Mobile Phones and Grades: An 8th Grade Math Analysis
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.To what extent does mobile phone usage correlate with academic performance among 8th-grade students, and how can we effectively represent and interpret data to reveal potential associations and trends?Essential Questions
Supporting questions that break down major concepts.- How can we collect data on mobile phone usage and academic performance?
- What are the different ways to represent the data in tables and graphs?
- How do we calculate relative frequencies from the data?
- What are joint, marginal, and conditional relative frequencies, and how do we interpret them?
- How can we identify possible associations and trends between mobile phone usage and academic performance from the data?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Collect and analyze data on mobile phone usage and academic performance of 8th-grade students.
- Represent data effectively using two-way frequency tables and various graphs.
- Calculate and interpret joint, marginal, and conditional relative frequencies.
- Identify and explain possible associations and trends between mobile phone usage and academic performance.
- Communicate findings and insights clearly and concisely.
Acts Standards
Entry Events
Events that will be used to introduce the project to studentsThe Case of the Missing Grade
Students are presented with a fictional scenario: A student's grades have mysteriously plummeted, and the only clue is their mobile phone usage data. Students must analyze the data to determine if there's a correlation and present their findings as expert witnesses.App Addiction Confessions
The teacher shares anonymous confessions from students about their mobile phone habits and academic struggles. This sparks a class discussion about the potential impact of phones on learning, leading to the project's data analysis phase.Design Your Own "Digital Detox" App
Students brainstorm features for an app designed to help people reduce phone usage and improve focus. This exercise encourages them to consider the various ways phones can be distracting and motivates them to investigate the connection between phone usage and academic performance.Social Media "Trial"
Students participate in a mock trial where social media is "on trial" for negatively impacting academic performance. Some students act as prosecutors, others as defenders, and the rest as the jury. This debate format introduces the project's central question in an engaging and controversial way."Phone vs. Focus" Experiment
The class conducts a mini-experiment where students perform a focused task (e.g., reading comprehension) under two conditions: with and without phone access. They then compare their performance in each condition, creating a visceral experience of the potential impact of phones on concentration.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Data Collection Kick-Off
Students design and implement a survey to gather data on mobile phone usage (e.g., hours per day) and academic performance (e.g., GPA) from their 8th-grade peers.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive dataset of survey responses, organized and ready for analysis.Alignment
How this activity aligns with the learning objectives & standardsFocuses on the collection of categorical data related to mobile phone usage and academic performance, setting the stage for creating two-way frequency tables (AI-S.ID.5).Two-Way Frequency Table Builder
Students construct two-way frequency tables to summarize the collected data, categorizing mobile phone usage (e.g., high/low) and academic performance (e.g., above/below average).Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA completed two-way frequency table summarizing the relationship between mobile phone usage and academic performance.Alignment
How this activity aligns with the learning objectives & standardsDirectly addresses the standard's requirement to summarize categorical data in two-way frequency tables (AI-S.ID.5).Relative Frequency Explorer
Students calculate and interpret joint, marginal, and conditional relative frequencies from the two-way frequency tables to understand the proportions and relationships within the data.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed analysis of joint, marginal, and conditional relative frequencies, with clear interpretations in the context of mobile phone usage and academic performance.Alignment
How this activity aligns with the learning objectives & standardsCovers the interpretation of relative frequencies, including joint, marginal, and conditional relative frequencies, as required by the standard (AI-S.ID.5).Association and Trend Detective
Students analyze the relative frequencies to identify possible associations and trends between mobile phone usage and academic performance.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA written report summarizing the identified associations and trends, with supporting evidence from the relative frequency analysis and a discussion of potential confounding variables.Alignment
How this activity aligns with the learning objectives & standardsAddresses the standard's requirement to recognize possible associations and trends in the data (AI-S.ID.5).Data Storytellers
Students create a presentation or infographic to communicate their findings to a broader audience, emphasizing the relationship between mobile phone usage and academic performance based on their data analysis.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA compelling presentation or infographic that effectively communicates the findings of the data analysis, including visuals and a clear narrative.Alignment
How this activity aligns with the learning objectives & standardsReinforces all aspects of the standard by requiring students to summarize data, interpret relative frequencies, recognize associations and trends, and communicate their findings effectively (AI-S.ID.5).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioMobile Phone Usage and Academic Performance Rubric
Data Collection
Assesses the quality and completeness of the collected survey data on mobile phone usage and academic performance.Survey Design
Clarity, relevance, and unbiased nature of survey questions.
