STUDENT SURVEY ANALYSIS

STUDENT SURVEY SUMMARY/ANALYSIS

Note: This assignment is to be submitted to your EDIS 587X seminar instructor and will constitute 15% of
your course grade. In addition, the results of this assignment are used by the TED office to gather data
across all programs to provide analysis for accreditation and other program improvement efforts.

Teaching Associate Name: Sarah Bailey

Program of Study: BA/MT

Academic School Year: 2014-2015

School: Albemarle High School

Grade(s): 9-12

Subject (for secondary): Secondary English

Split Placement:

NO

How many surveys

did you distribute?

51

How many completed

surveys were returned?

51

Percentages of
completed surveys

100%

(Divide #2/#1 for percentage)

Demographics
The classes surveyed were Humanities 1 and English 9 Honors. The Humanities class consists of
28 students; however, only 26 students took the survey. Among the survey participants, there are 21
students (14 female and seven male) who identify as White, three female students of mixed race, one
female Hispanic/Latino student, and one Asian female student. There are six students, three female and
two male, who have been identified as gifted. In addition, two female students have been identified as
English as a Second Language students but are advanced in their English speaking abilities and receive
few ESOL services.
The English 9 Honors class consists of 25 students, and all were able to take the survey. There
are 21 students (11 female and 10 male) who identify as White, two female and one male student who
are Asian, and one female Hispanic/Latino student. Seven students, two female and five male, have

STUDENT SURVEY ANALYSIS

been identified as gifted. There is one female student who is receiving Special Education services for an
emotional disturbance.
Influencing Factors
The survey was given at the beginning of class using Google Forms. Students were permitted to
fill out the survey on their cell phones or laptop computers. As the students were taking the survey in
Humanities 1, one student raised his hand and mentioned that he had misread the directions and had
been selecting the numbers on the scale opposite from the ones he intended to choose. As he was
mentioning this, several other students raised their hands and indicated that they had accidentally done
the same. The initial results were deleted, the directions were made clearer, and the students started
their surveys again. The results discussed in this report reflect the second time the students took the
survey.
The English 9 Honors students took the survey on their laptop computers at the beginning of
class. The directions were given for the survey, emphasizing how the scale worked. Two students
indicated after the survey that they thought they had selected the wrong end of the scale; however,
class needed to resume and the survey was not redistributed.
Analysis
The results from the student survey were compiled into two tables, one for Humanities 1 (See
Appendix A) and one for English 9 Honors (See Appendix B).
Knowledge of the Subject Matter
The data suggests that the majority of students believe that I know and understand the subject
matter of the Humanities. As I was unfamiliar with the Humanities curriculum before my student
teaching placement, I was pleased to see that over half of the class believes that I understand the

STUDENT SURVEY ANALYSIS

material. The data also shows, however, that three students are unsure about my content knowledge.
My Clinical Instructor has provided me with tremendous support with the curriculum and teaching
methods for this Humanities course, and it may seem to the students that she is more knowledgeable
on the subject than me. I have often had to consult her during my lessons to make sure that I am clearly
and accurately delivering the information, and this may have prompted some students to question my
expertise.
The majority of the students in English 9 Honors also agree that I have a good understanding of
the content, though not as strongly as the Humanities 1 students. In a closer examination of the quality
of feedback portion of the survey, I can conclude that the students feel that I am not displaying my
understanding of the content as well as I could when correcting their writing. The data also suggests that
some students feel I could make the content easier to understand. The students may feel that my own
lack of understanding could be contributing to my inability to make the concepts make sense to them.
Pedagogical Knowledge
In Humanities 1, over half of the students strongly agree that my teaching practices are
benefiting them. The data indicates that I am relating aspects of the Humanities across content areas
and using multiple means to relay the content. These practices have been relatively easy to incorporate
as the Humanities include elements of art, history, and culture. For example, I have been able to help
students explore the nuances of ancient Rome by examining various types of Roman architecture,
facilitating the creation of their own mosaic artwork, and analyzing the works of Virgil. However, the
data suggests a few students feel that there are some fundamental elements that I am leaving out of my
instruction. For example, five students were unsure if I was stating the purpose of my lessons. I realize
that I am not always explicit about the objectives for each day, and this could be contributing to some
students skepticism in this area.

STUDENT SURVEY ANALYSIS

When comparing the data to Humanities 1, it is apparent that the students in English 9 Honors
do not feel as sure of my pedagogical knowledge. For example, some students are unsure or disagree
that I am giving clear instructions or using many different materials to make the content more
accessible. The students recent behavior has confirmed the accuracy of these results. Some students
are often confused about when assignments are due, and many of these assignments are not completed
to the specifications in the instructions. Their confusion may be resulting from my neglect to clearly
explain what is expected of them. In addition, some students disengagement with the content suggests
that I am not conveying the information through engaging activities and materials.
Care and Effectiveness
By examining the data from Humanities 1, it can be concluded that the majority of the class
believes I am sensitive to their needs and fostering a positive classroom environment. Out of the 26
students who took the survey, 20 strongly agreed that I encourage all students to learn; this was the
highest number out of all of the categories. While the survey is not specific as to how this
encouragement takes place, the results indicating that 19 students strongly agree that I respect and
allow different opinions may contribute to the students feeling that they are being encouraged to
pursue learning. Contrastingly, there are some results indicating that some students do not feel that the
classroom has a positive climate. Four students do not believe I am treating everyone fairly, and three
students disagree that I allow and respect different opinions. This data suggests that there is a minority
of students who feel that I am not letting their voice be heard in the classroom. Upon reflecting on the
students engagement in class discussion, it is apparent that the quieter students, especially the ESOL
students, are not getting an opportunity to participate and may require a non-threatening platform on
which to speak.

