Correlations Between Visual Arts and Math and Sciences

The Correlation Between Visual Arts and Math and ScienceProblem StatementHigh school GPAs in science and math with visual arts highly correlate because of the creativity, imagination, and visualization. By exposing these correlations, awareness can be spread about the importance of visual arts in education and why it should have more funding. HypothesisI believe that there will be a higher than 50% correlation between math and science GPAs and visual arts GPAs.

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2Background and Similar StudiesSTEM vs. STEAM3

ISEF Project Winners5 The Effects of an Action Video Game on Reducing the Gender Gap in Geometry Scores. Cerebral dominance: Does it Affect Academics?TAs assist graduate students to creatively explore math and science6

4STEM focuses more on factual evidence and the logic of things. STEAM adds in the arts component.

4Basic ScienceBy implementing visual arts with science and math in education,students will use both sides of the brain. This increases learning, creativity, and creates a well rounded education. 7

Design and MethodologyI will attain the GPAsAfter receiving the data, the GPAs will be put in a spreadsheet and I will analyze the results in a regression plotThe GPAs will then be separated into low, mid, and high level and analyzed in a regression plotGuilfords Test of Divergent Thinking creativity test will also be given to my physics class to follow up my preliminary dataVariablesIndependent: GPAs attained (math, science, and visual arts)Dependent: the correlation between the visual arts and the math and science GPAsControl: high school students (grades 9-12)

9Data CollectionSample of data63,940 data points

Analysis of Data and GraphsRegression Plot-Low LevelR=-0.198R^2=3.91%

Analysis of Data and GraphsRegression Plot-Mid LevelR=0.071R^2=0.51%

Analysis of Data and GraphsRegression Plot-High LevelR=0.061R^2=0.37%

Analysis and ConclusionsThere were outliers of GPAs under 1.25 since they were failing or withdrew failing.The first regression plot shows a low correlation of 13.73% and is an upward trend. The low correlation and low r value are not statistically significant because it is lower than .5. ConclusionsThe graphs show a very low correlation between math and science GPAs and visual art GPAs, much lower than expected. There are limitations such as not all students take visual arts, and many that do take the lower level classes because they need an art class to graduate. The regression plots also show that students can perform well in art and still perform poorly in math and science, which was surprising. The data and graph shows the importance of having visual arts and arts in education because students that take art and perform well in visual arts also tend to perform well in math and science classes.

13Conclusions (cont.)Average score: 100.36 The creativity test showed that the creativity in this AP level Physics class varied from student to student. The top two scores are students taking a performing art.There are limitations because there were 9 guys and 2 girls tested. This can lead to further research in if creativity and math and science correlation with visual arts varies by gender. The data and graph shows the importance of having visual arts and arts in education because students that take art and perform well in visual arts also tend to perform well in math and science classes.

14Citations1Maryland Institute College of Art. (2014). MICA: Maryland Institute College of Art. Retrieved December 10, 2014.2Fergusson, R. (201, September 14). Students missing out on doing science experiments and field trips. Retrieved December 10, 2014.3University of Florida. (2014). Stem Vs Steam- Girl | Online Art Education Degree. Retrieved October 9, 2014.4Yakman, G. (2011). STEAM: A Framework for Teaching Across the Disciplines. Retrieved October 9, 2014.5Society for Science & the Public. (2014). Intel ISEF Projects Database. Retrieved October 9, 2014.6Ibanez-Friedman, G., & Fritz, A. (2006). TAs Assist Graduate Students to Creatively Explore Math and Science: An Experimental Course. Teaching Artist Journal, 4(2), 100-107. doi: 10.1207/s1541180xtaj0402_57Park, A. (2013, July 16). More than just a pretty face - The Golden Ratio. Retrieved December 14, 2014.8Ham, R. (2014, August 21). Miss Teen USA K. Lee Graham pays surprise visit to classmates at Chapin High School. Retrieved December 10, 2014.