Exemplary
4 PointsSurvey questions are exceptionally clear, relevant, and unbiased, effectively capturing comprehensive data on phone usage and academic performance. Demonstrates a deep understanding of survey design principles. Ethical considerations are thoroughly addressed. Focuses on growth-mindset by showing honest reflection on the students' own use. Examples of questions include: How do you reflect on your own use of mobile phones? To what extent do you recognize the use of mobile phones affect your school work? Describe a specific event where you failed at the use of a mobile phone. What did you learn? How would you prevent future failures? How does learning about this impact your future life? Focus on using honest data to reflect true impact. Can be easily modified by future students. The questions facilitate discussion about phone use in and out of classrooms. It is expected that students can answer the questions. There is a balance between reflection, honest answering, learning, prevention and future use. Questions include the impact of social media. The questions are broad enough to cover multiple types of phone use. Questions address short term and long term impacts. Data collection is well organized. Questions cover all stakeholders (students, teachers, parents, administrators). Questions could also include: how does this impact classroom management? Is there an acceptable use policy at school? Does this impact how students behave toward one another? Bullying? Ethical considerations include the impact on society, not just a grade in school. Other options and strategies exist to prevent mobile phone use and other solutions are discussed in the survey. The questions address multiple topics. All stakeholders are heard. Ethical considerations of various types are considered. Multiple choices are given for solutions. The focus is on true learning and growth. A positive student-led learning environment is created. The questions do not lead answers but can be answered honestly. There is a method to address biased answers and true answers. The student can make an honest assessment of themself and what to do to grow. The intent of the questions is not to grade but learn. Future surveys could include an oral component, a video component, and a peer review component. Questions are not just about numbers and impact but true learning. The student knows what the future impacts could be. The student shows confidence and is not afraid to learn. The student is confident in their own ethical and moral positions. The survey is used to grow as an individual. The questions reflect complex thought, but are simplified for the students to understand and answer. There are no vague questions. The questions allow the student to learn, adapt, and modify their thought processes to maximize learning potential. There is a clear method of feedback to show that data collection is sound. There is a method of removing bias and prejudice. The survey does not create bias or prejudice. The questions are neutral to get the best result. There is a complex thought-process involved in all the questions, but questions are simply worded. The students are set up to succeed and not fail. It is implied that all participants have a level playing ground. There is a deep reflection on future impacts to the individual, classroom, school, community, and society. There is a deep understanding of technology and society as a whole. The questions allow for change in beliefs and habits. The focus is on a growth-mindset to create a strong student. Questions facilitate collaboration and respect. A safe learning environment is created. The questions allow for the student to become the teacher. The learning environment is student-led and safe. The growth-mindset means the student wants to keep learning. The questions facilitate life-long learning. Future surveys are created from the results of the current survey, and the student adapts to make themselves better. The student is not only open to learning but desires to learn. Ethical and moral principals are more important than the individual grade. Future student-led learning environments are created through the students becoming teachers. Data collection is not the goal, but future personal growth is the true goal. This is the optimal result. The goal is for students to achieve the learning potential. No student is left behind. The teacher becomes a facilitator. The student leads the class. The student desires to improve the class. The student focuses on ethical and moral considerations. The student focuses on future student-led growth. The student can adapt and learn. The student can create future students. The survey focuses on student-led, growth-mindset learning. The student shows true mastery of the subject. A new approach to student learning is shown, with focus on the student. High level concepts are covered. There is a high amount of student input. This is the ultimate mastery of the subject, with a focus on personal growth. The questions are designed to show this result. The student is confident in their abilities and can create more growth for themself and others. High-level moral and ethical concepts are mastered. The students reflect and truly understand the purpose of the survey. Focus is on ethical and moral considerations. The questions reflect the impact of the student on the classroom, school, community, and society. All parties will grow, with focus on student growth. Students want to become better learners and master the subject. High confidence in the ability to adapt, learn, and grow. This is true mastery. Students know the difference between right and wrong and show true moral growth. They will become moral and ethical leaders in the community. Focus is on how to grow to adapt and change and master the subject. Data is collected with moral intent. The student is an ethical and moral leader. The questions are not just questions but an invitation to grow. Ethical considerations are at the forefront. The student understands the impact of learning. This is the ultimate goal of student-led learning. The student wants to master the subject. The focus is on future growth. The student is confident in his or her own abilities. The student displays the growth mindset. The student is a leader in the community. The survey reflects this high mastery of the subject.
