacher preparedness while working with students with disabilities during ERT, as compared to teachers’ perceptions in grades 3-5 inclusion classrooms, according to the responses on the teacher questionnaire.

Qualitative (no hypotheses needed)

Research Question 1: How do sheltered core middle school teachers perceive the overall preparedness to meet EL students’ academic needs?

Research Question 2: How do sheltered core middle school teachers perceive the specialized training (professional development) provided by the school district is adequate for EL teachers to successfully implement SIOP strategies in the four core academic subject areas?

Research Question 4: How do new teachers (with 0-3 years of experience) describe the experiences and support received during the teacher induction program?

Research Question 5: How do mentors describe the experiences and support provided to new teachers during the teacher induction program?

Research Question 7: What challenges did students with disabilities face during emergency remote teaching in grades k-5 inclusive classrooms, during the 2020-2021 school year?

Research Question 8: In what specific areas do teachers in grades k-5 need improvement to make emergency remote teaching more effective for students with disabilities in inclusion classrooms?