Score and air quality

College students always want their scores to be higher and higher which require tons of hard working and readings. In most of the colleges and universities, a course is usually taken in a large classroom or auditorium which is able to contain hundreds of students. However, there are other reasons why a student can have bad score even if he or she pays attention on it and the answer is fresh air.

In this article on science news for students, there are four groups of scientists who make three different types of experiments to find out whether there is relationship between fresh air in the classroom and people’s grades or not. The first experiment which the scientists analyzed 100 fifth-grade classrooms, the air quality is not that satisfied which means students need to have fresh air in order to have better scores. The second one by Ulla and Richard which detects the carbon dioxide level and compare with students’ scores indicates that although the causation of this relationship is not clear, there does exist the coloration between air quality and score. The third one by Mendell illustrates the possibility of this relationship is tiny while the fourth one by Jenkins shows there may exist other reasons of why students get bad scores.

According to what we have learned from the course, the first and second experiments are observational ones which indicates that the conclusion may be false for they are not so convincing. Although they successfully reject the null hypothesis which is there is no connection between air quality and score, there can be third variables that affect the result. The same problem happens on the third experiment that all these tests can be influenced by chance which make the reason behind even vaguer. So if these tests are complete enough, the possibility of repeating them to get the same conclusion is very small. On the other hand, the fourth experiment rejects the alternative hypothesis by suggesting some third variables like the local climate, use of air conditioners and the attendance of students. All these reasons can change the conclusion totally different.

Actually the conclusion they get can all counted as correct or false positive for their conclusions are get from observational experiment however they fail to have some further researches to clarify their hypothesizes. Since correlation does not equal to caution, we still cannot figure out what is the actual reason of why air quality affects students’ scores or even the possibility of the existence of this correlation.

One thought on “Score and air quality

  1. das5959

    I’ve been thinking about what we learned in class too, and this got me thinking. With a topic this broad, could we ever fully rule out a third variable? I think in the tested methods, no. Maybe if the problem was broken down into smaller issues, they could then be tested to rule out third variables. My thoughts are that if we could narrow down a mechanism, or link, between fresh air and brain function, then we could cross that to how the brain function affects test scores, then from there go back to the classrooms and do testing. That’s what I think, at least

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