Final Conclusion

The experiment yeilded results showing that our hypothesis was correct. We came to this conclusion by using our graphs that showed whether or not a student ate breakfast and the resulting grades. We averaged the grades from the days that the student didn't breakfast and compared this percentage number with the averaged grades of the days that the student did eat breakfast. If the average grade was higher on days that the student did eat breakfast, we put it under the "yes" category. If the average grade was higher on the days that the student did not eat breakfast, we put the percent number under the "no" category. Then we tallied up the results and found out that our hypothesis was proven correct! Students did better on tests when they ate breakfast, than when they didn't. 70% of the surveyed students did better while testing on days that they did consume breakfast; while only 30% of the students did better while testing on days when they didn't eat breakfast.

Factors

It is important to point out that we are aware that there are multiple factors affecting our experiment. Although the independent and dependent variables are quite obvious there are a few underlying factors. The independent variable would be whether or not the student ate breakfast. The dependent variable would be the resulting test score(s). Some other factors that could affect the turn out of our experiment would include: the amount of sleep that the student got, the amount of time spent studying, and what the person ate for breakfast. How nutritional and balanced the breakfast consumed by a student would definitely be an important factor.

Survey

In addition to recording what students ate for breakfast, our group took a quick survey to get their opinions. We surveyed 40 students and found that of the students surveyed: 57% usually eat breakfast, 52% catch themselves thinking about how hungry they are when they don't eat breakfast, 50% feel like they concentrate better when they do eat breakfast, and 65% believe that a healthy breakfast can positively affect test scores.

Data Graphs

The graphs portray the information illustrated in the tables. They compare the test scores of students on days when breakfast was consumed with days that it wasn't. The graphs also provide a more orderly way to view the results of our experiment. The graphs were what we ultimately used to figure out whether or not our hypothesis was correct.

Data Tables

In order to test our hypothesis (eating breakfast positively affects test scores) we recorded what 44 students ate for breakfast over a period of 4 months. Each student chose a code name and then wrote down what they ate for breakfast in a chart that our group composed. Later on, our team advisor randomly assinged each student a number. This was after she asked them to sign a permission slip allowing her to view and record test grades from other morning classes. It is important to note that only our team advisor knows which number corresponds with a person's grades. The tables show what a student ate for breakfast in relation to their test scores.