A quantitative correlational study examining the impacts of Adverse Childhood Experiences (ACEs) on in-class behaviors and academic performance among special education students
Purpose: To analyze the relationship between ACEs on in-class behaviors and academic performance among special education students
Problem: The impacts of ACEs lead to lower academic performance among special education students
RQ: What is the relationship between in-class behaviors and academic performance
Analyses: Pearson's correlation coefficient (r)
Pearsons R is used to demonstrate whether two variables are correlated or related to each other. When using Pearson's correlation coefficient, the two variables in question must be continuous, not categorical.
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Examining students internalizing and externalizing behaviors that are triggered by environmental traumas
Theoretical Frameworks: Bronfenbrenner's Ecological Systems Theo
Hypothesis
H1a: There is a significant relationship between in-class behaviors and academic performance
H1: There is no significant relationship between in-class behaviors and academic performance