EdQuintana.ConstructATable History

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Here are the four questions:
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Organize the output per question by course type and by gender.

Eight groups each working on their own specific people per group.

Here are the four questions:
1. How often did your high school U.S. History teacher assign outside-of-class-time reading (such as reading a chapter from your textbook, a book, a magazine, a newspaper article, etc) for this course?

A. Organize the male and female information
B. Organize the information by the type of course in which students were enrolled

2. During a week when you did not have an exam, how many days did you actually read outside of class time for your high school U.S. History course?

A. Organize the male and female information
B. Organize the information by the type of course in which students were enrolled

3. During a typical WEEK, when you have an exam, how much outside-of-class time PER WEEK did you spend reading for your high school U.S. History course?

A. Organize the male and female information
B. Organize the information by the type of course in which students were enrolled

4. To be successful (as you defined it) in this course, how much OVERALL of class you have to do for a high school U.S. History exam?

A. Organize the male and female information
B. Organize the information by the type of course in which students were enrolled


Answer these questions:

Do the reading/studying habits vary by type of course taken and or gender?
Why or why not?
How do those experiences shape their expectations and behaviors now?

I think the best representation of the information will be in the form of a bar graph. You can color code the different columns so as to have a side by side comparison of the information.