Running head: SURVEY ANALYSIS

Survey Analysis

Brittney Martin

Arizona State University

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Survey Analysis

As a soon-to-be high school history teacher, my survey focused on getting to know the

students personally with some questions directed toward the subject. The survey began with two

questions on how to identify the student (name and pronouns). Following this I asked four

questions pertaining to the student's learning style and thoughts about the subject of history.

After those four questions the students completed two personality tests; one of these was their

Hogwarts House and the other was their enneagram. The final three questions asked the students

what they like about themselves, if they have internet access at home, and if there was any other

information that I as their teacher should know about them.

The survey's results pleasantly surprised me. Only five people completed the survey, but

the results were all over the place. For example, every learning style (minus auditory) was

selected, and every person had a different enneagram personality type than the others. This

serves as a reminder of how different each student is; this is why differentiation is important!

Another survey result that stood out to me was how divided the students were on individual

versus group work. It was split down the middle, further perpetuating the need for

differentiation.

The reason why I added the enneagram test in my survey was so that I could learn how to

create an individualized approach to each student, which will especially come in handy when I

am meeting with them one-on-one. Knowing how individual students function and process

information is crucial to forming connections with them as well as ensuring that they are

understanding the lesson. This helps keep the conversation "personal, polite, positive, and

professional" (Teacher Guide, 2017, p. 17).

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The more random questions like "what's your Hogwarts House" and "what do you like

about yourself" were meant to assist me in creating ice breakers, forming groups, and

encouraging students to think highly of themselves. This will help me help the students create a

sense of community, which is especially challenging in an online setting (Tucker, 2020). In

addition to this, knowing 'random' information about the students will form a connection

between us and thus the students may become more engaged in the class (Tucker, 2020).

Of course the survey contained questions about the topic of history, but those results were

pretty consistent. Most people think history is a boring timeline of dead people, and if they enjoy

any part of it it's either World War II or women's history. This indicates to me that I will be

challenged with making all the other aspects of history more exciting and relatable.

Survey link: https://forms.gle/19Y6e1qYrFkckEGe9

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References

Teacher Guide to Online Learning. Michigan Virtual. (2017). Retrieved February 2, 2022, from

https://mvlri.org/wp-content/uploads/2017/08/Teachers-Guide.pdf

Tucker, C. (2020, July 1). Successfully Taking Offline Classes Online. ASCD. Retrieved

February 2, 2022, from

https://www.ascd.org/el/articles/successfully-taking-offline-classes-online