Results/Evidence Provided to Answer Research Question

  

Notes on Results

·      156 student surveys were distributed to 8 classes

·      The classes were chosen for diversity in grade levels and academic levels

·      One teacher and two administrators were interviewed

 

Legend for abbreviations for classes surveyed:

 

9^th Grade Average – 9^th AVG

9^th Grade Advanced – 9^th ADV

10^th Grade General – 10^th GEN

10^th Grade College Preparatory – 10^th CP

11^th Grade College Preparatory – 11^th CP

11^th Grade Advanced Placement – 11^th AP

12^th Grade General – 12^th GEN

12^th Grade College Preparatory – 12^th CP

 

 

Student Survey Results

 

Student survey results are broken down by quantitative and qualitative questions.

 

Quantitative Student Results

 

Question #1: On a scale of 1-6 (1 being not at all and 6 being a lot), how much do you like writing stories?

 

A.    6 (Like it a lot)

B.    5 (Like it a good bit)

C.    4 (Like it pretty good)

D.   3 (Take it or leave it)

E.    2 (Not very much)

F.    1 (Not at all)

 

	9th AVG	9th ADV	10th GEN	10th CP	11th CP	11th AP	12th GEN	12th CP	Totals
F	7	4	3	3	6	6	6	4	39
E	5	2	2	4	6	3	4	5	31
D	7	3	2	4	5	7	2	3	33
C	5	3	2	6	5	6	2	1	30
B	0	4	1	3	1	2	0	1	12
A	2	4	0	1	2	1	1	0	11

 

 

In this chart, the possible choices of this Likert question are listed from F (not at all) to A (a lot). As this chart shows, more students chose that they did not like to write stories at all, and only a small number of students said that they liked writing stories a lot. However, 53 students, almost one-third of the students, said they liked writing stories “pretty good,” “a good bit,” or “a lot.” I chose the graph type because it not only shows totals for each answer, but it also breaks down the results by student/class types.

 

Question #2: On a scale of 1-6 (1 being not all and 6 being a lot), how much do you like creating artwork?

 

1. 6 (Like it a lot)
2. 5 (Like it a good bit)
3. 4 (Like it pretty good)
4. 3 (Take it or leave it)
5. 2 (Not very much)

F. 1 (Not at all)

	9th AVG	9th ADV	10th GEN	10th CP	11th CP	11th AP	12th GEN	12th CP	Totals
F	4	1	0	3	4	4	3	4	23
E	0	3	4	1	2	4	2	1	17
D	4	2	4	2	7	4	2	4	29
C	7	4	1	3	1	3	4	5	28
B	5	3	1	2	4	2	1	0	18
A	6	7	0	10	7	8	3	0	41

 

 

 

 

 

 

 

 

 

 

 

 

In this chart, the possible choices for this Likert question are listed from F (not at all) to A (a lot). As this chart shows, more students (41 in all) chose that they liked creating artwork a lot, with a nearly even distribution of students who either did not like creating artwork at all up to liking it a good bit. The next highest number after those who liked it a lot were the students who could take it or leave it (29 in all). Over half of the students - a total of 87 students, (out of 156) said that they at the very least liked creating a artwork a good bit. The remaining 69 students could, in regards to creating artwork, “take it or leave it,” did not like creating artwork very much, or did not like it at all.

 

This graph shows the overall values from the Likert scales for questions #1 and question #2. For question #1, students’ average of 2.85 on a scale of 1-6 indicates a low to mid range interest in writing stories. For question #2, the students’ overall average of 3.79 on a scale of 1-6 indicates a mid to high range of interest in creating artwork.

 

Question #3:  If you like to write stories or create artwork, would you like to publish them in a student magazine or on a website?

