comics in the classroom

A CAUSAL COMPARATIVE STUDY OF STUDENTS’

READING MOTIVATION AFTER READING

COMICS IN THE CLASSROOM

A Seminar Paper

Presented to

Childhood Education and Family Studies

Missouri State University

In Partial Fulfillment

of the Requirements for the Degree

Master of Science in Education-Elementary Education

by

Jack C. Wilson

May 2009

ii

A CAUSAL COMPARATIVE STUDY OF STUDENTS’ READING

MOTIVATION AFTER READING COMICS IN THE CLASSROOM

Childhood Education and Family Studies Missouri State University, May 2009 Jack C. Wilson ABSTRACT This study determined the change in fifth graders’ attitudes toward reading after exposure to comics and graphic novels. The study was conducted in an urban Midwestern school comprised of middle to lower class families. A volunteer group of 10 students from an intact fifth grade class was used. The sample included 8 girls and 2 boys. All of the students were Caucasian except one who was Hispanic. The levels of ability were varied, with one gifted student, three above average learners, five average learners, and one who utilized special education services. The students took a pre-survey then were given access to comics and graphic novels during a lunchtime reading program for a period of four weeks. At the end they each took a post-survey. Data, frequencies and percentages from the surveys, were compared. There was not a significant change in the children’s attitudes toward reading after the study. The findings would suggest that more research is needed.

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TABLE OF CONTENTS ABSTRACT . . . . . . . . . . . . . . . . . . . . ii

LIST OF TABLES . . . . . . . . . . . . . . . . . . v

CHAPTER ONE: INTRODUCTION . . . . . . . . . . . . . 1

Purpose of the Study . . . . . . . . . . . . . . . . 1

Rationale for the Study . . . . . . . . . . . . . . . 1

Research Hypothesis . . . . . . . . . . . . . . . . 2

Significance of the Study . . . . . . . . . . . . . . . 2

Assumptions . . . . . . . . . . . . . . . . . . 2

Limitations . . . . . . . . . . . . . . . . . . 3

Definition of Terms . . . . . . . . . . . . . . . . 3

CHAPTER TWO: REVIEW OF THE RELATED LITERATURE . . . . . . 5

Reading Motivation . . . . . . . . . . . . . . . . 5

Use of Comic Literature in the Classroom . . . . . . . . . . 6

Comic Literature as Motivation for Struggling and Reluctant Readers . . . 9

Summary . . . . . . . . . . . . . . . . . . . 10

CHAPTER THREE: METHODOLOGY . . . . . . . . . . . . . 12

Instrument and Design . . . . . . . . . . . . . . . 12

Site of the Study . . . . . . . . . . . . . . . . . 12

Participants . . . . . . . . . . . . . . . . . . 14

Procedures . . . . . . . . . . . . . . . . . . 15

Analysis of Data . . . . . . . . . . . . . . . . . 15

CHAPTER FOUR: FINDINGS OF THE STUDY . . . . . . . . . . 16

iv

Data Analysis . . . . . . . . . . . . . . . . . . 16

Summary . . . . . . . . . . . . . . . . . . . 21

CHAPTER FIVE: CONCLUSIONS, DISCUSSION & RECOMMENDATIONS . . 22

Conclusions . . . . . . . . . . . . . . . . . . 22

Discussions . . . . . . . . . . . . . . . . . . 22

Recommendations . . . . . . . . . . . . . . . . 24

REFERENCES . . . . . . . . . . . . . . . . . . . 25

APPENDICES . . . . . . . . . . . . . . . . . . . 31

Human Subjects Application . . . . . . . . . . . . . . 30

Survey . . . . . . . . . . . . . . . . . . . . 32

v

LIST OF TABLES

1. Frequencies for Preferences to Pre-Survey . . . . . . . . . . 18

2. Frequencies for Preferences to Post Survey . . . . . . . . . . 20

3. Independent T-Test . . . . . . . . . . . . . . . . 22

1

CHAPTER ONE

INTRODUCTION

Many students today are not interested in reading, choosing instead other various

mediums such as video games, television and movies when seeking outlets of pleasure

and entertainment. The push for higher academics, especially in reading, has caused

many educators to take notice and focus on reading. Indeed, many studies have been done

on reading motivation.

If children view reading as a negative experience, then certainly their ability to

succeed in school is compromised, as reading is the foundation for all learning. The trick

for educators is to develop innovative ways to help students discover the joy, the

escapism, and the stimulation of reading; the goal is to enjoy reading not because it is

assigned but for the pure pleasure that is gained through all forms of literature including

the genre of comic literature: comic books, comic strips, and graphic novels.

