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Initiated due to counsellors’ concerns, the research analyzes correlations between attendance and final marks in English, mathematics, science, and social studies, alongside questionnaire responses covering demographics, parental support, peer relationships, extracurricular and leisure activities, self-esteem, and self-advocacy. Data from 21 students (six high schools) uses Pearson and Spearman methods to identify statistically significant patterns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/focus-on-faculty-research-factors-that-affect-grade-nine-students-in-northern-manitoba-canada/595060/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/focus-on-faculty-research-factors-that-affect-grade-nine-students-in-northern-manitoba-canada/595060.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What motivated the study on video gaming, texting, and academic performance?","Question",{"text":112,"@type":113},"The study began in response to school counsellors’ concerns about how noneducational video gaming and texting may affect students’ school performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources were used to measure academic performance and related factors?",{"text":117,"@type":113},"Academic performance was measured using attendance (classes attended) and final marks across English, mathematics, science, and social studies. Survey data came from 40 questionnaire items covering demographics, parental support, peer relationships, extracurricular activities, school activities, self-esteem, self-advocacy, videogames, and texting.",{"name":119,"@type":110,"acceptedAnswer":120},"How were correlations calculated and when were they considered statistically significant?",{"text":121,"@type":113},"Pearson product-moment calculations assessed correlations for attendance and school marks, while Spearman rho calculations assessed correlations involving Likert-scale survey responses. Correlational research required a minimum of 30 subjects, and gender separation reduced statistical significance, though reported results included statistically significant two-tailed error probabilities (p \u003C .01 or p \u003C .05).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595060,1792210402,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","FOCUS ON FACULTY RESEARCH  \nFactors That Affect Grade Nine Students  \nin Northern Manitoba, Canada  \nAmjad Malik and Marion Terry  \nWe initiated the study in response to school counsellors’ concerns over the effects of noneducational video gaming and texting on students’ school performance. The research purpose was to examine the correlations between various factors and academic performance in grade 9. The factors included social relations (e.g. , friends), extra-curricular activities (e.g. , work), and leisure-time activities (e.g. , playing video games and texting) .  \nData Collection  \nComplete data sets were obtained for 21 of the grade 9 students who were invited from six high schools in a Northern Manitoba school division (6 boys and 15 girls) . Academic performance data consisted of the students’ attendance (number of classes attended) and final marks (percentage grades in English, mathematics, science, and social studies) . Survey data consisted of the students’ answers to 40 questionnaire items: demographics, parental support, peer relationships, extra-curricular activities, school activities, self-esteem, self-advocacy, videogames, and texting.  \nData Analysis  \nPearson product-moment calculations determined correlations between the school performance scores for attendance and school marks. Spearman rho calculations determined correlations that involved the Likert-scale survey answers. Correlational research requires a minimum of 30 research subjects to produce statistically significant correlations. Separating our 21 grade 9 students by gender further reduced the overall statistical significance of our findings, but was important in order to test the assumption that “boys play video games, but girls text” – as conveyed to us by counsellors, other educational professionals, parents, and other adults in the general community. The following classifications reflect the relative strength of the 165 correlations chosen for this report.  \ncoefficients  \n(+ or-) .500 to .599  \n(+ or-) .600 to .699  \n(+ or-) .700 to .799  \n(+ or-) .800 to .899  \n(+ or-) .900 to .999  \n(+ or-) 1.00  \nstrength good  \nvery good excellent superior almost perfect perfect  \npredictability fair  \ngood  \nvery good excellent superior absolute  \nResults  \nOur results confirm school counsellors’ concerns over the relationships between noneducational video gaming and texting, and academic performance and other school experiences. Of the other factors, self-concept, peer relationships, parental support, and other non-academic activities produced the most interesting correlations.  \nThe following tables summarize the gender-separated correlations ranging from good to perfect. Despite the small numbers of male and female research participants, we obtained correlations with statistically significant two-tailed low probability of error: p \u003C .01 or p \u003C .05. These probabilities of error are indicated where relevant.  \nMales  \nTable 1. Time Spent Playing Video Games  \n\n| The more hours adolescent boys spend playing video games . . . | correlation strength | coefficient |\n| --- | --- | --- |\n| video games |  |  |\n| . . . the more they think they spend too much time playing video | very good | +.657 |\n| games. |  |  |\n| . . . the more they are told that they spend too much time playing | good | +.500 |\n| video games. |  |  |\n| school |  |  |\n|   the more they miss school because of playing video games. | almost perfect | +.920 p\u003C .01 |\n|   the less they feel good in school. | good | -.575 |\n| peers |  |  |\n|   the more they fear being rejected by their friends. | superior | +.826 p\u003C .05 |\n| other non-academic activities |  |  |\n| . . . the less they like other activities more than school classes. | superior | -.836 p\u003C .05 |\n\nTable 2. Positive Video Game Experiences  \n\n| The more adolescent boys want a video game club in school . . . | correlation strength | coefficient |\n| --- | --- | --- |\n| texting\u003Cbr>. . . the more text messages they send during school classes","cbCaibZJJQ16XHG4","https://ap.wps.com/l/cbCaibZJJQ16XHG4","pdf",217318,11,"English","# FOCUS ON FACULTY RESEARCH\n## Factors That Affect Grade Nine Students in Northern Manitoba, Canada\n## Data Collection\n## Data Analysis\n## Results\n## Males\n## Table 1. Time Spent Playing Video Games\n## Table 2. Positive Video Game Experiences\n## Table 3. Negative Video Game Experiences","[{\"question\":\"What motivated the study on video gaming, texting, and academic performance?\",\"answer\":\"The study began in response to school counsellors’ concerns about how noneducational video gaming and texting may affect students’ school performance.\"},{\"question\":\"What data sources were used to measure academic performance and related factors?\",\"answer\":\"Academic performance was measured using attendance (classes attended) and final marks across English, mathematics, science, and social studies. Survey data came from 40 questionnaire items covering demographics, parental support, peer relationships, extracurricular activities, school activities, self-esteem, self-advocacy, videogames, and texting.\"},{\"question\":\"How were correlations calculated and when were they considered statistically significant?\",\"answer\":\"Pearson product-moment calculations assessed correlations for attendance and school marks, while Spearman rho calculations assessed correlations involving Likert-scale survey responses. Correlational research required a minimum of 30 subjects, and gender separation reduced statistical significance, though reported results included statistically significant two-tailed error probabilities (p \\u003c .01 or p \\u003c .05).\"}]","FOCUS ON FACULTY RESEARCH - Factors That Affect Grade Nine Students in Northern Manitoba, Canada | PDF",1792080361,28]