A.             Yes, in either a student magazine or website.

B.             Yes, but only in a student magazine.

C.             Yes, but only on a website.

D.            No, neither.

E.             Other_________

 

	9th AVG	9th ADV	10th GEN	10th CP	11th CP	11th AP	12th GEN	12th CP	Totals
A	7	9	1	10	8	11	2	6	54
B	4	1	0	2	4	1	0	0	12
C	2	1	1	5	0	0	1	0	10
D	10	9	8	3	13	12	9	8	72
E	2	0	0	1	0	1	3	0	7

 

This chart breaks down the responses of answers A-E by classes. The pattern is the same for all of the classes. While 72 students (out of 156) chose D (neither magazine nor website), A was also a popular answer, with 54 total students choosing both websites and magazines.

In this pie graph, the answers chosen all classes for each answer have been broken down by percentages. A total of 46% students chose D (neither magazine nor website) as their answer. Another 35% of students chose A (either a magazine or a website). Only 8% chose B (magazine only), 6% chose C (website only), and 5% chose E (other).

 

 

 

Question #4: Where do you go to get onto the Internet most often?

 

A. School

B. Home

C. Someone else’s home (neighbor, friend, family, etc.)

D. Public library

E. Places that offer free wireless

F. Other ___________________

G. None – I do not get on the Internet

 

 

	9th AVG	9th ADV	10th GEN	10th CP	11th CP	11th AP	12th GEN	12th CP	Totals
A	2	3	2	2	1	1	5	1	17
B	21	16	7	16	24	24	9	12	129
C	0	0	1	2	0	0	1	0	4
D	0	0	0	0	0	0	0	0	0
E	2	0	0	0	0	0	0	0	2
F	1	0	0	1	0	0	0	1	3
G	0	1	0	0	0	0	0	0	1

 

 

 

 

This chart breaks down the responses of answers A-G by classes. The pattern is the same for all of the classes. A total of 129 students (out of 156) chose B, home as the place they most often get on the internet. The next highest response was 17 students who chose A, or school, as the place they most often get on the internet. All of the other answers combined added up to only 10 students.

 

This pie graph emphasizes the large proportion of students (80%) who chose B (home) as where they most often get onto the Internet. The next highest percentages were 8% who chose A (school) and 8% who chose E (places that offer free wireless Internet).

 

Question #5: How often to you get on the Internet?

 

A. At least 4 times or more a week

B. At least 2-3 times a week

C. At least 0-1 times a week

D. Never get on the Internet

 

	9th AVG	9th ADV	10th GEN	10th CP	11th CP	11th AP	12th GEN	12th CP	Totals
A	19	14	5	12	15	21	9	9	104
B	6	2	3	6	9	3	4	3	36
C	1	3	2	3	1	1	2	2	15
D	0	1	0	0	0	0	0	0	1

 

 

This chart breaks down the responses of answers A-D by classes. The pattern is the same for all of the classes. A total of 104 students (out of 156) chose A, they get on the Internet 4 times or more a week. The next highest response was 36 students who chose B, 2-3 times a week. Fifteen students chose C, 0-1 times a week.  Only one student chose D, that they never get on the Internet.

 

This pie graph emphasizes the large proportion of students (73%) who chose A (4 or more times a week). The next highest percentages were 23% who chose B (2-3 times a week) and 4% who chose C (0-1 times a week).

 

 

Question #6: If our school had a student magazine with student writing and artwork, you would most likely read it if:

 

1. It was on paper and handed out to students
2. It was online on our school website
3. It was both on paper and online
4. I would not read it

 

	9th AVG	9th ADV	10th GEN	10th CP	11th CP	11th AP	12th GEN	12th CP	Totals
A	6	7	2	10	10	9	8	6	58
B	1	0	0	1	0	0	0	1	3
C	11	4	5	6	14	5	3	4	52
D	8	9	3	4	1	11	4	3	48

 

 

  

This chart breaks down the responses of answers A-D by classes. The pattern is the same for all of the classes. Three of the answers were chosen nearly equally by students. Of the 156 total students, 58 chose A, they would read the literary magazine if it was on paper and handed out.  In contrast, only three students said they would read it if it were solely online on the school’s website (B). Another 52 students said they would be likely to read it is it were both in paper format and online (C). A total of 48 students said they would not read it at all (D).

