Introduktion av division för alla - en learning study i åk 3
My curiosity concerning what pupils read and write during leisure time led me to gather information using a quantative method. The study's aim is to investigate which reading and writing habits they have during their time outside school. A comparison was done of pupils at school year level 3 and level 4 in two different schools with the intention of investigating the influence of social background on reading and writing habits. 137 pupils filled in survey forms and thereafter the MYSTAT statistic program was used to process the information. The results point towards that the pupils read story books both more often and for a longer time than any other type of literature and that they read them often or very seldom. The pupils chat with each other on the internet but they do not as often write in blogs, Facebook or mail. In the 3rd year pupils read reference books more often and for a longer time than any other literature whereas the 4th year read story books more often and for a longer time. Pupils in the 4th year spend more time writing and chatting on the computer than pupils in the 3rd year. The biggest difference between schools based on socio-economic background is the time pupils spend reading and writing on the Internet, mobile, or reading subtitles on TV. There are many pupils in school number 2, both in the third and fourth year, who read story books and reference books for more than one hour. In school number 1 there are more pupils who read magazines, for example 'Julia', or hockey magazines etc. Noteworthy is that more pupils in the second school spend more than 5 hours every day reading on the Internet, mobile or subtitles on TV. It is noticeable that pupils read and write using new technology.