Discussion and Conclusion

Research Question "Answers"

• Seventy-three percent of students stated they read from one to three hours each week for assigned reading.
• Eighty-two percent of students stated they read personal reading materials including books, magazines, and newspapers for an hour or more each week.
• Eighty-two percent of students stated they read personal reading materials online an hour or more each week with eighty-five percent of those responses reading from one to five hours online each week.
• Students' top four current motivations to read are "Grades" (64%), to learn on their own (58%), "To find others that are going through the same things" they are (52%), and to experience things they would not experience first-hand (52%).
• The least selected response of what currently motivates students to read was to solve real-work situations (21%).
• Students top two genre choices are fantasy (73%) and mystery (61%).
• The fewest number of students selected science fiction (21%) and poetry (21%) as genres they prefer to read.
• Forty-six percent of students stated they read from two to four books last year.
• Thirty-three percent of students stated of the books they read last year, each book had from 201-300 pages in it.
• The two highest student selected responses of what would motivate them to read more were: being given a choice of what they read (67%) and if their parents or teachers rewarded them for reading (48%).
• The least selected response of what would motivate them to read more was if they could find more books in audio formats (9%).
• When students were asked what they do in their free time outside of reading the two leading responses were hang out or socialize with friends (88%) and watch television (85%).
• Sixty-four percent of students stated they do consider themselves smart.
• Sixty-one percent of students stated schoolwork comes easily to them sometimes.
• Forty-eight percent of students stated their teachers encourage them to read outside of school.
• Forty-two percent of students stated they like to read when given a choice of what to read.
• Thirty percent of students shared a comment on why they do or do not read.

Explanations, Interpretations, Discussion of Findings

• The mean gathered from asking students three questions about their reading habits reveals students spent: 3.03 hours per week reading personal reading material (books, magazines, newspapers), 2.95 hours per week reading personal reading (accessed online or on the web), and the fewest amount of time with 1.94 hours per week reading assigned reading (textbooks or other course materials).  This result strongly supports the conclusion that students read more when given a choice what they read.  There was little difference between the amounts of time students reading both types of personal reading material to time spent assigned reading.
• Students' top four current motivations to read are grades (64%), to learn on their own (58%), to find others that are going through the same things they are (52%), and to experience things they would not experience first-hand (52%).  These results could possibly indicate that students would read more if their reading was assessed and tied into their class grade.  The following three highest-ranking motivations to read appear to be individualized, meaning each student would need to be reading a book that applies to their life and is at their reading level.  The least selected response of what currently motivates students to read was to solve real-world situations (21%).  One possible interpretation of this finding is that students were not sure what real-world situations previous reading could apply.
• Students top two genre choices are fantasy (73%) and mystery (61%).  This result could possibly indicate that students read to get “outside themselves” and do things they cannot.  The fewest number of students selected science fiction (21%) and poetry (21%) as genres they prefer to read.  It is possible that students did not understand what science fiction was and may not understand poetry itself, which left these two genres at the bottom of students’ preferences for reading.
• The median number of books students read last year (stated in the survey as January through December 2007) was 3.5.  One possible interpretation of this finding is that teachers are not requiring high school students to read outside of textbooks.  I was surprised to see students read so few books in a year and hoped this median would be higher.
• Thirty-three percent of students stated of the books they read last year, each had from 201-300 pages in it.  The median number of pages the students read in each book was 300.  This result provides some evidence that students are reading novels as opposed to short stories.
• The two highest student selected responses of what would motivate them to read more was choice of what they read (67%) and if their parents or teachers rewarded them for reading (48%).  This result strongly supports the conclusion that students would read more if they were allowed to choose what they read.  I find it interesting that almost half of the students who be motivated by parents or teachers rewarding them.  The least selected response of what would motivate them to read more was if they could find more books in audio formats (9%).  This result could possibly indicate that students have not listened to an audio book or do not have refined auditory skills.
• When students were asked what they do in their free time outside of reading, the two leading responses were “hang out or socialize with friends” (88%) and “watch television” (85%).  In my opinion, this is not surprising.  I know students have many things competing for their time to read and high school students especially enjoy spending time with their peers.
• Sixty-four percent of students stated they do consider themselves smart.  In my opinion, this result does not fit in with my research question.  Originally, I included this question on my web survey to see if there was a discrepancy between if students considered themselves smart and schoolwork coming easily to them; however, now I am not sure there is a discrepancy or a correlation to my research question.
• Sixty-one percent of students stated schoolwork comes easily to them sometimes.  It is possible that the students who responded that they consider themselves smart also responded that schoolwork comes easily to them.
• Forty-eight percent of students stated their teachers encourage them to read outside of school.  In my opinion, the students’ perception of teacher’s encouraging them to read was interesting, but I do not think this result directly relates to answering my research question.
• Forty-two percent of students stated they like to read when given a choice of what to read.  This result provides some evidence and further explanation to the previous quantitative data gathered where students selected having choice of what they read would motivate them to read more.
• Thirty percent of students shared a comment on why they do or do not read.  This result strongly supports the conclusion that students do have an opinion on what they want to read or have had a bad experience, which had tainted their opinion of reading.

