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Census at School: Engaging students in statistics

Guest contributors:
Lisa Shipley and Shelley Harris, Centre for Education Statistics, Statistics Canada

Introduction
Readers and non-readers - a demographic profile
Readers, non-readers and school-related characteristics
Reading habits and daily life outside of school
Summary
Conclusion

Introduction

Census at School is an international classroom project that teaches students aged 8 to 18 about statistical enquiry and census-taking. Students anonymously fill in an online questionnaire about themselves - their height, time use, eating habits and much more - and then use their class results to learn statistical concepts, practice data analysis and explore social issues. Their responses also become part of national and international project databases that are used for teaching statistics.

Statistics Canada's Education Outreach program manages the Canadian component of the Census at School project, which began in 2003. The project originated in the United Kingdom in 2000, and now also includes Australia, New Zealand and South Africa.

Students respond well to working with data about themselves. Younger students create graphs to illustrate their findings, such as the time they spend reading vs watching TV, or the relationship between their gender and the time they spend on homework (girls seem to spend more time on homework). They learn from experience about the importance of accurate answers when collecting data. Older students examine and compare larger national and international datasets, gaining skill in applying statistical analysis techniques. The project also raises students' awareness about the importance of Canada's national census for understanding the country and for planning essential services - and about the new online reporting option available during the upcoming 2006 Census.

The Census at School statistical literacy project is not an official Statistics Canada survey conducted under the Statistics Act. Schools and students participate on a voluntary basis and the data collected are not representative of Canada's student population. This is clearly stated with the summary Canadian results that are made available on the project website for the benefit of participating students.

The following article presents an analysis of Census at School survey results that shows what students themselves had to say about their reading and associated daily habits. It was written by Statistics Canada analysts as an example to students of the type of detailed analysis that can be made using Canadian Census at School results. The article uses data that were collected from over 22,000 students across Canada during the 2004-2005 academic year.

Both Census at School questionnaires (one for grades 4 to 8, the other for grades 9 to 12) posed questions about students' reading habits. In total, almost 17,000 elementary students (grades 4 to 8) and about 5,600 secondary students (grades 9 to 12)1 completed the on-line questionnaires.

Although the questions on reading were different in the two questionnaires, the overall respondent population could be divided into students who did read/did not read. Students in grades 4 to 8 were asked if they had or had not read in the last two weeks, while students in grades 9 to 12 were asked how much time they had spent reading in the last week, with responses ranging from 0 hours to 10 or more hours. The grade 9 to 12 students who read could be further sub-divided into moderate readers (students who had read 1 to 6 hours in the last week) and avid readers (students who read more than 7 hours in the last week).

It is important to remember that collection of the Census at School data was not done under the Statistics Act as an official Statistics Canada survey. Random selection was not used, nor was the collection based on other statistical concepts such as stratification or population representation. Therefore, the results discussed here are representative only of the students who answered the on-line questionnaires for this international classroom project. These results cannot be applied to the Canadian student population in general. Nevertheless, these students had much to say.

Readers and non-readers - a demographic profile

Overall, there was striking consistency between students in grades 4 to 8 and students in grades 9 to 12 in the proportion of readers and non-readers. In grades 4 to 8, 29% of students had not read in the last two weeks, while 71% were readers (Table 1). In grades 9 to 12, the distribution was identical, with 29% indicating they had done no reading in the last week and 71% indicating that they had read (61% were moderate readers, 10% were avid readers).

The populations of non-readers and readers showed considerable differences in their distributions by gender. In grades 4 to 8, almost two-thirds (62%) of the non-reading population were male, while 38% of non-readers were female (Table 2). By contrast, only 45% of the reading population in the younger grades were male and 55% were female. The prevalence of males in the non-reading population did not change for the secondary school population. In grades 9 to 12, 66% of the non-reading population were male. Males accounted for less than half of both the moderate readers (45%) and the avid readers (44%) in the upper grades.

Notwithstanding the differences in proportion of males and females who did and did not read, both genders showed similar patterns in commitment to reading across the various age groups. Both males and females showed fairly consistent declines in commitments to reading from age 8 on, with 15-16 year-olds having the lowest levels of reading for all age groups (Figure 1). However, there was a renewed commitment to reading in the 17-19 year-old age group for both genders. By this age, the proportions of males and females who were reading had surpassed their original 8-10 year-old age levels.