Purpose Statement

The purpose of this study was to determine the change in fifth grade students’

attitudes toward reading after exposure to comics or graphic novels.

Rationale for the Study

Research suggests children’s attitudes and motivations toward reading are

strongly influenced if the students have true choice in what they read (Cavazos-Kottke,

2005; Edmunds & Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks, & Perencevich,

2006; McPherson, 2007; Pachtman & Wilson, 2006; Veto, 2006). Comic books rank at or

near the top of the list of student choice but are not highly regarded by classroom teachers

(Millard & Marsh, 2001). As a result, comic literature is not often taught in schools

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(Cavazos-Kottke, 2005).

If teachers are to motivate reluctant and struggling readers and promote literacy in

the classroom, then it makes sense for teachers to reflect upon their educational

philosophy and re-examine the definitions of text, book and literature. According to

Versaci (2001), educators may need to re-evaluate what constitutes an accepted canon of

student literature and allow students to contribute to that cannon, which means accepting

comic literature as real literature. Therefore, it behooves educators and researchers to

investigate the effectiveness of comic literature or for students in the classroom.

Research Hypothesis

There will be a significant difference in the reading motivation of fifth grade

students after they are given comic literature to read in the classroom.

Significance of the Study

Reading motivation is a significant area of study for researchers, due to the impact

of reading on other subjects. If students do not read, do not enjoy reading, or do not see

the intrinsic value in reading, then the ability of those students to understand and grasp

concepts in any subject is affected. Discovering and utilizing any approach that positively

affects the intrinsic motivation of students to read will impact the classroom. Therefore,

the findings of this study may aid educators in identifying and utilizing reading

approaches that will motivate students to read for themselves, because they choose to,

because they want to learn and grow, and develop into engaged and contributing

members of society.

Assumptions

For the purpose of this study, the following assumptions were made:

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1. It was assumed that elementary school was comprised of kindergarten through

fifth grade.

2. It was assumed that the students answered the survey honestly.

3. It was assumed that the survey was a valid instrument for discovering students’

attitudes toward reading, when given choice.

4. It was assumed that the respondents were representative of typical elementary

students in the Springfield Public School system.

Limitations

For the purpose of this study, the following limitations will be made:

1. The study was limited to 8-10 volunteers from one fifth-grade class in the

Springfield Public School system during fall 2008.

2. The study was limited to data collected on a researcher-constructed survey

using a five-point Likert scale.

3. The study was limited to a four-week data collection period.

Definition of Terms

For the purpose of this study, the following definitions were defined as:

1. Reading motivation: Intrinsic desire to read for the purposes of learning or

pleasure without being required to do so by an outside authority.

2. Comic literature: An all-encompassing term used to describe comic books,

comic strips, graphic novels and other comic-related publications, either print or

electronic.

3. Comic books: “Pamphlet” (Diamond Bookshelf, n.d., p. 1) style periodical

that combines text and art to tell a story. Typical examples include Archie, Superman,

4

Spider-Man, and Wonder Woman.

4. Graphic novels: A novel-length comic book-style publication, in which the

story has not been previously serialized as a comic book (Diamond Bookshelf, n.d.).

5

CHAPTER TWO

REVIEW OF THE RELATED LITERATURE


attitudes toward reading after exposure to comics or graphic novels. Presented in this

chapter of the review of the related literature will be: (a) reading motivation, (b) use of

comic literature in the classroom, (c) comic literature as motivation for struggling and

reluctant readers, and (d) summary.

Reading Motivation

Reading motivation, as defined in this study, is the intrinsic desire to read for the

purposes of learning or pleasure without being required by an outside authority to do so.

Several aspects contribute to students’ intrinsic motivation to read, both in and out of

school including: control, self-efficacy, involvement in reading, and communications

about reading (Guthrie et al., 2007, p. 1). Control over reading is a significant construct

that determines students’ motivations for reading (Cavazos-Kottke, 2005; Edmunds &

Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks & Perencevich, 2006; McPherson

2007; Pachtman & Wilson, 2006; Veto, 2006).

Edmunds and Bauserman (2006) discovered that “when sharing the narrative text

they were reading, 84% of the children discussed books they had selected themselves,

while only 16% discussed books that were assigned by the teachers” (p. 417). In the

same study, researchers found similar results for expository texts. The first

recommendation by the researchers was to let students choose their own books.

Cavazos-Kottke (2005) related a story about Mike, a sixth-grade boy who was

writing a book report for school. Despite his pleadings, the teacher only allowed Mike to

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write two book reports on Star Wars, of which there are many novels. “In response, Mike

simply quit reading” (p. 180). In fact, Mike went on to choose a career path that required

the least amount of academic reading. Many students, especially middle school and high

school students see reading as an irrelevant school requirement and simply stop reading

(Clarke, 2006).

