Writing the Polling Report

By now you have completed your graphs/polls. It is now time to begin writing about them.

Section #1:

1. State the problem
2. Explain why it is a problem

This is the paragraph in which you explain the who, what, where, when, and why.

Section #2

This is the paragraph that you begin to discuss the results of your polls. I do not want you to explain them yet, however. Just tell me what the results are for the most important graphs. Be sure not to give both percentages, though. Only give the percentage that expresses the point of view that you wish to communicate.

Section #3

This is the paragraph that you begin to analyze the data. In the last paragraph you discussed the data, here you begin to interpret the data.

Section #4

Here, you begin to use the open-ended questions from your survey. Go through your surveys and find the most interesting/important comments. These comments should have something to do with a possible solution to your research problem.

Section #5

The closing: In this section you will recap your findings in a short, concise manner (don't forget the who, what, where, when, why and how).

Basically, you need to recap each paragraph in one sentence. Use the following list to help:

1. state the problem/why it is a problem
2. the most important finding
3. explain that finding
4. offer a possible solution to the problem

Here is an example of my polling report:

At Intermediate School 93 in Ridgewood, New York, students are in possession of a personal laptop. These laptops are considered their own while on school property; however, students are not allowed to take these laptops home. This is frustrating to some of the students because many believe that the laptops would have a greater benefit on their education if they were to be taken home.

I surveyed 100 students from grades 6,7, and 8 on the week of April 12th, 2007. Of those surveyed, 95% believe that students should be allowed to take their laptops home. Furthermore, the data shows that 98% of those surveyed say they would use the laptops to complete school work while at home. 78% say there was not enough time to finish class work and 56% say they have problems transferring files between their home/library and school. This result is important because even while 55% of students have a computer at home, if a student cannot access their school files, those computers are essentially worthless.

With that said, many students do not have a computer at home (45%), if students were allowed to take the laptops home, this would give them a means to complete their schoolwork. Likewise, if the students were allowed to take the laptops home, many say this will make them more responsible as a student (60%). In this manner, students will be able to have the responsibility of taking care of the laptops and will, as a consequence, allow teachers to trust students more.

Of the 100 people surveyed, many offered possible solutions to this problem. One respondent said that “Students could be allowed to take the laptops home for a trial period. At the end of the trial period, an assessment should be given. If the laptops are in good condition and it seems that students are being responsible, a decision could be made to allow students to take home the laptops on a more permanent basis.” This might prove as an efficient way to see of students are serious about this commitment.

Many believe that in not allowing students to take their laptops home, their academics are being adversely affected. 95% of the students surveyed feel that they should be allowed to take their laptops home. Likewise, most students believe that being allowed to take the laptops home will, in turn, make them more responsible. A possible solution to this problem is to give students their laptops on a trial basis. Give the students the chance to prove themselves.