PSYC FPX 4600 Assessment 4 Research Report

Student Name

Capella University

PSYC FPX 4600 Research Methods in Psychology

Prof. Name

Date

Abstract

Ethnic differences can impact students’ academic performance. This research examines the influence of ethnicity on students’ grades to understand psychological theory concepts. Employing a mixed research method, data was collected via survey from respondents aged 15-55 years. The hypothesis, based on real-time data from thirty responses recorded in Excel using Google Forms, was tested using single-factor ANOVA. Results indicate ethnicity has no significant impact on students’ grades.

Research Report Literature Review

Research by Redding (2022) underscores the influence of ethnicity on student grades, particularly among Latino students. The presence of teachers from the same ethnicity correlates with improved attendance and academic performance, highlighting psychodynamics at play. Additionally, studies like that of Leath et al. (2019) emphasize the role of racial identity and discrimination in academic engagement, shedding light on the behavioral perspective in psychology.

Methods

Participants provided demographic information, including age, gender, and ethnicity, for statistical analysis using ANOVA. Thirty responses were collected via Google Forms within a ten-year age range. Ethnicity was found to significantly impact academic performance (Redding, 2022).

Results

Quantitative analysis using ANOVA revealed no discernible influence of race on students’ academic achievement (Hoijtink et al., 2019). The lack of significance suggests ethnicity does not affect academic performance, contradicting the initial hypothesis.

PSYC FPX 4600 Assessment 4 Research Report

ANOVA

Source of Variation	SS	df	MS	F	P-Value	F-crit
BETWEEN GROUPS	132.2473	16	8.265458	7.250311	3.15E-15	1.664263
WITHIN GROUPS	556.3269	488	1.140014
TOTAL	688.5743	504

Discussion

Contrary to expectations, ethnic differences did not impact students’ grades. These findings have broad generalizability, applicable across various educational contexts and populations (Nikolopoulou, 2022). However, limitations such as sample size and timeline constraints suggest further research is warranted (Snyder, 2019).

Summary and Conclusion

This research finds no significant impact of ethnicity on students’ grades. Future studies should explore this relationship further, considering potential confounding factors and expanding the scope and timeline of research.

References

Hoijtink, H., Mulder, J., van Lissa, C., & Gu, X. (2019). A tutorial on testing hypotheses using the Bayes factor. Psychological Methods, 24(5), 539–556.

Leath, S., Mathews, C., Harrison, A., & Chavous, T. (2019). Racial identity, racial discrimination, and classroom engagement outcomes among black girls and boys in predominantly black and predominantly white school districts. American Educational Research Journal, 56(4), 1318–1352.

Nikolopoulou, K. (2022, October 8). What Is generalizability? Scribbr.com. https://www.scribbr.com/research-bias/generalizability/

Redding, C. (2019). A teacher like me: A review of the effect of student–teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104(104), 333–339.

PSYC FPX 4600 Assessment 4 Research Report