Pachtman and Wilson (2006) found students who were able to choose their own

reading derived more enjoyment from the experience. When coupled with a social

discussion activity, the amount of reading increased. Veto (2006) concluded that choice

creates an environment where students feel motivated and empowered to take

responsibility for their own education.

“The problem, as I see it, is not so much that many boys quit reading altogether,

but rather that they engage in literacy practices that many teachers and classrooms are

reluctant to embrace” (Cavazos-Kottke, 2005, p. 181). McPherson (2007) made a similar

statement, suggesting teacher-librarians offer “non-canonical reading materials such as

Archie Comics, graphic novels, Nancy Drew stories, computer game instructions, ‘zines,

Internet blogs and wikis, and Manga” (p. 71). However, most teachers and schools do not

support students’ choice of reading (McPherson, 2007; Pitcher et al. 2007).

Use of Comic Literature in the Classroom

Comic literature is the all-encompassing term used to describe comic books,

comic strips, graphic novels and other comic-related publications, either print or

electronic format. Comic literature has gained access to the classroom over the past few

years, being used in classrooms across the country, and studied and discussed in journals

and conferences (Greg, 2005; Méndez, 2004; Starr, 2004; Strauss, 2004; Wax, 2002). The

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phenomenon is growing and teachers and librarians, along with parents and

administrators, are loosening the constraints of the canon to include new mediums, such

as comics. Librarians have discovered that stocking comic literature means an increase in

circulation (Dorrell & Carroll, 1981; Goodgion, 1977; Lyga, 2006). When Steve Weiner

introduced comics to his branch of the Somerville Public Library in Massachusetts, he

“saw its circulation jump 42% that year” (St. Lifer, 2002).

The comic book occupies a curious and unique position in the 20th century

electronic media revolution. It represents a transitional medium that directly

transforms the printed word and the framed picture, paving the way for a new

type of literacy which combines these and other traditional texts (spoken word,

music) in the ultimate of intertextual media forms: television. (Schmitt, 1992, p.

160)

Comics were originally considered a poor substitute for real reading and frowned

upon by teachers and scholars alike. Schmitt (1992), however, disagreed: “Far from being

a watered-down, inferior substitute of ‘high’ cultural art, they are distinct, alternative

visions which reveal more about the fears, neuroses and power struggles of the populous

than high art does” (p. 155). The 21st Century brought about a change in perception about

comic literature, where the medium is used to promote learning in the classroom.

Lyga (2006) makes the case that comic literature requires many literacy skills,

such as sequencing, decoding nonverbal communication, comprehending plot, and ability

to make inferences. Liu (2004) found low-level ESL learners recalled more information

(38.70%) when high-level text was paired with comics. The recall was only 19.41% with

low-level ESL learners who used high-level, text-only readings. Ranker (2007) also

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found positive aspects to using comic literature for ESL students.

Schwarz (2002) argues that comic literature can be used for social studies,

science, math, art, philosophy and sociology. Little (2005) documents the deep literary

levels occurring when comic literature is read, including closure, narrative density, and

quoting Eisner (1985), amplification.

“They require readers to be actively engaged in the process of decoding and

comprehending a range of literary devices, including narrative structure, metaphor

and symbolism, point of view, the use of puns and alliteration, intertextuality, and

inference. Reading graphic novels can help students develop the critical skills

necessary to read more challenging works, including the classics.” (Scholastic,

2007, p. 5)

Cheesman (2006) uses comic strips in his science classroom. Morrison, Bryan,

and Chilcoat (2002) recommend using comics as an end-product, where students

demonstrate their learning by generating their own comics. Bitz (2004) has created The

Comic Book Project that focuses on literacy as an after-school program in struggling

urban school districts.

In their research, Millard and Marsh (2001) made some interesting findings

regarding comics and reading choices. Not only did they discover reading comics lead to

readings of other materials such as magazines and newspapers, but the researchers

documented that when comics were sent home from school, a connection was made

between child and father or older male siblings. The dads were reading with their

children and talking about the stories, creating both a literary circle and a social network

at home.

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Comic Literature as Motivation for Struggling and Reluctant Readers

Teachers across the country are using comic literature to promote literacy and

interest in reading, especially with struggling and reluctant readers (Spark Reading, 2000,

Get Students, 2004); Norton, 2003; Schneider, 2007; Schwarz, 2006; Versaci, 2001;

Zadora, 2002). When questioned about what they want to read, when given choices,

comics consistently rate high on student preference. Furthermore, students report

receiving a great deal of pleasure from reading comics, yet many students are not given

true choice in schools (Norton, 2003; Millard & Marsh, 2001). A study from Millard and

Marsh (2001) discovered comics were in the top three choices for students. However, the

research indicates when students are given a choice to read comics, they become more

interested in reading altogether, and thus go on to read other materials (Norton, 2003).

