University of Illinois at Urbana-Champaign
MSTE
Office for Mathematics, Science, and Technology Education
College of Education @ University of Illinois

Fall 2005 Bloom Trail High School Teacher Survey

Bloom District 206

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Attitudes toward school/after school programs

Teachers and volunteers supervising the after school programs were asked to complete a survey about the attitudes of the students who attended in the Fall 05 semester.

Teachers/volunteers were asked to respond "yes" or "no" to each of the following about each student:

  • Has a positive attitude toward school.
  • Has a positive attitude toward the after school program.
  • Has improved in attending the program.
  • Has improved in being attentive at the program.
  • Has improved in getting along well with others.

A total of 67 students were reported upon.
The graph below shows the percentage of students about whom teachers responded ‘yes’ to each of these five statements. Overall, a generally positive report is given on the first 3 aspects (Positive attitude toward school, Positive attitude toward after school program, Improved in attending the program). However, less that 80% of the students are reported as improving in attentiveness and only 60% improved in getting along with others.



A ‘positive disposition’ score is obtained by assigning a score of 1 to each of the five statements about each student. The following table shows the resulting distribution:

Positive Disposition

FrequencyPercentValid PercentCumulative
Percent
Valid010.71.51.5
232.14.56.0
3128.317.923.9
4139.019.443.3
53826.456.7100.0
Total6746.5100.0



The graph below shows the distribution of the positive disposition scores. Generally, the students are positively disposed toward school and the after school program, as suggested by the predominance of scores of 5.



The survey provided for teachers to comment on subjects being paid attention to by students. The following graph shows tabulations of these comments by school subject. Due to a large amount of missing data, it is difficult to be confident about trends. However, in the data that are here, the four categories of Mathematics, English/reading, Test preparation and general attention to homework are relatively well represented.

 

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