MethodParticipantsThe data were col

Method
Participants
The data were collected as part of the Young Adolescents’ Motivation in Math Project. The participants in this study were 602 fifth-grade students (51% female) from 31 classes in six elementary schools in Illinois. Ninetyfour percent of the fifth graders attending these schools completed surveys; this included 21 students receiving special education, who were excluded from this study. The sample was almost exclusively European American; during the year of data collection, European Americans made up 95%–
98.3% of students in those six schools (see http://iirc.niu.edu/iirc/). The schools were located in three predominantly middle-class districts; the percentage of students in these schools who were eligible to receive free or reduced-cost lunches ranged from 0% to 12%, and the schools’ within-year mobility rates ranged from 3.9% to 10.2% (see http://iirc.niu.edu/iirc/).
Students in the current study were taught math by their regular class teacher.
Procedure Students completed surveys in their regular classes in the spring. In five
schools, we administered the surveys in pairs with trained research assistants.
The students were told the purpose of the survey was to find out what they thought about school and their schoolwork, that it was not a test, and that there were no right or wrong answers. Students were informed that participating in the study was voluntary and that the information would be kept confidential. Students were guided through examples of how to answer Likert-type survey questions and were encouraged to ask questions.
One administrator read the items aloud, and the other monitored the students and answered any questions. In the sixth school, students were given a one-page sheet containing the same information about the study and instructions about the question format, in addition to the survey. On completion, students individually sealed their survey in an envelope for collection by us the following day. To investigate whether there were significant differences in responding for these students, we conducted a
multivariate analysis of variance to compare their responses on all measures with those of the students in the other three schools in the same ndistrict. The multivariate effect was significant, F(1, 326)
1.99, p  .01. However, after we applied the Bonferroni correction to adjust for Type I error, there was no significant difference between students who experienced the standard versus the alternative survey nadministration.

Hasil (Bahasa Indonesia) 2:

Metode
Peserta
Data dikumpulkan sebagai bagian dari Motivasi Muda Remaja 'di Proyek Matematika. Para peserta dalam penelitian ini adalah 602 siswa kelas lima (51% perempuan) dari 31 kelas enam sekolah dasar di Illinois. Ninetyfour persen dari siswa kelas lima menghadiri sekolah tersebut selesai survei; ini termasuk 21 siswa menerima pendidikan khusus, yang dikeluarkan dari penelitian ini. Sampel hampir secara eksklusif Eropa Amerika; selama tahun pengumpulan data, orang Amerika Eropa terdiri 95% -
98,3% dari siswa di enam sekolah (lihat http://iirc.niu.edu/iirc/). Sekolah-sekolah yang terletak di tiga kabupaten-kelas menengah didominasi; persentase siswa di sekolah tersebut yang berhak menerima makan siang gratis atau dikurangi biaya berkisar antara 0% sampai 12%, dan sekolah-sekolah 'dalam tahun tingkat mobilitas berkisar antara 3,9% sampai 10,2% (lihat http: // iirc. niu.edu/iirc/).
Siswa dalam penelitian ini diajarkan matematika oleh guru kelas reguler mereka.
Prosedur Siswa menyelesaikan survei di kelas reguler mereka di musim semi. Dalam lima
sekolah, kita diberikan survei berpasangan dengan asisten peneliti terlatih.
Para siswa diberitahu tujuan survei ini adalah untuk mengetahui apa yang mereka pikir tentang sekolah dan sekolah mereka, bahwa itu bukan ujian, dan bahwa tidak ada yang benar atau jawaban yang salah. Siswa diberitahu bahwa berpartisipasi dalam penelitian ini adalah sukarela dan bahwa informasi tersebut akan dirahasiakan. Siswa dipandu melalui contoh bagaimana untuk menjawab pertanyaan survei Likert-jenis dan didorong untuk mengajukan pertanyaan.
Salah satu administrator membaca item keras, dan yang lainnya memantau siswa dan menjawab pertanyaan. Di sekolah keenam, siswa diberi lembar satu halaman yang berisi informasi yang sama tentang studi dan petunjuk tentang format pertanyaan, selain survei. Setelah selesai, siswa secara individual disegel survei mereka dalam amplop untuk koleksi oleh kami hari berikutnya. Untuk menyelidiki apakah ada perbedaan yang signifikan dalam merespon untuk siswa ini, kami melakukan
analisis multivariat varians untuk membandingkan tanggapan mereka tentang semua langkah dengan orang-orang dari siswa di tiga sekolah lain di ndistrict yang sama. Efek multivariat signifikan, F (1, 326)? 1.99, p? 0,01. Namun, setelah kami menerapkan koreksi Bonferroni untuk menyesuaikan Tipe I kesalahan, tidak ada perbedaan yang signifikan antara siswa yang mengalami standar versus nadministration survei alternatif.