 

This pie graph indicates the rather close percentages for answers A, C, and D. A difference of 8% separates A and D and 11% separates answers C and D.  Answer B was chosen by the fewest number of students, accounting for only 4% of all students.

 

Qualitative Student Results

 

Answers for student qualitative portions have been selected as representative of the array of ideas submitted. Many of these were left blank, or students wrote, “I don’t know.” Also, I have given sample answers and/or summarized the findings from short answer portions of the student surveys, depending on what seemed appropriate.

 

 

Question #7: Does the idea of our school having a student literary magazine interest you? Why or why not?

 

• Many students responded as the 10^th Grade College Preparatory student who wrote, “No. I just don’t care about it” or the 12^th Grade General Student who wrote, “No, I don’t read a lot.”
• A number of students responded similarly to the 11^th Grade Advanced Placement student who wrote, “Yes because I like reading about what other people have to say or think,” and another 11^th Grade Advanced Placement student who wrote, “Yes, because art is a number one priority for me. Creating art means making something that lasts longer than you will.”
• About half of the surveys were left blank or had “I don’t know” as the response.

 

Question #8: What, if any, are the benefits to the school of having a literary magazine?

 

• Several students responded like the 11^th Grade College Preparatory student who wrote, “Students can express themselves.”
•  Others responded like the 9^th Grade Advanced student who wrote that, “Students might enjoy reading others’ work.”
• One 11^th Grade Advanced Placement student wrote that, “It may broaden the horizons of students and increase the importance of art in local society,” while a 9^th Grade Advanced Student who said, “Students can be more connected to the school.”
• Almost half of the students left their responses blank or wrote “I don’t know.”

 

Question #9: What, if any, are the benefits to the individual student of having a literary magazine?

• One 11^th Grade Advanced Placement student wrote, “Creative ideas can be spread among the student body.” ]
• Several students wrote “None” or similar.
• Another 11^th Grade Advanced Placement student wrote that, “To those who contribute, it would help their creativity grow through constructive critique, exposure, and experience.”

• Several students shared sentiments similar to that of the 12^th Grade General student who wrote, “They can show their artwork.”
• Another 12^th Grade General Student wrote that one benefit for the individual student is, “Publicity.”
• About half of the students either wrote “I don’t know,” or left their responses blank.

 

Question #10: Do you have any suggestions or comments about the creation of a student magazine?

•         Several students were concerned about who the magazine would appeal to, such as the 9^th Grade Advanced student who wrote, “It should appeal to all students: the athletic, the academic, and the artistic.”
•          Other students wanted to make sure that everyone would be represented and could contribute such as the 10^th Grade College Preparatory student who wrote, “Make sure all students have an input in it.”
•         Another 11^th Grade College Preparatory Student said, “I think we should have one because it would help the creative students out a lot” while an 11^th Grade Advanced Placement Student said, “Yes. Go for it! Make music a big role, too.”

Interview Questions and Answers

I have given sample answers and/or summarized the findings from the interviews, depending on what seemed appropriate.

Teacher Interviews (Qualitative)

Question #1: What previous experience have you had with literary magazines, both as a student or an educator?

 

•       “I’ve never worked directly with a student literary magazine.  I did serve as advisor to the ******, the newspaper at ***** High for nine years.  During that time, I had several opportunities to attend workshops at state and national conventions where I participated in several sessions addressing literary magazines.  I have also founded the Creative Writing Club at *HS.”

 

Question #2: How do you see a literary magazine supporting our curriculum?

 

•      “Students who write appreciate literature more than those who don’t.”
•      “Just as a school fails a gifted athlete if the athlete is not given the proper outlet for his talent, so we fail our writers and artists when we don’t give them a wider audience for their work.”

 

Question #3: What kind of content do you think should be included in a literary magazine?

 

•       “Poetry, short stories, short plays, essays, and personal narratives as well as photographs and original artwork.”