“Clearly we recognize that children derive much pleasure from books such as the Harry

Potter and Matilda books. However, we are frequently ambivalent about the pleasure that

children derive from comic books” (Norton, 2003, p. 142). Additionally, when children

are allowed to read comics, they gain a sense of ownership of the text. Whereas, scholarly

or school-approved texts are seen by children as “abstract and unconnected to their

everyday lives” (p. 145.)

Millard and Marsh (2001) determined “comic reading provides a common

discourse which can be used to enhance children’s shared understanding of pleasurable

texts” (p. 29). This sense of social sharing of literature regarding comics is a noted

benefit especially for struggling and reluctant readers (Millard & Marsh, 2001; Norton,

2003). Finders (1977, as cited in Norton, 2003) discovered students, particularly girls,

engaged in what Finders called “literate underlife” whereby the students engaged in an

10

underground social literature circle: borrowing, sharing and discussing comics and

comic-related stories on a regular basis (p. 144). Norton (2003) indicated many children

found themselves reading comics and sharing stories with their fathers or other males

within the family unit. This literate underground was also applicable to English-language

learners as it provided them a familiar connection with the other students.

Schwarz (2006) suggests middle and high school English teachers “explore and

use the graphic novel to build multiple literacies” (p. 58). She and Versaci (2001) argue

that deep literary criticism can come about through the use of comic literature as students

are taught to advocate for their own definition of “canon” and make arguments for the

inclusion of high quality comic literature:

this goal of simply passing our own judgments along to our students often

impedes what should be our primary goal: to encourage students to see

themselves as having a voice in the question of what constitutes literary merit by

defining reasonable parameters by which to judge a creative work and articulating

why and how that work is, or is not, within those parameters. Only by helping

students achieve this voice do we help them become active, critical and engaged

readers. (p. 62)

Summary

Quite clearly, the research shows a strong connection between choice and

motivation regarding reading and literature. While children have a strong desire to read

comics, the children also recognize that the school sees such works as non-educational.

However, when given the chance to read comics, study after study (Cavazos-Kottke,

2005; Edmunds & Bauserman, 2006; Guthrie, Hoa, Wigfield, Tonks & Perencevich,

11

2006; McPherson 2007; Pachtman & Wilson, 2006; Veto, 2006) indicate students

become motivated to read, especially struggling and reluctant readers, leading them to

eventually experiment with other forms of texts (Norton, 2003). The motivation to read

has been shown to transfer to the adults in the family home (Norton 2003). Researchers

have found teachers can include comic literature in scholarly and engaging ways.

12

CHAPTER THREE

METHODOLOGY



chapter of the methodology will be: (a) instrument and design, (b) site of the study, (c)

subjects, (e) procedures, and (f) analysis of the data.

Instrument and Design

A causal comparative study was conducted in Fall 2008 to determine the reading

motivation of fifth grade students before and after being exposed to comic literature. A

researcher-constructed pre- and post-survey (see Appendix B) consisted of two sections.

The initial section requested information regarding reading such as information about

how students are influenced by illustrations, reading motivation and enjoyment,

perception toward reading comic literature, and social aspects of reading. The first

section consisted of a five-point Likert scale. The second section was designed as two

open-ended questions about the difference comics made in a students’ enjoyment of

reading and a request for the students to describe what they liked best about reading

comic literature.

The group consisted of 10 fifth grade students who volunteered for the Lunch-N-

Munch, a lunchtime comic literature book club that met twice a week for four weeks. The

students read individually and in pairs. Discussion about the books occurred in pairs,

groups and whole group.

Site of the Study

The study was conducted in a fifth grade technology-based (eMINTS) classroom

13

in the Springfield Public School district in Fall 2008. According to the Missouri Census

Data Center (2000), Springfield Public Schools had an ethnicity population consisting of

White (96%), Black (2.1%), American Indian/Alaska Native (0.7%), Asian (0.9%),

Hawaiian/Pacific Islander (0.0%), and Hispanic (0/8%). The data also showed that 97%

spoke English only, while 0.5% did not speak English at all. The graduation rate for

Springfield, according to the Missouri Department of Elementary and Secondary

Education (2007a), was 85.8%. When broken down by race, Missouri Department of

Elementary and Secondary Education (2007a) the graduation statistics were as follows:

Asian (93.9%), Black (75.8%), American Indian (80.7%), Hispanic (79.3%), and White

(88.1%). The student-to-staff ratio was 18 students per classroom teacher (Missouri

Department of Elementary and Secondary Education, 2007b).

