Effect of Genre on

the Likelihood of
Students Reading
Assigned
Materials

History and Hypothesis

Research Question
Is there an association between the genre of assigned reading
material and the likelihood of students reading the material?

Hypothesis
A significant correlation will be drawn that proves
students are more likely to read fiction genres
than nonfiction genres.

Significance
The results from this study could aid educators in choosing materials
their students would be more likely to read if given the opportunity.
This could increase the number of students who read their assigned
materials from one-third to one half or even two-thirds. This, in turn
could improve students grades and overall comprehension of the
subject.

Background
I was interested in this project because Im passionate about
English and want to teach high school English after studying it
in college.

Previous Research
Previous research states hardly 30% of students complete assigned
reading. Main contributors are lack of payoff, misunderstandings,
student behavior, lack of reading skills, and problems with the
assigned material.

Similar Studies
Brian D. Brost and Karen A. Bradley conducted a study that is similar to this
study. They studied the assigned reading habits of a junior level college
class. They administered a reading assignment that was to be completed so
a discussion with a guest speaker could take place. The discussion revealed
that the students had not read the material.

Similar Studies
Erich H. Hobson of Georgia Southern University conducted a study and published a
piece on the lack of completed reading assignments in students. In his publication,
Hobson outlined how most college freshmen dont know how to take notes, study,
or do homework to the caliber of college, therefore causing the lack of reading. He
went on to give fourteen tips on how to motivate students to do their assigned
reading.

Contribution to Field
This study contributes more precise data on the association between genre
and students likelihood of reading. This data could provide more solutions
to the issue of student non-compliance in reading assignments. It could also
increase the available data on this subject and offer a different stance on
how to solve the issue.

Methodology

Design and Method

Three surveys will be distributed to high school homeroom
classes
Results will be collected in an anonymous online Google
form
Collected results will be analyzed
A conclusion will be drawn to prove or disprove the original
hypothesis

Variables and Control

Variables
Grade level of student
Class level of student
Genre preference of student
Controls
Surveys will be the same for everyone
All participants will be from the same school

Survey Examples
Survey 1

Survey 2

Survey Examples Cont.

Results

Data
Most Likely to Read for Class

Least Likely to Read for Class

Data Cont.
Nonfiction Passage Responses

Fiction Passage Responses

Analysis
Students prefered fictional literature to nonfiction literature.
Students were more likely to read fiction than non fiction.
Students performed better on the questions for the fiction
passage than they did on the questions for the nonfiction
passage.

Nonfiction Passage

Fiction Passage

Statistical Analysis
Fiction vs. Nonfiction

Pass vs. Fail (Number of

Correct Questions Answered)

Proportion 1: Most Likely to Read Fiction

p= x/n = 16/24

# of correct
answers

NF

Ha: A relationship between the genre

of the passage and the number of
questions correctly answered.

p-value = .21

Since the p-value of .21 is greater

than .05, we fail to reject the Ho.
There is not enough evidence to
support a relationship between the
genre of the passage and the number
of questions correctly answered.

NF = nonfiction

Ho: No relationship between the

genre of the passage and the number
of questions correctly answered

Proportion 2: Most Likely to Read Nonfiction

p= x/n = 6/24
Ho: p1=p2
Ha: p1>p2
p- value = .002
Since the p-value of .002 is less than .05, there is
enough evidence to support that students were
more likely to read fiction over nonfiction.

F = fiction

Conclusions

Conclusion
Genre does have an effect on students likelihood of
reading an assigned material, and students were less
likely to read a nonfictional genre.

Lurking Variables

Exposure to certain genres

Preference to certain genres
Discrepancies in the difficulty of the fiction and nonfiction passages
Degree to which the students cared about answering the survey
seriously

Works Cited
Brost, B., & Bradley, K. (2006). Student Compliance with Assigned Reading: A Case Study. Journal of Scholarship of Teaching and
Learning, 2(6), 101-111.
Creel, S. (2015, February 24). The Impact of Assigned Reading on Reading Pleasure in Young Adults. Young Adult Library
Services
Association. Retrieved September 15, 2015.
Duchouquette, C. (2014). Beyond Fiction: The Importance of Reading for Information. Retrieved December 8, 2015.
Hobson, E. (n.d.). Getting Students to Read: Fourteen Tips. Idea Paper #40. Retrieved September 15, 2015.
List of Book Types or Genres. (n.d.). Retrieved January 19, 2016.
Murnane, R., Sawhill, I., & Snow, C. (2012). Literacy Challenges for the Twenty-First Century: Introducing the Issue. The Future
of Children, 22(2), 3-15. Retrieved December 8, 2015.
Romack, J., Ryan, T., & Weimer, M. (2010). 11 Strategies for Getting Students to Read What's Assigned. Faculty Focus, 4-6.
Schwartz, M. (n.d.). Retrieved September 15, 2015.
Volk, S. (2012, September 24). Center for Teaching Innovation and Excellence. Retrieved September 15, 2015.
List of Book Types or Genres. (n.d.). Retrieved September 24, 2015.