Proficient
3 PointsSurvey questions are clear, relevant, and mostly unbiased, effectively capturing data on phone usage and academic performance. Ethical considerations are addressed. Questions focus on future growth. Data is mostly organized and easy to interpret. Questions are created to facilitate discussion about phone use in and out of classrooms. The questions can be answered by students. There is a balance between reflection, answering, learning, prevention and future use. Questions include the impact of social media. The questions are broad enough to cover most types of phone use. Questions address short term and long term impacts. Data collection is mostly organized. Questions cover some stakeholders. Some ethical considerations are considered. There is some focus on multiple solutions. The focus is on learning and growth. A learning environment is created. There is a method to address biased answers. The student can make an assessment of themself and learn. The intent of the questions is to learn. Future surveys could include an oral component, a video component, and a peer review component. The questions allow the student to learn, adapt, and modify their thought processes. There is a method of feedback. There is an attempt to remove bias and prejudice. There is some thought-process involved in the questions. The students are mostly set up to succeed. There is some reflection on future impacts. There is some understanding of technology and society. The questions allow for some change. The focus is on some growth. Questions facilitate some collaboration. A mostly safe learning environment is created. Future surveys are created from the results of the current survey, and the student adapts to make themselves better. The student is mostly open to learning. Some moral principals are included. Some new learning environments are created through the students becoming teachers. Data collection is not the main goal, but some personal growth is. This is a strong result. The goal is for students to improve. The teacher facilitates. The student improves the class. The student is mostly ethical. The student focuses on some future growth. The student mostly adapts and learns. The student can create some future students. The survey focuses on student-led growth. There is some mastery of the subject, with a focus on personal growth. The questions are designed to show this result. The student is mostly confident in their abilities and can create growth for themself and others. Some high-level moral and ethical concepts are mastered. Focus is on ethical considerations. The questions reflect the impact of the student on the classroom, school, and community. The questions are designed to grow the student. The questions mostly reflect the growth mindset. The student is a leader. The survey reflects some mastery of the subject.
Developing
2 PointsSurvey questions are somewhat clear and relevant, but some questions may be biased or unclear. Data collection may be incomplete or disorganized. Ethical considerations are superficially addressed. Questions may be answered superficially. The questions can be answered by most students, but some students may have difficulty answering. Some data collection is organized. Some questions cover some stakeholders. Some ethical considerations are considered. There is a hint of multiple solutions. The focus is partially on learning and growth. Some focus on a learning environment is created. There may not be a way to address bias. The student may be unable to make an assessment of themself. The questions allow the student to partially learn and adapt. There may be a method of feedback. There may be an attempt to remove bias and prejudice. The students are somewhat set up to succeed. There may be some reflection on future impacts. There may be some understanding of technology and society. The questions allow for partial change. The focus is on basic growth. Questions facilitate little collaboration. A possibly safe learning environment is created. Future surveys are not created from the results of the current survey, and the student may not adapt to make themselves better. The student may not be open to learning. There is a focus on a grade. There may be some moral principals included. Some new learning environments are created without the students becoming teachers. Data collection is the goal, but without focus on learning. The goal is for students to participate. The teacher facilitates. The student may improve the class. The student may be ethical. The student may not focus on future growth. The student may not adapt or learn. The student may not create future students. The survey focuses on partial student-led growth. There is little mastery of the subject, with little focus on personal growth. The questions may not be designed to show this result. The student may not be confident in their abilities and may not be able to create growth for themself or others. Low-level moral and ethical concepts may not be mastered. There may be a focus on the grade. The questions may not reflect the impact of the student on the classroom, school, or community. The questions may not grow the student. The questions may not reflect the growth mindset. The student may not be a leader. The survey may not reflect mastery of the subject.