Figure 1. Female readers and non-readers by age group

Figure 1. Female readers and non-readers by age group
Note: Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Figure 2. Male readers and non-readers by age group

Figure 2. Male readers and non-readers by age group
Note: Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Readers, non-readers and school-related characteristics

Several questions on both the grade 4 to 8 and the grade 9 to 12 questionnaires probed aspects of school-related daily life that can be assessed from a reading/non-reading perspective. All students were asked to identify their favourite subjects at school and, for the grade 9 to 12 students, what plans they had after finishing grade 12.

Favourite subjects at school
One would expect readers and non-readers to have different interests in their school subjects. The participants in the Census at School project did indeed show variation in this area across the reading/non-reading categories. Physical education had the highest proportion of grade 4 to 8 students who claimed it as their favourite subject, although there was a 10% point difference in the proportion of non-readers (43%) and readers (33%) who chose it as their favourite subject (Table 3). In the grade 9 to 12 population, the situation was the same, with physical education having the highest proportion of students claiming it as their favourite subject in both the non-reader (39%) and moderate reader (22%) populations. Again, there was a substantial difference in the proportions (17% points) for the two groups. Although physical education ranked first among favourite subjects for four of the five elementary and secondary groups (grade 4 to 8 readers and non-readers; grade 9 to 12 non-readers and moderate readers) the proportion of students who placed it first declined as one moved from students who did not read to students who did read.

An analysis was made of the differences across reading groups of the five subject areas with the highest proportions of students claiming them as favourites. Of note is the fact that English ranked in the top five for moderate and avid readers in grades 9 to 12 only. Among the avid readers, English ranked first in the list of favourite subjects, at 16%. Science made it to the top five for readers in grades 4 to 8 and for avid readers in grades 9 to 12. As well, as commitment to reading increased, so too did the proportion of students identifying math as their favourite subject at school.

Readers were more diversified in their interests than non-readers, and avid readers were more diversified than moderate readers. The share of students who chose subjects other than the five with the highest proportions increased as commitment to reading increased (see the proportions associated with the category ‘All other listed subjects’ in Table 3).

Future academic and other plans
The Census at School questionnaire for grade 9 to 12 students included a question on their plans after completing grade 12. Reading habits seem to be closely tied to students’ academic hopes and life plans. About 25% of non-readers intend to travel, get a job or do something other than pursue more education after high school (Table 4). This drops to 11% and 17% for moderate and avid readers respectively. Particularly noteworthy is the substantial increase in the proportion of students planning to attend university when non-readers are compared to readers. While less than half of non-readers (45%) plan on attending university, this proportion climbs to 65% of moderate readers and to a whopping 72% of avid readers.

Reading habits and daily life outside of school

A number of elements in daily life outside of school can impact the choices students make in how they spend their time. Certainly role models are known to influence the choices young people make and there is great debate over whether the world of electronics and computers has a positive or negative influence on student reading behaviour. Participation in sports, paid work and volunteering in the community may also be indicators of a student’s propensity to read. The Census at School project posed several questions that were related to these kinds of activities, the results of which can be assessed in terms of student reading patterns.

Role models
For all students, regardless of reading habits, relatives were chosen more frequently as someone who was looked up to than was anyone else. However, readers were more inclined to state a relative than were non-readers. In grades 4 to 8, 27% of non-readers stated a relative compared to 32% of readers (Table 5). For grade 9 to 12 respondents, 22% of non-readers identified a relative as a person they looked up to, compared to 28% of moderate readers and 26% of avid readers. On the other hand, while friends ranked second across all reading and non-reading groups, readers were less inclined to state friends than were non-readers.

As was seen with the previous analyses of favourite subject, readers were more diversified in their selection of role models than were non-readers. And once again, for grade 9 to 12 students, avid readers were more diversified in their list of role models than moderate readers. The proportion of students listing people other than the five with the highest proportions increased as commitments to reading increased (see the proportions associated with the category ‘All other listed people’ in Table 5).

Electronics
As far as respondents to the Census at School project were concerned, electronics and the computer environment did not vary much across reading styles. While readers were less likely to own a cell phone in elementary school than were non-readers, these differences disappeared for the secondary school students (Table 6). It is notable that the share of students with cell phones almost doubled between elementary and secondary school, but did not vary to any large degree across secondary school students’ reading habits. Readers in elementary school were more likely to have a computer and an internet connection at home than were non-readers, but again these differences all but disappeared for the secondary school population.