According to the US Census data (2000), Springfield had a population of

5,842,713. The population grew 4.4% from 2000 to 2006 and females made up 51.4% of

that overall population. The same data showed 11.7% of the population lived below

poverty. There were 77,603 total households in Springfield. Of that 45.9% were married

couples, and 18.4% of those had children under the age of 18. There were 6,309 (8.1%)

single-parent families in Springfield and 4,796 of them were single mothers. The average

household income was $45,067.

According to the Springfield Public Schools Annual Report Index (2007), Mark

Twain Elementary School, where the study took place, had an enrollment rate of 86.3%

White, 6.4% Black, 2.9% Hispanic, 3.5% Asian/Pacific Islander, and 0.8% Native

American in September 2006 (p. 5). While the school had an overall attendance rate of

95.67%, it also had a mobility factor of 63.8%, which is the “sum of transfers in plus

14

transfers out divided by September enrollment” (p. 7). Mark Twain Elementary School

also had a student-to-classroom teacher ratio of 20:1 (p. 11). The average teacher’s salary

was $40,126 and the average years of experience was 14 (p. 13).

At Mark Twain Elementary, according to the Missouri Department of Elementary

and Secondary Educations Mark Twain Elementary Annual Report of School Data

(2008a), there are 19 students per classroom teacher. Of that 83% were White, 7.5% were

Black, 4.7% were Asian, 3.9% were Hispanic, and .9% were Indian. There were only two

reported discipline incidents at Mark Twain Elementary in 2008 school year, ending in

two out-of-school suspensions. The attendance rate was 95.8% in 2008. According to the

Missouri Department of Elementary and Secondary Education Missouri Assessment

Program Data (2008b), the fifth graders achieved the following scores in communication

arts: below basic, 9.3%; basic, 39.5%; Proficient 39.5%; and advanced 11.6%. In

mathematics the fifth grade class achievements were as follows: below basic, 10.5%;

basic, 45.3%; proficient, 31.4% and advanced 15.1%.

Participants

The participants consisted of a volunteer group of ten students in a fifth grade

technology-based, constructivist-founded (eMINTS) classroom in Springfield Public

Schools. The classroom population was comprised of children ages 10-12. There were

eight girls and two boys in the study, and nine students who participated where

Caucasian; one student was Hispanic. There were four of the students who were

considered above average learners, one of which participated in the school district’s

gifted program. There were five students who were average learners but struggled at

times. Only one child utilized the resource room for some subjects.

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Procedures

Permission to conduct the study was obtained from the classroom teacher, school

principal and the Springfield Public School Quality and Accountability committee as well

as the students and their parents/guardians. The Human Participants Board at Missouri

State University (see Appendix A) also approved the research proposal. The survey was

developed at Missouri State University, with changes being made after the comments are

returned.

Participants consisted of a volunteer group of the first 10 students who turned in

their permission slips. The students were given a pre-survey and then introduced to the

library of comic literature available to them. The researcher discussed each title and gave

a synopsis of the story. Students chose comic literature that met their interests. Two days

per week for four weeks, the students ate their lunch in the classroom and read their

comics. After each session, there was a group discussion about the different titles the

students read. Students interested in reading the same title were encouraged to read in

pairs or groups and all students were encouraged to share and discuss their readings with

their teacher, other students and their families. On the last day, the students were given a

post-survey then they continued reading. The surveys were anonymous.

Analysis of Data

Data were obtained using a pre- and post-survey constructed by the researcher,

consisting of 16 Likert scale questions and two open-ended questions. The Likert

questions were categorized as follows: pictures and illustrations, enjoyment and

motivation, perception, and social interaction. Data were analyzed using SPSS from

Missouri State University for frequencies, means, mode, median, and standard deviations.

16

CHAPTER FOUR

FINDINGS OF THE STUDY



chapter of findings of the study will be: (a) data analysis, and (b) summary.

Data Analysis

A causal comparative study was conduced in Fall 2008 to determine the reading

motivation of ten volunteer fifth grade students before and after being exposed to comic

literature. Data were collected from a pre- and post-survey and analyzed to determine if a

significant difference existed. The students volunteered for a lunchtime comic literature

reading club. They were given a pre-survey and then introduced to comic literature with

varying degrees of reading levels and lengths. The students read comics during lunch two

days per week for four weeks with the study group leader. They were then given the post-

survey. Table 1 shows the frequencies for preferences to the pre-survey.