Beginning
1 PointsSurvey questions are unclear, irrelevant, and/or biased, failing to capture meaningful data. Ethical considerations are ignored. Data collection is incomplete and disorganized. The questions may be difficult to answer. There is no focus on future growth. Questions may be superficial. There may be no plan for data collection. Questions may be targeted or unfair. Ethical considerations may not be considered. There may not be a focus on learning. There may not be a way to address bias. The student may be unable to make an assessment of themself. The questions may not allow the student to learn or adapt. There may not be a method of feedback. There may not be an attempt to remove bias and prejudice. The students may not be set up to succeed. There may not be reflection on future impacts. There may not be an understanding of technology or society. The questions may not allow for change. The focus may not be on growth. Questions may not facilitate collaboration. A safe learning environment may not be created. Future surveys may not be created from the results of the current survey, and the student may not adapt to make themselves better. The student may not be open to learning. There may be no moral principals included. New learning environments may not be created. The students may not become teachers. Data collection may be for a grade. The goal may be for students to complete the survey. The teacher may not facilitate. The student may not improve the class. The student may not be ethical. The student may not focus on future growth. The student may not adapt or learn. The student may not create future students. The survey may not focus on student-led growth. There may be no mastery of the subject, and there may be no focus on personal growth. The questions may not be designed to show this result. The student may not be confident in their abilities and may not be able to create growth for themself or others. There may be no mastery of moral and ethical concepts. There may not be focus on ethical considerations. The questions may not reflect the impact of the student on the classroom, school, or community. The questions may not be designed to grow the student. The questions may not reflect the growth mindset. The student may not be a leader. The survey may not reflect mastery of the subject.
Data Representativeness
Extent to which the collected data represents the target population (8th-grade students) and minimizes bias.
Exemplary
4 PointsData is highly representative of the 8th-grade population, with minimal bias. Sampling methods are rigorous and well-documented, ensuring generalizability of findings. Data collection methods are sound. All students have the option of participating. Data collection methods include methods to ensure honest feedback and results. There is a method to discuss bias and prejudice. The data is truly representative. The data collection is organized so that the data is easy to manipulate. Data is collected so it can be easily modified to facilitate future growth. The focus is on future student-led growth. The data collection method ensures that the student understands the impact of the data. The focus is not just on the data but what the student will do with the data. The focus is on positive growth. The student knows the difference between good and bad data and can analyze the difference. The students understand the collection methods. The student has truly mastered this aspect. The student knows that true growth is possible with good data. The student is confident and a leader in data collection. Data is collected to prevent prejudice. The impact of bad data is understood, with the intent to not create bad data. The data is used for positive change. The data helps create more positive data collection methods. The data collection is a growth mindset. The data is used to improve the classroom, school, community, and society. Future leaders are created. Data will focus on growth, mastery, and a positive attitude. Student and ethical considerations will be at the forefront.
Proficient
3 PointsData is generally representative of the 8th-grade population, with some potential for bias. Sampling methods are appropriate and documented. There is a method to prevent some dishonest feedback and results. There is a method to discuss some bias and prejudice. There are methods to prevent mistakes. Focus is on the future use of the data.
Developing
2 PointsData may not be fully representative of the 8th-grade population, with potential for significant bias. Sampling methods may be unclear or inadequate. Data collection is unorganized. Feedback may not be honest.
Beginning
1 PointsData is not representative of the 8th-grade population, with significant bias. Sampling methods are not described or inappropriate. There is a chance that the data is dishonest. There is a high chance that the data is flawed.
Data Organization
Clarity and organization of the collected data, facilitating analysis and interpretation.
Exemplary
4 PointsData is meticulously organized and clearly presented, facilitating easy analysis and interpretation. Data is ready for complex statistical analysis. The data can be used to make future data collections better.
