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Is taking a Adderall during school hours beneficial to improving students grades and focus?

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Our results were shown to Health Care providers to show that Adderall being used as a prescription to those who struggle in school (with or without ADHD/ADD) would be beneficial. Students who went back to receive a prescription of Adderall were able to improve their GPA by 1.5+, which intern means the students where improving by a whole grade letter average.

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At the end of the 2 week (10 school day) experiment, the average focus and memorization of those who took the Adderall pill had increased by 34%. The group who took the placebo only increased by 3%. This means that the Adderall dose made students have a better ability at focusing and memorization over those who had taken the placebo pill (both with a caffeinated 16 oz cup of black coffee).

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We will be able to replicate this experiment with 250 students from another school confirm that the results are valid. We can possibly widen the study to a GPA of 1.9-2.6 at the next school to get students with a D average recorded too.

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With 250 students in our sample size, our margin of error is at 6.3%. This is a low MOE which is good because our results should be a pretty good representation of their focus and memorization skills while on their pills. on

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We had the High School provide us with a list of students with a GPA of 2.1-2.6. We used a randomized generator to find 250 students to use as test subjects. We then used the same randomized generator to find the 125 students that would take the active Adderall dose. The potential lurking variables could be if a student has ADHD/ADD and takes Adderall in their day to day life, or if a student is unaware that they have ADHD/ADD and the Adderall effects them differently than other students. This could go both ways between the active pill or the placebo. If a student has ADHD/ADD and take the placebo their focus and memorization may be worse than an average student in general due to their inability to focus in general.

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The experimental units (250 students) were randomly selected through a nearby High School by finding all students enrolled with a GPA of 2.1-2.6 and randomly generated a list of 250 students to be apart of the experiment.

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The control group was the group of 125 students that received the placebo pill. The control for the entire experiment to see improvement was the initial memorization test scores.

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The response variable was at the end of the two week (10 school day) experiment, the grade point average of each groups scoring on their memorization test was calculated. This was to see if there was an improvement.

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We randomized the 250 students into two groups of 125. The results showed a significant increase in their focusing and memorization skills. This means that it was statistically significant due to their improvement rate being above 25% which couldn't have been achieved off chance.

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We are able to make this both blind and double blind. The test subjects will be unaware of which pill they are taking. This can also be double blind because the issuers of the pill can be the ones who are told which group receives either the active or the placebo pill while we (the ones condoning the experiment) are unaware.

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The explanatory variable was which treatment (pill) each group of students received, either Adderall or the placebo.

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The 250 students were randomly selected into two completely random groups of 125. one group was given a 20mg dose of Adderall each morning before class with a 16 oz cup of generic coffee (black). The other group of 125 was given a placebo pill (looks identical to the Adderall) with a 16 oz cup of generic coffee (black). Each group was unaware of what pill they were given. The students were all given an identical memorization test over a series of photos shown as a control. They then took a test at the end of each day (class) to see how their memorization and focus had improved or stayed the same.

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we found 250 High School students (both male and female) who had an average GPA of 2.6-2.1 (typical C grade students). All were told that they would be in a different class for two weeks (10 school days), and committed to learning a specialized "unit" on memorization.