Extracurricular activities
A number of questions on both questionnaires asked students about their involvement in sports and sport-related activities. Many of these questions were about organised sport. There is an assumption that readers are less likely to be interested in sports than are non-readers, but Census at School results question that assumption. In grades 4 to 8, both non-readers and readers played sports to almost the same extent (89% and 90% respectively) (Table 7). A similar pattern of playing sports appears among non-readers (80%) and moderate readers (79%) in grades 9 to 12. Only avid readers in grades 9 to 12 showed a lower level of participation (73%) in this category.

Readers in both elementary and secondary school were less inclined to watch sports, either live or on TV, and were less interested in playing computer sports games. However, moderate and avid readers in high school were more inclined to coach sports and much more inclined to read about sports than their non-reading counterparts.

Results from other questions on the Census at School questionnaire for grades 4 to 8 further dispel the assumptions made about reading and involvement in sports. In athletic-related activities (walking, jogging, swimming etc.) readers consistently showed higher levels of participation than non-readers, sometimes more than 20% points higher (walking and jogging, for example) (Table 8). The only physical activities where the proportion of participants was higher for non-readers than readers were hockey and skateboarding and these differences were minimal.

In a number of other extracurricular activities, readers also participated at higher rates than did non-readers. Readers participated at much higher levels than non-readers in dance and drama (41% compared to 23%), playing computer games (73% compared to 53%), although clearly not computer games related to sport (see Table 8), and in watching TV or films (92% compared to 71%).

Responses to engagement in extracurricular activities for the grade 9 to 12 population clearly reflect the teenage lifestyle. Over 90% of students engaged in hanging out with friends, playing or listening to music and watching TV or films, regardless of reading habits.

Teenage lifestyle habits aside, some noteworthy differences did appear between the various reading groups in a number of other activities (Table 9). As the commitment to reading increased, so too did the proportion of students who participated in board and card games. Non-readers, moderate readers and avid readers showed clear differences in helping behaviours such as doing jobs around the home (non-readers 73%, moderate readers 85%, avid readers 86%) and participating in community volunteer work (non-readers 12%, moderate readers 22%, avid readers 31%). Most noteworthy is the difference between non-readers, moderate readers and avid readers in the proportion doing homework for school. For non-readers the proportion of students doing homework in the last week was 67%. For moderate and avid readers this was substantially higher at 91% and 89% respectively.

Summary

The Census at School project reveals some interesting patterns when comparing readers to non-readers in the respondent population. Almost one third (29%) of the more than 22,000 respondents, or almost 7,000 students, said they had not read in the last week - a figure which causes concern given that all respondents were attending school full-time. Of similar concern is the fact that almost two thirds of the non-readers in both elementary and secondary school were male. An unexpected survey result was the decline in the proportion of students who were reading as age increased.

Readers and non-readers in the Census at School population varied in several ways. As interest in reading increased, so too did the proportion of students identifying English, math and science as favourite subjects at school. Variation in reading habits appeared to be closely tied to student aspirations - while less than half of non-readers planned to attend university, almost three-quarters of avid readers wanted to attend university.

Readers and non-readers also differed in terms of their engagement in extracurricular activities. Non-readers were more likely to participate in activities associated with organised sport while readers were more likely to participate in individual sports (walking, jogging), coach sport and read about sports. Furthermore, readers were more inclined to help out at home, volunteer in the community and were more committed to doing their school work.

Conclusion

The more than 22,000 respondents to the Census at School project questionnaires have shed light on some apparent differences in daily life experiences between readers and non-readers. These students’ responses demonstrated that while readers and non-readers share many of the normal activities of youth in Canada (listening to music and hanging out with friends), they differ in some notable ways (such as their commitment to homework and their plans for the future). The results discussed here also seem to indicate that it is not enough to divide the population into readers and non-readers. Certainly, avid readers appear to experience life differently from both non-readers and moderate readers. What students said through the Census at School project clearly points to areas that researchers need to take into consideration when undertaking future studies into the complex issue of which students read or not, and why.

Notes

  1. The elementary category includes grades 4 to 8 (secondary 2 in Quebec) and the secondary category includes grades 9 to 12 (secondary 3 to 5 in Quebec).