Proficient
3 PointsData is well-organized and presented in a clear manner, allowing for straightforward analysis and interpretation.
Developing
2 PointsData organization is adequate, but some inconsistencies or lack of clarity may hinder analysis and interpretation.
Beginning
1 PointsData is poorly organized and difficult to interpret, significantly hindering analysis.
Two-Way Frequency Table Construction
Evaluates the accuracy and completeness of the two-way frequency table in summarizing the collected data.Category Definition
Appropriateness and clarity of categories used for mobile phone usage and academic performance.
Exemplary
4 PointsCategories are exceptionally well-defined, mutually exclusive, and exhaustive, accurately capturing the range of mobile phone usage and academic performance levels. The categories allow for future growth. The categories are not biased.
Proficient
3 PointsCategories are well-defined and mostly mutually exclusive, capturing the key distinctions in mobile phone usage and academic performance.
Developing
2 PointsCategories are somewhat defined, but may lack clarity or overlap, leading to potential inaccuracies in data summarization.
Beginning
1 PointsCategories are poorly defined, unclear, and overlapping, resulting in inaccurate data summarization.
Tallying Accuracy
Accuracy in tallying the number of students falling into each cell of the two-way frequency table.
Exemplary
4 PointsTallying is completely accurate, with no errors in cell counts. All data is error-free.
Proficient
3 PointsTallying is highly accurate, with only minor errors in cell counts.
Developing
2 PointsTallying contains several errors, affecting the accuracy of the frequency table.
Beginning
1 PointsTallying is inaccurate, with numerous errors that significantly compromise the frequency table.
Table Completeness
Inclusion of row totals, column totals, and the grand total in the two-way frequency table.
Exemplary
4 PointsThe two-way frequency table is complete, including all row totals, column totals, and the grand total, providing a comprehensive summary of the data. The table can be used for growth analysis.
Proficient
3 PointsThe two-way frequency table includes most row totals, column totals, and the grand total.
Developing
2 PointsThe two-way frequency table is missing some row totals, column totals, or the grand total.
Beginning
1 PointsThe two-way frequency table is missing many row totals, column totals, and/or the grand total.
Relative Frequency Analysis
Assesses the accuracy and interpretation of joint, marginal, and conditional relative frequencies.Calculation Accuracy
Accuracy in calculating joint, marginal, and conditional relative frequencies.
Exemplary
4 PointsAll relative frequencies are calculated with exceptional accuracy, demonstrating a thorough understanding of the formulas and concepts. Calculations are error-free.
Proficient
3 PointsRelative frequencies are calculated with high accuracy, with only minor errors.
Developing
2 PointsRelative frequency calculations contain some errors, affecting the reliability of the analysis.
Beginning
1 PointsRelative frequency calculations are inaccurate, with numerous errors that significantly compromise the analysis.
Interpretation of Frequencies
Meaningful interpretation of joint, marginal, and conditional relative frequencies in the context of mobile phone usage and academic performance.
Exemplary
4 PointsProvides insightful and nuanced interpretations of all relative frequencies, demonstrating a deep understanding of their implications for the relationship between mobile phone usage and academic performance. Interpretations are ethical and consider societal implications.
Proficient
3 PointsProvides clear and accurate interpretations of most relative frequencies, linking them to the context of mobile phone usage and academic performance.
Developing
2 PointsProvides superficial or incomplete interpretations of relative frequencies, with limited connection to the context.
Beginning
1 PointsFails to interpret relative frequencies accurately or meaningfully.
Contextual Understanding
Demonstrates understanding of the context of mobile phone usage and it's relation to academic performance.
Exemplary
4 PointsDisplays a full understanding of mobile phone usage. Shows a thorough understanding of the negative and positive impact of using mobile phones. Demonstrates ethical considerations.
Proficient
3 PointsDisplays an adequate understanding of mobile phone usage.
Developing
2 PointsDisplays some understanding of mobile phones.
Beginning
1 PointsFails to display understanding of mobile phones.
Association and Trend Analysis
Evaluates the ability to identify and explain associations and trends between mobile phone usage and academic performance based on relative frequency analysis.Identification of Associations
Ability to identify potential associations between mobile phone usage and academic performance based on conditional relative frequencies.