 

Question #4: What, if any, are the benefits to the school of having a literary magazine? 

•    “Our students have few opportunities to demonstrate their talent.  This hurts them when they compete against students from other schools for GHP, scholarships, and other awards and honors.”
•    “A literary magazine would give these students greater opportunity, which would in turn allow our school to be judged more favorably.” 
•  “Excellence promotes excellence. Seeing one’s words in print increases one’s desire to write worthily.”

 

Question #5: What, if any, are the benefits to the individual student of having a literary magazine? 

•    Student writers would gain confidence in their writing.
•    Their classmates would gain more appreciation for the writing of their peers.”

 

Question #6: What do you see the role(s) of advisers in creating a literary magazine?

•    “Providing the opportunity and guidance students will need.”
•   “Overseeing the selection process for included works.”
•  “Helping with budgeting.”
•  “Making certain that layout and design and the actual production are handled in a timely manner.”

Question #7: What format would you prefer for the literary magazine (paper or electronic)?

•    “Paper.  Having something in print to show your parents and grandparents as well as to save for your children and grandchildren is pretty special.”

 

 

Question #8: What size staff do think would be necessary to be able to create a literary magazine? How would you choose staff members?

 

·    “6 to 10” (staff size)

·    “By application” (how staff would be chosen)

 

 

Question #9: How frequently would you like to see the literary magazine published?

 

·    “2 to 4 times per year, but even annually would be better than what we do now.”

 

 

Question #10: Other Comments

• No significant comments.

 

 

Administrative Interviews (Qualitative)

Question #1: What previous experience have you had with literary magazines, both as a student or as an educator?

 

•       The first administrator had no experience at all.
•       The second administrator said, “as an English teacher, I solicited student entries for both school and regional literary magazines. I was never a sponsor of one, so I couldn’t give you any input from the development and printing aspect.”

 

Question #2: If we had one, what would your vision of a literary magazine be?

 

• The first administrator had no significant comments.
• The second administrator said, “I see the magazine as a compilation of art, photography, poetry, essays, and short stories by students.” She went on to say, “It should consist of the best work submitted by our students and students should be recognized for contribution” and the “magazine should be compiled, edited and published by students.” She also said, “I also see it as a public relations tool for [the school].”

 

Question #3: What, if any, are the benefits to the school of having a literary magazine?

 

• The first administrator said, “Recognition of accomplishments, and self esteem.”
• The second administrator saw the benefits as, “Student pride and ownership.”

 

Question #4: What, if any, are the benefits to the individual student of having a literary magazine?

 

• The second administrator saw the benefits to the individual as the same as the school benefits.

 

       Question #5: What, if any, funding is available for creating a literary magazine? (if applicable to your     

        position)

•         The second administrator said that, “No funding is available” and that, “A literary magazine would need to generate its own funds either through fund raisers, sales, or contributions.”

Question #6: Would it be possible to link an online literary magazine to our website? (if applicable to your position)

 

• Both administrators said that linking the online literary magazine to the school website was a likely possibility.

Question #7: How do you see the literary magazine supporting our curriculum?

 

• The second administrator saw the literary magazine “As an extension of …art, language arts, journalism, technology and business.”

Question #8: Do you think a literary magazine would have a positive or negative impact on the school? Why?

 

• The second administrator said the literary magazine would have, “A positive impact if properly implemented.” (Admin 2)

Question #9 Additional Comments?

 

• No significant comments

 

Summary of Findings

• Student surveys and teacher/administrative interviews provide data to support interest in and justification of creating a literary magazine.
• Student surveys and teacher/administrative interviews provide data to support what format would best suit a literary magazine.
• Teacher/administrative interviews provide data to show what type of funding, other support could be provided or will be needed for a literary magazine.
• Student surveys and teacher/administrative interviews provide data about the benefits of having a literary magazine, including student expression, creating a sense of community, teacher collaboration, and support of the curriculum.