Conclusions

 Conclusions Table

• Students would read more if they were given a choice of what to read.
• Students have many activities that compete with their time for reading.
• Students can be motivated to read.
• Students perceive not all teachers as encouraging reading outside of school.
• Students spend more time reading books, magazines, and newspapers than assigned reading.
• Students prefer fantasy and mystery genres to science fiction and poetry.

Recommendations

• Educators in similar situations may consider using the fantasy or mystery genres when selecting a class novel to study.
• I plan to encourage the teachers I work with to give as much choice as possible when assigning reading especially when giving a class assignment.  It is common in the schools I work with that teachers assign students book reports or book projects and allowing student choice may increase the number of students who complete them.  This recommendation comes from the data I collected, which showed more students chose “choice of what to read” more than any other answer choice.
• If I become a media specialist, I will be able to support my encouragement of teachers to allow students to select a book they find interesting.
• If I return to the classroom, I will continue to allow for choice in student selections of reading (for book projects I have allowed student choice, but sometimes choice a genre to expose students to a genre they might not pick up on their own).

Implications for Practice

Research Question: What factors motivate high school students to read for pleasure?

• Personal experience has shown me:
  • The majority of students struggle to find interest in reading
  • Teachers do not know how to encourage reading outside of assigning reading
  • Students are reading below their grade level in school according to measurement tools

Educational Significance

Reflection of Study on Personal Practice

What did you learn from this experience about action research, and how will you apply it on the job?

• Action research requires perserverance to create an instrument that reveals the data to answer my research question.
• Even though my project is not all inclusive of every 18 year-old in the country it still can be beneficial to practioners in a similar situation.
• I will apply what I have learned about contructing a quality instrument to a media specialist position.

How do you feel in terms of being ready for completing your project on time?

• I feel very good about getting the teacher participation needed
• A little nervous about having students actually complete my web survey
• Excited about reviewing the data and getting closer to learning about what motivates teenagers to read for pleasure

Overall Conclusion

This study conducted an anonymous survey of high school students age 18 and older about their reading habits and preferences.  What constitutes a quality survey was reviewed to ensure unbiased questions and response options were present in this survey.  The fifteen-question online survey was sent to four language arts teachers at one high school.  Thirty-three student responses were evaluated after removing surveys taken by students younger than 18 years old.  Students were asked both quantitative and qualitative questions regarding personal reading habits, motivation, preference, experience, and perception of self in relationship to school.  The factors identified as detracting from independent reading were extracurricular activities, perception of reading importance, and experience with reading.  A strong correlation to reading motivation and students was self-selection of text.  A better understanding of student’s reading perceptions and motivations may assist high school teachers, parents, and county office leadership in motivating students to read for pleasure.