Exemplary
4 PointsIdentifies and articulates significant associations between mobile phone usage and academic performance, providing strong evidence from the relative frequency analysis to support claims. Discusses potential confounding variables and limitations of the analysis. Focuses on ethical considerations and data accuracy.
Proficient
3 PointsIdentifies potential associations between mobile phone usage and academic performance, providing some evidence from the relative frequency analysis.
Developing
2 PointsIdentifies weak or unsubstantiated associations between mobile phone usage and academic performance, with limited evidence from the relative frequency analysis.
Beginning
1 PointsFails to identify any meaningful associations between mobile phone usage and academic performance.
Explanation of Trends
Ability to explain trends in the data related to mobile phone usage and academic performance.
Exemplary
4 PointsProvides insightful explanations of trends in the data, drawing logical connections between mobile phone usage and academic performance. Considers potential confounding variables and alternative explanations. Shows leadership in analysis and presentation. Ethical considerations are at the forefront of discussion.
Proficient
3 PointsProvides clear explanations of trends in the data, linking them to mobile phone usage and academic performance.
Developing
2 PointsProvides superficial or incomplete explanations of trends, with limited connection to mobile phone usage and academic performance.
Beginning
1 PointsFails to explain trends in the data related to mobile phone usage and academic performance.
Discussion of Confounding Variables
Discussion of any data that could potentially influence the Associations.
Exemplary
4 PointsIdentifies multiple data and shows an understanding of why it is important.
Proficient
3 PointsIdentifies data and shows an understanding of why it is important.
Developing
2 PointsIdentifies data but does not understand why it is important.
Beginning
1 PointsFails to identify any data.
Data Storytelling and Communication
Assesses the effectiveness of the presentation or infographic in communicating the findings of the data analysis.Clarity and Conciseness
Clarity and conciseness of the presentation or infographic in communicating the key findings and insights.
Exemplary
4 PointsThe presentation or infographic is exceptionally clear, concise, and engaging, effectively communicating the key findings and insights to a broad audience. The presentation or infographic inspires the user to want to learn more. The presentation and infographic can be easily translated to other languages. The presentation is so clear and precise that multiple groups will be able to understand the information presented. The infographic displays leadership in the presentation style.
Proficient
3 PointsThe presentation or infographic is clear and concise, effectively communicating the key findings and insights.
Developing
2 PointsThe presentation or infographic is somewhat unclear or disorganized, hindering the communication of key findings and insights.
Beginning
1 PointsThe presentation or infographic is unclear, confusing, and fails to communicate the key findings and insights.
Visual Appeal
Visual appeal and effectiveness of the presentation or infographic in conveying information.
Exemplary
4 PointsThe presentation or infographic is visually appealing, well-designed, and effectively uses charts, graphs, and tables to communicate the data and insights. The presentation and infographic includes moral considerations and discussion. The presentation is creative.
Proficient
3 PointsThe presentation or infographic is visually appealing and uses charts, graphs, and tables appropriately.
Developing
2 PointsThe presentation or infographic lacks visual appeal or uses charts, graphs, and tables ineffectively.
Beginning
1 PointsThe presentation or infographic is visually unappealing and fails to use charts, graphs, or tables effectively.
Narrative Development
Quality and coherence of the narrative explaining the data, highlighting key findings, and drawing conclusions.
Exemplary
4 PointsThe narrative is compelling, insightful, and well-supported by the data, providing a nuanced understanding of the relationship between mobile phone usage and academic performance. The narrative is not biased. The narrative is focused on learning and growth. The narrative considers multiple ethical considerations. The narrative inspires growth.
Proficient
3 PointsThe narrative is clear, coherent, and supported by the data, providing a solid understanding of the relationship between mobile phone usage and academic performance.
Developing
2 PointsThe narrative is superficial, incomplete, or poorly supported by the data, providing a limited understanding of the relationship between mobile phone usage and academic performance.
Beginning
1 PointsThe narrative is confusing, incoherent, and unsupported by the data, failing to provide any meaningful understanding of the relationship between mobile phone usage and academic performance.