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We communicated with 20 different people, ages 15-18, who volunteered. Therefore, the eperimental units are teenagers  (who we had no previous knowledge of or connection to).

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A voluntary online request for 20 teenagers who were willing to take two an class. We chose the first 20 to volunteer.

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We had each subject enroll in an online class that they were to take everyday at 7:30 am. After one week period, we had each subject switch to doing the work at 2:00 pm instead.

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The explanatory variable of this experiment is the time of day that the student did the classwork, either in the morning or in the late afternoon.

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The response variable is the measurement of how well each teenager did in the class.

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For this experiment, we asked for volunteers and chose the first 20 who did so as to prevent a bias towards any one of the subjects, and to ensure randomization. Of course, there is a blatant lurking variable in that students who did better could be due to older age, therefore greater knowledge and experience with school work.

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The control group of this study is another set of 10 teenagers, five of which who are 15, the youngest age of the subjects in the study, and five of which who are 18, the oldest age of the subjects in the study to better compare how age may or may not effect the study.

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We are not able to conduct this experiment with blind subjects, as they all already know that they are taking an online class at two different times of the day, and they know the purpose of the study. This study also does not have a double blind either as the team has access to the grades and achievements that each subject has had in their class.

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For this study, we are using a crossover design in where after the period of morning and late afternoon class times, for one week the subjects will do their work in the middle of the two designed times at 11:00 am. This will allow us to determine if morning has a negative affect and late afternoon has a positive affect on the subjects work, or if time of day is irrelevant to how well the subject does in school.

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We are conducting this experiment with teenagers 15-18 (high school students), creating a margin of error of 22%. Although a 22% margin of error is sizeable, it would be impossible to conduct this study on the 15,000,000 high school students in the United States as it would consume an impossible amount of time and resources to do so.

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To replicate a study such as this in the future, we could do so by creating a larger subject pool, whereas we study 100 students in contrast to the 20 we used. We could also set filters, such as only studying teenagers who are 15 years old, or only studying teenagers who are 18 as to create a decreased difference in age and achieve better results. In order to validate and ensure accurate reuslts, a replication of this study is very likely to be needed.

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The earlier the time that the students do the classowrk, the worse their classwork comes out. On average, doing the classwork at 7:30, in contrast to doing it at 2:00, resulted in a decrease in accuracy of schoolwork.

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The earlier the time that the students do the classowrk, the worse their classwork comes out. On average, doing the classwork at 7:30, in contrast to doing it at 2:00, resulted in a decrease in accuracy of schoolwork.

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The decrease in quality of classowork according to time of the day displayed a significant difference. The average class grade for the time of 7:30am resulted in a 74% average, or about a C in the class, whereas the average for classwork for 2:00pm was an 89%, or a B+. This shows that students tend to better later in the day as they were allowed more time to wake up and intelligently use their brain.

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For our team of 10 researchers who worked a total of 30 hours, we paid each person $12.50/hour. There was no other cost as the subjects were volunteers to the experiment and the classes were set up by the colllege educated research team. Therefore:

Salaries: 10 x 12.50 x 30 =$3,750.
Total Cost: $3,750

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Our experiment results for this study were further proved as we conducted a replication, this time with a larger pool of students (100). We received the same results in that earlier class times negatively affect a student's class grade. In the future, we can potentially use these results to push school starting times back as to optimize a student's full potential to earn better grades.