This survey aims at determining the pupils’ attitudes towards reading. Accordingly, the survey includes pupils in year four and year six of study. The pupils in year four are between eight and nine years of age while the pupils in year six are between ten and eleven years of age. Determining the attitude of these pupils towards reading will help teachers to devise methods that may help eliminate the gap that literature review shows exist between the way boys and girls perceive reading. It will also help teachers in devising effective methods of motivating pupils to read and appreciate their potentials in reading (Dahlberg, & McCaig, 2010).
With regard to the current literature that depicts a slight difference between the way boys and girls perceive reading, the purpose of this study will be to determine the attitude pupils have towards reading. The study will do this in relation to what pupils enjoy reading most whether at home or at school (Dahlberg, & McCaig, 2010). Therefore, if anyone would be interested in using the above questionnaire to conduct the proposed study, one would have to identify the various schools that would participate in the study. Upon identifying the schools, one would also have to identify the pupils in the identified years and collect data from them. After collecting the data, one would have to analyze the data to determine the attitude of these pupils towards reading.
Formatting the survey
In formatting the survey, the researcher has followed the general APA guidelines as they relate to font type, spacing, font size and the organization of the paper. These guidelines require the font type to be times new roman; the font size should be of size twelve and be double spaced. In addition, the guidelines require the paper to be organized as the researcher has organized it in terms of heading, references and outline (Wellington, 2004). As it is evident through the paper, the researcher has followed these guidelines in formatting the paper.
The researcher has developed the survey items based on the literature review. In doing so, the researcher evaluated what previous research studies have done together with their main areas of specializations. After evaluating what previous studies have done and their areas of specialization, the researcher identified the gaps that exist among these studies. Upon identifying the gaps that exist in the literature review, the researcher developed the purpose of the study (Menter et al., 2011). This purpose of the study has become the basis of developing the survey items. This means that the survey items relate closely to the purpose of the study because they have been developed specifically for this study. At the same time, the researcher has developed some survey items based on the experience he has gained over the years in teaching. This follows what the researcher has witnessed and wished to evaluate over his career in teaching. Nevertheless, the experience gained over the years has not influenced greatly the survey items, but it has informed the researcher in some areas (Ary et al., 2013).
In order to ensure that the survey will produce the desired results, the researcher will conduct a pilot survey in the neighboring school. The pilot study will include pupils in year four and year six that will not participate in the final study. This means that once the researcher conducts a pilot study from the neighboring school, the researcher will not collect data for the final study from this school. This will not only ensure that the survey produces the desired results, but it will also ensure that the possible effects that pilot study may have on the study do not affect the study (Efron, & Ravid, 2013). In this case, the researcher will conduct the pilot study using the questionnaire that will be used in the final study. This will help in identifying the possible problems the questionnaire might have and taking the necessary steps of dealing with those problems. Furthermore, it will help in testing the validity and reliability of the research design the researcher will use in the study.
The first thing I did well include coming up with an effective questionnaire that may be used in determining the attitudes of pupils towards reading. The said questionnaire is detailed because it specifies the information I want to obtain from the research participants. At the same time, it is does not use leading questions that may affect the results of the study. This means that it does not make suggestions as to what the research participants need to say or the direction they need to take in answering the questions. Besides developing an effective questionnaire, I managed to specify the scope of the study and the targeted research participants. In particular, I have clarified that the study targets pupils in fourth and sixth years of their study (Wellington, 2004). I have also been able to specify and use the demographic information that is relevant to this study. In other words, I have been able to identify the relevant demographic information.
Notwithstanding what I have done well, next time I conduct such a study I know I will improve on the way I develop the questionnaire. I must confess that at first developing the questionnaire was a challenge to me, but I managed to develop it anyway. For this reason, next time I will develop the questionnaire differently because I will be able to distinguish general questions from specific questions.
On the other hand, I have learned the following from this experience. First, I have learned that survey materials should be developed from the literature review rather than from personal experiences. Second, I have learned that when conducting research studies, researchers should not use leading questions because such questions could affect the outcomes of the study (Ary et al., 2013). Third, I have learned that a pilot study is an essential component of a study because it helps in foreseeing some challenges and dealing with those challenges before one conducts the final study.
Completing the study
Given a chance to complete this study, I would indeed complete it because it covers an important topic. The topic covered by this study is important because it affects teachers on a daily basis. Accordingly, conducting this study and providing its results to the desired audiences that include teachers and parents, would help change the attitudes of pupils towards reading. At the same time, it would help addresses some challenges that face teachers as they educate children in the identified age-group (Efron, & Ravid, 2013). I would also complete this study because it covers an interesting topic. The topic is interesting to me in the sense that I am in the education sector. Therefore, I would be interested in establishing the way children perceive reading and if possible change the negative attitude they may have towards reading.
On the other hand, if another person provided me with the information I have provided regarding this study, I would understand what I need to do to complete the study. This means if another person provided me with the information I have provided here, I would be in a position to conduct the study because this information is complete. The information is complete because it contains the purpose of the study and the target research participants. Therefore, if another person provides me with this information, I would understand what I need to do.
For the above reasons, completing this survey would be a good use of my time because of the following two reasons. First, given that I am in the education sector, I would be interested in the topic the study. In this case, I would want to understand the kind of attitude that children have towards reading. Second, once I understand the attitude children have towards reading then I would devise ways to motivate children spend time reading resourceful materials (Ary et al., 2013). This means that completing this study would not be a waste of time for me, but it would be a good use of my time.
Ary, D. et al. (2013). Introduction to research in education. Belmont: Cengage learning.
Dahlberg, L., & McCaig, C. (2010). Practical Research and Evaluation: A Start-to-Finish Guide for Practitioners. London: Sage Publications.
Efron, S., & Ravid, R. (2013). Action research in education: a practical guide. New York: Guilford Press.
Menter, I. et al. (2011). A guide to practitioner research in education. London: Sage.
Wellington, J. (2004). Educational research: Contemporary issues and practical approaches. London: Continuum.