17

Table 1. Frequencies for Preferences to Pre-Survey

Question SA A N D SD 1. Pictures help me understand what I’m reading 3 4 2 1 0

2. I prefer reading books that have pictures 0 1 5 1 3

because there is less text.

3. Reading shorter paragraphs or smaller 0 2 5 1 2 amounts of text keeps me motivated to read.

4. It is easier to understand what I read when 3 6 1 0 0

the book has pictures and words.

5. I think comics are easier to read than regular 1 5 4 0 0 books.

6. I like to read 9 0 1 0 0

7. I enjoy reading comics. 5 5 0 0 0

8. I hate to read regular books 0 1 5 3 0 9. I am more likely to check out books from 2 4 1 2 1

the library if I can check out comics.

10. Reading is hard. 0 0 0 2 8

11. Teachers do not think comics are real reading. 1 0 6 1 2

12. Parents do not think comics are real reading 1 0 5 2 2

13. Reading comics is like reading other books. 4 5 1 0 0

14. I talk to my friends about the books I read. 1 4 4 1 0

15. I talk to my friends about the comics I read. 2 3 4 1 0

16. I read comics at home 3 0 3 4 0

18

In the pre-survey, students felt pictures assisted them in understanding the text. In

two different questions (Question 1 and Question 4), the majority of students agreed or

strongly agreed. In fact, 60% of students felt comics were easier to read than traditional

books. It was important to note that 90% of the students reported they enjoyed reading at

the beginning of the study. Students (100%) reported they already enjoyed reading

comics and they either disagreed or strongly disagreed with the statement that reading

was hard. It was interesting to note that respondents were neutral on whether they

believed teachers (Question 1) and parents (Question 12) thought reading comics was real

reading.

Table 2 shows the frequencies for preferences to the post-survey.

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Table 2. Frequencies for Preferences to Post Survey

Question SA A N D SD

1. Pictures help me understand what I’m reading 6 3 1 0 0

2. I prefer reading books that have pictures 0 0 5 4 1

because there is less text.

3. Reading shorter paragraphs or smaller 2 3 1 2 2 amounts of text keeps me motivated to read.

4. It is easier to understand what I read when 7 3 0 0 0

the book has pictures and words.

5. I think comics are easier to read than regular 4 3 3 0 0 books.

6. I like to read 9 1 0 0 0

7. I enjoy reading comics. 8 0 1 0 0

8. I hate to read regular books 0 0 1 2 4 9. I am more likely to check out books from 4 2 4 0 0

the library if I can check out comics.

10. Reading is hard. 0 0 0 3 7

11. Teachers do not think comics are real reading. 1 3 2 1 3

12. Parents do not think comics are real reading 1 3 2 1 0

13. Reading comics is like reading other books. 5 3 2 0 0

14. I talk to my friends about the books I read. 2 3 4 1 0

15. I talk to my friends about the comics I read. 2 4 3 0 0

16. I read comics at home 1 1 2 5 1

Table 2 presents the post survey responses. Half of the students (50%) agreed or

20

strongly agreed they shared with their friends the book they read. When asked about

taking to their friends about comics, 60% agreed or strongly agreed. A majority of the

students (60%) were more willing to check out books from the library if comics were

available, while the other 40% responded as have no opinion. All the students (100%)

responded they found it easier to understand what they read when the book offered

pictures and words.

Only 20% of the students reported they read comics at home, and 40% reported

that parents do not consider comics real reading. Additionally, students (40%) agreed

teachers do not think comics are considered real reading. This was a change from the pre-

survey results. It should be noted that 100% of the students disagreed or strongly

disagreed with the statement: “Reading is hard.”

Presented in Table 3 is the Independent t-Test comparing the pre- and post-mean

averages.

21

Table 3. Independent t-Test Question t p Question 1 1.555 .137 Question 2 .000 1.000 Question 3 .682 .504 Question 4 1.987 .062 Question 5 1.144 .268 Question 6 .447 .660 Question 7 1.013 .325 Question 8 -.724 .481 Question 9 1.152 .264 Question 10 .493 .628 Question 11 .168 .628 Question 12 .335 .741 Question 13 .000 1.000 Question 14 .246 .809 Question 15 .711 .487 Question 16 -1.076 .296 p < .1

Table 3 presents the statistical difference using the Independent t-Test. There was

not a significant difference in the reading motivation of students between the pre- and

post-survey with the exception of Question 4: It is easier to understand what I read when

the book has pictures and words. All the students agreed (30%) or strongly agreed (70%)

with the statement in the post survey. The next strongest difference (nearing significance)

was in the related Question 1: Pictures help me understand what I’m reading, where 90%

of students were in agreement.