Tables:

Table 1: Readers and non-readers by grade level
Grades 4 to 8 Grades 9 to 12
Did you read in the last
two weeks?
Did you read last week?
Percent Percent
Total 100 Total 100
Did not read 29 Did not read 29
Read 71 Read 71
 

Moderate reader

61
 

Avid reader

10
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 2: Readers and non-readers by grade level and gender
  Grades 4 to 8 Grades 9 to 12
Non-readers Readers Non-readers Readers Moderate readers Avid readers
Percent
Total 100 100 100 100 100 100
Male 62 45 66 44 45 44
Female 38 55 34 56 55 56
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 3: Readers and non-readers by favourite subjects at school
  Grades 4 to 8 Grades 9 to 12
Non-readers Readers Non-
readers
Moderate readers Avid readers
Percent
All subjects 100 100 100 100 100
Top 5 choices  
English nc1 nc1 nc1 11 16
Physical Education 43 33 39 22 11
Art 14 17 9 11 nc1
Math 11 15 9 12 13
Computers 7 7 6 nc1 nc1
Science nc1 6 nc1 nc1 11
Subject not listed 6 nc1 14 11 13
All other listed subjects2 19 22 23 33 37
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
1 Not chosen in the top 5 for this group
2 Other listed subjects include French, history, geography, music, social studies
Source: Census at School project, Statistics Canada.

Table 4: Grade 9 to 12 students' future plans by reading habits
  Grades 9 to 12
Non-readers Moderate readers Avid readers
Percent
Total 100 100 100
CEGEP 10 6 3
Trade vocational -Technical institute 7 4 2
Community college 13 10 7
CEGEP and university / University 45 65 72
Get a job 9 5 6
Travel 6 5 4
Other 10 6 7

Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 5: Readers and non-readers by who they look up to in their personal lives
  Grades 4 to 8 Grades 9 to 12
Non-readers Readers Non-
readers
Moderate readers Avid readers
Percent
All choices 100 100 100 100 100
Top 5 choices  
Relative 27 32 22 28 26
Friend 19 18 20 18 15
Sportsperson 16 11 15 9 nc1
Musician 9 9 12 13 11
Actor nc1 nc1 nc1 nc1 7
Other person not listed 15 15 17 14 17
All other listed people2 14 15 14 18 24
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
1 Not chosen in the top 5 for this group
2 Other listed people included religious figure, politician, business person, coach, community leader or elder, doctor or nurse, teacher
Source: Census at School project, Statistics Canada.

Table 6: Readers and non-readers by electronics ownership
  Grades 4 to 8 Grades 9 to 12
Non-readers Readers Non-
readers
Moderate readers Avid readers
Percentage of students who own
Cell phone 24 17 42 43 43
Computer at home 85 91 92 95 94
Internet connection at home 78 83 87 91 89
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 7: Readers and non-readers by grade level and engagement in sport related activities
  Grades 4 to 8 Grades 9 to 12
Non-readers Readers Non-
readers
Moderate readers Avid readers
Percentage of students who participated
Played sports 87 90 80 79 73
Watched live sports 45 40 45 42 36
Watched sports on TV 54 46 54 48 40
Played computer sport games 49 43 31 26 23
Read about sports 22 30 15 28 25
Coached sports 16 13 9 12 13
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 8: Grades 4 to 8 - Readers and non-readers involvement in athletic and other activities
 
Non-readers Readers
Percentage of students in Grades 4 to 8 who participated
In the last two weeks, which of the following activities have you done?  
Gone for a walk 50 77
Running/jogging 43 66
Cycling 32 37
Skating 21 25
Swimming 21 29
Soccer 32 40
Hockey 29 26
Basketball 37 45
Skateboarding 19 15
Rollerblading 14 17
Dance or drama 23 41
Play computer games 53 73
Watch TV or films 71 92
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.

Table 9: Grades 9 to 12 - Readers and non-readers involvement in extracurricular activities
 
Non-
readers
Moderate readers Avid readers
Percentage of students in Grades 9 to 12 who participated
In the last week :  
Being involved in sports 77 77 70
Playing video or computer games 70 63 64
Playing board or card games 33 38 49
Watching TV or films 94 98 96
Playing or listening to music 91 97 96
Doing school homework 67 91 89
Doing jobs at home 73 85 86
Working for pay outside the home 47 50 44
Doing community volunteer work 12 23 31
Hanging out with friends 95 97 93
Note: Numbers may not add to 100 due to rounding. Results presented in this table are representative only of the students who answered the on-line questionnaires. It cannot be assumed that any results discussed in this article or appearing in these tables can be applied to the Canadian student population in general.
Source: Census at School project, Statistics Canada.


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