STUDENT SURVEY ANALYSIS

The results indicate that I am encouraging the students in 9th Grade Honors to learn; this survey
question also yielded the most in the strongly agree category. Students generally agree that I am
providing helpful feedback and respecting their opinions, so these factors may contribute to their belief
that I am encouraging their learning. Some of the results suggest that there is a minority of students
who feel that I am not providing a positive classroom environment. For example, five students disagree
that I am able to keep the class on-task so that they can learn. I have noticed this behavior during group
work activities. Usually, the groups of four will contain two students who remain off-task while the
other, generally shyer students will feel they cannot participate. In addition, eight students are not sure
if I am available outside of class. This data suggests that I have not been clear about my availability for
outside help either during long lunch or after school.
Areas for Improvement
In Humanities 1, there needs to be an improvement in my communication with the students.
Students need to be aware of the purpose behind the lessons and activities that I plan. I also need to be
conscious of the shyer students in that class and avoid privileging the contributions of my more outgoing
students.
In English 9 Honors, there needs to be improvement in how I relay important information to the
students, whether that be instructions for an assignment, my availability outside of class, or simply the
content that they need to grasp. It is also clear that some students feel that there is too much off-task
behavior that is inhibiting their learning. The classroom environment should be one that allows students
to accomplish concrete tasks in groups with minimal distractions or dead-time.
Steps for Improvement
In Humanities 1, I will build time into my lesson plans to explain the objectives and the purpose
behind the lessons for the day. I will write these things on the board and draw students attention to

STUDENT SURVEY ANALYSIS

them at the beginning of class. In addition, I will incorporate ways to get all students involved in the
class discussions. I have noticed that I tend to only call on those who are enthusiastic and outgoing; I
want to incorporate more Think, Pair, Share activities that can allow the shyer students to collect their
thoughts before speaking out loud to the group. I also plan to set more established norms for discussion
before engaging in our next full-group activity. I want students to be able to listen to what one another
are saying and speak out loud without fear of condemnation or ridicule.
In English 9 Honors, I am going to take steps to communicate my expectations more effectively.
I have noticed that during my direct instruction lessons, I have been remiss in giving the students
enough time for guided practice before expecting them to complete the tasks on their own. I have also
not been provided solid examples and non-examples of the work I expect them to submit. I also intend
letting the students know that I am available in my classroom during CHAT (long lunch) and after school
until 4:15 if they have questions or need clarification on their assignments. Finally, I am going to take
steps to establish norms for small-group discussions. Students need to be aware that the time I give
them is not for socializing; rather, it is a time to hone their skills and ask questions if they do not
understand something. I would also like to model how I expect this small group time to work. I want
the students to develop the communication and collaboration skills necessary to have meaningful
discussion and produce quality work.

STUDENT SURVEY ANALYSIS

7
Appendix A
Humanities 1 Survey Responses

Humanties 1 (26
students)
My teacher gives clear
instructions
My teacher treats
everyone fairly
My teacher is available
outside of class
My teacher relates lessons
to other subjects or the
real world
My teacher allows and
respects different
opinions
My teacher uses different
materials and activities to
help us learn
My teacher encourages all
students to learn
My teacher is a good
teacher
My teacher knows and
understands the subject
being taught
My teacher provides
helpful feedback
My teacher makes things
easy to understand
My teacher assigns
homework that relates to
our classwork
My teacher keeps the
class on-task so that we
can learn
My teacher states the
purpose of our lessons

Strongly
Agree
16

Agree

Not Sure

Disagree

Strongly
Disagree
0

14

12

18

19

17

20

17

16

14

16

19

14

12

STUDENT SURVEY ANALYSIS

8
Appendix B
English 9 Honors Survey Responses

English 9 Honors (25

students)
My teacher gives clear
instructions
My teacher treats
everyone fairly
My teacher is available
outside of class
My teacher relates lessons
to other subjects or the
real world
My teacher allows and
respects different
opinions
My teacher uses different
materials and activities to
help us learn
My teacher encourages all
students to learn
My teacher is a good
teacher
My teacher knows and
understands the subject
being taught
My teacher provides
helpful feedback
My teacher makes things
easy to understand
My teacher assigns
homework that relates to
our classwork
My teacher keeps the
class on-task so that we
can learn
My teacher states the
purpose of our lessons

Strongly
Agree
13

Agree

Not Sure

Disagree

Strongly
Disagree
0

15

10

11

15

17

14

15

13

14

16

12

11