Summary

The hypothesis stating there will be a significant difference in the reading

motivation of fifth grade students after they were given comic literature to read in the

classroom was rejected at the .10 level of significance for all questions except number 4.

22

CHAPTER FIVE

CONCLUSIONS, DISCUSSIONS, AND RECOMMENDATIONS



chapter will be: (a) conclusions, (b) discussion, and (c) recommendations for future

study.

Conclusions

To the extent the subjects were representative of typical fifth graders and based on

the findings of this study, the following conclusions appears warranted:

There was not a significant difference in the reading motivation of fifth grade

students after they are given comic literature to read in the classroom.

Discussion

A causal comparative study was conducted to determine the change in fifth grade

students’ attitudes toward reading after exposure to comics or graphic novels. Question 1

read: “Pictures help me understand what I am reading.” Question 4 stated: “It is easier to

understand what I read when the book has pictures and words.” Questions 1 (near

significance) and 4 (significance) were related in nature and demonstrated the students’

attitudes toward increased reading comprehension when both pictures and words were

present in a text.

A possible contributing factor for the remaining questions not having significance

was that the sample consisted of a volunteer group of students rather than a random

sample. Students participating in a volunteer group are more likely to be positive about

and have a vested interest in the study. Therefore, they may not be representative of the

23

typical student. Specifically, students volunteering for a reading group may be more open

to and excited about reading than other students. In the pre-survey, 90% of the students

reported enjoying reading and 80% reported enjoying comic literature. The same

percentage (90%) of the students reported that reading comics was like reading traditional

books. A random sample would have provided a stronger example of the population

studied. Additionally, volunteers are often more motivated to participate and open to

phenomenon for which they volunteered.

Question 2 was surprising because of the assumption that more students would

prefer reading books with pictures. Upon further study, it appeared the question itself,

having included “because there is less text” may have inadvertently caused students to

disagree, where they may not have done so had that phrase not been added. Some

respondents may have felt there was an equal amount of text in comic literature.

The more subjective observations based on open-ended questions on the survey

and discussions with the students offered more interpretation of the reported data. The

students were asked: How have comics made a difference in your enjoyment of reading?

The themes to the responses included: (a) comics provide easier comprehension, and (b)

comics are more interesting and engaging. Most of the students (70%) responded that

comics made them want to read, whereas 30% of the students answered that comic

literature was easier to understand.

The second open-ended question asked students what they liked best about

comics, and 90% of the students responded in the same manner that the pictures helped

them understand the story. One student summed it up best by stating that when confused,

all a reader needed do was look at the pictures to help figure out the story. Another

24

student’s parent commented during a discussion that the student was, for the first time,

interested in reading and was going so far as to request the parent purchase comics to be

read at home.

While the Likert scale survey revealed a significance in only one survey question,

it indicated that the subject of comic literature as a motivation for reading required further

study. Identifying the ways comic literature can add to reading success and enjoyment is

greatly needed.

Recommendations

Based on the findings of the study, the following recommendations for further

study are made:

1. It was recommended a larger and random sample be utilized to provide greater

comparison.

2. It was recommended that additional cultural and geographic areas be used for

a broader perspective.

3. It was recommended that the survey be modified to clarify questions and

provide additional data for identifying students’ perceptions.

25

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APPENDIX A

MISSOURI STATE HUMAN SUBJECTS PROTECTION APPLICATION

1. Brief description of the purpose of the proposed project, including specific goals The purpose of this study will be to determine the change in fifth grade students’ attitudes toward reading after exposure to comics or graphic novels.

2. Research protocol, that includes:

• Description of participants to be used, including; o General demographics of target sample. Average fifth graders (ages 10-12) from

Mark Twain Elementary in the Springfield Public School district. The groups of students will include a range of differing abilities, SES, and family status. Most students will be Caucasian.

o Sample size. 8-10 o Sampling procedures. Sample of convenience of students who volunteered for

the Lunch-n-Munch book club. Students will all be from an intact fifth grade classroom.

o From where participants will be obtained. Mark Twain Elementary School. o How long procedures will take participants. 10 minutes for questionnaire

completion prior to the book club and following the end of the book club. • Procedures, including:

o General progression of research: Permission from the building principal, Springfield Public School’s IRB, and parents will be obtained prior to the data collection. Students will be given the opportunity to volunteer to participate in a Lunch-n-Munch book club during the lunch period for 4 weeks. Prior to, and distinct from the book club, students will be asked to voluntarily complete a survey regarding their perceptions on reading (with parental written consent). After the completion of the book club, a follow-up survey will be given (with parental written consent). Data from the pre and post surveys will be compared for differences.

o How informed consent will be obtained/addressed: Permission will be obtained from the principal and school district. A letter of consent to participate in the book club surveys will be sent home for parental consent. Only students with signed releases from parents/guardians will be included in the data analysis of the survey responses.

o Description of setting in which data is obtained: Surveys will be completed before and after the book club during the lunch period and in the regular classroom setting. Data from the surveys will be harvested following the completion of the book club.

o How data will be kept secure and confidential: Completed pre and post surveys will be returned in a sealed envelope to the researcher. No identifying information or names will be used.

