Chewing Gum = Smarter

Purpose
Im doing this to see if students who chew
gum will be faster doing work or will
improve their scores. This could prove to
teachers that chewing gum could be a
benefit towards students. Im also doing
this to show myself when I do mad
minutes i move faster chewing my gum.
Hypothesis
If students chew gum during
assessments (class work) then their
grade will improve or they will
move quicker.
Variables
IV If the students have gum to
chew or not

DV How fast they complete mad

minutes and what percentage they
Background
Information
Studies show chewing gum could affect the brain power and can increase
your attention and alertness. Educators found chewing gum could improve
grades because their students needed the energy boost to keep them
awake and focused. They also found that it could be distracting to the user.
Reachears have also determined that chewing gum for five minutes could
improve test scores but, it's only effective for the first fifteen to twenty
minutes of the test.

http://greatist.com/happiness/chewing-gum-could-make-you-smarter

https://prezi.com/ebzvnomesbrw/does-chewing-gum-help-you-concentrate/

http://psychcentral.com/news/2011/12/02/can-chewing-gum-before-test-boo
Materials
Classroom Mad minutes = Math
Students problems

Gum Computer for timer

Notebook for analyzing Teacher = Math & Science

data
Procedure
1. Start class normally by the teacher explaining the
agenda for the day
2. Present my project (foreshadow the fact that its a test)
3. Pass out mad minute to each student
4. Pass out a piece of gum to each student
5. Teacher pulls up the timer
6. I explain instructions
7. Teacher tells students to begin while starting timer
Data/ Results
With With
gum out
gum
Clas 88.1 98.7
s1 % %
Clas 90% 71.6
s2 %
Clas 74.6 78%
Conclusion
My hypothesis is if a student chews gum then their grade would
improve or they would move at a quicker pase. From the data, it shows
that my hypothesis was correct in some areas and incorrect in other
areas. My hypothesis was correct for class 2 due to the fact that their
class average improved by 18.4% . On the other hand class 1 & class 2
class average dropped with this being said this is where my hypothesis
was incorrect. To compare class 1 averages to class 2, class 1 dropped
by 10.6% while class 2 dropped 3.4% this shows me that both classes
are better off with no gum during mad minutes. With my data , it
showed me that it all depends on whos chewing the gum & who is not
chewing the gum.

However it could be other factors (more time, music playing, eating

breakfast, test nervousness and class distraction) that plays a role into