• Name and description of data gathering tool (attach a copy if possible): Lunch-n-Munch Survey (same document for Pre and Post Survey attached)

• HIPAA considerations/procedures (if applicable): None. The survey is anonymous and voluntary. There will be no penalty for withdrawal.

• Description of any special situations/circumstances needing to be addressed in the study: N/A • Data disposition when the study is completed: All surveys will be shredded upon completion

of data analysis in May.

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• How resulting information will be used/disseminated/shared: Findings of the study will be reported in a summary paper and presented at the Interdisciplinary Forum and published on researcher’s website.

3. Benefits: Describe benefits to the individual and/or mankind from participation: Understanding

student perceptions regarding reading motivation allows teachers to make classroom decisions that are in the best interests of the children. Students benefit when they get to choose their own literature and what interests them, which ultimately increases reading motivation and helps increase the number of life-long readers. This study may reveal a clearer picture of students’ perceptions of reading related to graphic novels (comics).

4. Risks: Describe the risks to the participant. None. Data will be provided without students’ names

or identifying information. All records will be kept confidential according to University policies. Only group findings will be reported.

5. Analysis of Risk: No risks were identified by the researcher. The data will be provided without students’ names or identifying information. All records will be kept confidential according to University policies. Only group findings will be reported. Participation will be voluntary and with parental permission.

6. Procedures for Minimizing Risk:

• Surveys will be provided without students’ names or identifying information. • Parental permission will be obtained and students may withdraw at any time without

penalty or loss. • All data will be kept confidential according to University policies. • Data will be kept in a secured place according to University policies. • Surveys will be shredded and disposed of upon completion of the data analysis.

7. Procedures for obtaining informed consent (see guidelines for key elements to include in informed

consent): Permission to conduct the study will be secured from the principal and the Springfield Public School IRB. Informed parent consent forms will be signed before children can enter the book club.

9. The project proposal shall end with the following, verbatim (including signature lines):

I hereby agree to conduct this study in accordance with the procedures set forth in my project description, to uphold the ethical guidelines as set forth in the Code of Federal Regulations 45 CFR 46, 45 CFR 160 and 164, and the Missouri State University HIPAA Policy, and to report to the IRB any outcomes or reactions to the experiment which were not anticipated in the risks description which might influence the IRBs decision to sustain approval of the project. ___________________________________ ___________________________________ Department Head Principal Investigator (Faculty) ___________________________________ Co-Investigator (Graduate student)

Date: ___________________________ Date: ___________________________

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APPENDIX B

SURVEY

Thank you for volunteering to participate in this survey. Please answer the following questions as honestly as you can. You may withdraw at any time without penalty or loss but your opinions are important to me. Circle the appropriate word(s) that describe how much you agree or disagree with the statement. Strongly Agree = SA Agree = A Neutral = N Disagree = D Strongly Disagree = SD Pictures & Illustrations

1. Pictures in books help me to understand what I’m reading. SA A N D SD

2. I prefer reading books that have pictures because there is less text. SA A N D SD

3. Reading shorter paragraphs or smaller amounts of text keeps me SA A N D SD motivated to read.

4. It is easier to understand what I read when the book has pictures SA A N D SD

and words.

5. I think comics are easier to read than regular books. SA A N D SD Enjoyment & Motivation

6. I like to read. SA A N D SD

7. I enjoy reading comics. SA A N D SD

8. I hate to read regular books. SA A N D SD

9. I am more likely to check out books from the library if I can SA A N D SD check out comics.

10. Reading is hard. SA A N D SD

Perception

11. I do not think teachers believe reading comics is really reading. SA A N D SD

12. I do not think parents believe reading comics is really reading. SA A N D SD

13. I think reading comics is just like reading other literature. SA A N D SD

Social Interaction

14. I talk to my friends about the books I am reading. SA A N D SD

15. I talk to my friends about the comics I read. SA A N D SD

16. I read comics at home with someone in my family. SA A N D SD

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OPEN ENDED QUESTIONS

1. How have comics made a difference in your enjoyment of reading?

2. Describe what you like best about comics.

comics in the classroom

Documents