Community Program
Research Question 3: What impact does self-authorship have on after-school program?
The goal of Cycle III was to measure the impact of the self-authorship program on the natural flow of the after-school programs at the Boys & Girls Club of Atlantic City. In order to do so, I surveyed the staff and collected information about the various afterschool programs offered at the Boys & Girls Club of Atlantic City, and to obtain their opinions about any change noted since the self-authorship intervention was implemented. Figure 7.1 shows a detailed map of Cycle III data collection.
Figure 7.1. The Self-Authorship Cycle III Data Collection.
The survey was conducted between the months of December 2009 to January 2010. A total of 18 surveys were distributed and 15 returned for a response of 83%. The staff of the Boys & Girls Club of Atlantic City included seven females and eight males, of which six were fulltime employees, four part time employees, and five volunteers. The years of experience varied between two who had less than one year of experience, seven who had one to two years, two who had three to four year, three who had five to six years, and one who had more than seven years of experience with the Boys and Girls Club of Atlantic City.
The survey was designed to answer research question three measuring any changes or impact the self-authorship program had at the Boys & Girls Club. The survey (Appendix K) was organized into two sections. The first section contained four
Cycle III
Self-Authorship Program
B&G Club Staff Survey November 2009 to January 2010
demographic items. The second section contained 14 closed-ended statements using a Likert-type scale with numerical values given to each answer choice.
Cycle III staff survey revealed positive increase on students’ daily attendance during the after-school period at the Boys and Girls Club of Atlantic City. The self- authorship program had a positive impact on students retaining attendance. In addition, staff members had a positive attitude toward self-authorship. They agreed that such programs were influential on attracting new members and retaining community youth population.
The Self-Authorship Cycle III Data Collection Findings
Table 7.1 describes the demographic data of the survey finding. There were 10 females and 5 males, of which six were fulltime employees, four part-time employees, and five volunteers. The participants were part of a diverse background including five African American, five Caucasian, four Hispanic, and one was Multiracial. Years of experience with the Boys and Girls Club of Atlantic City varied.
Table 7.1 Gender Distribution (N=15) Variable f % Female 10 67 Male 5 33 African American 5 33 Caucasian 5 33 Hispanic 4 27 Multiracial 1 7
Full time employs 6 40
Part time employs 4 27
Volunteer 5 33
Less than 1 year 2 13
1-2 years 7 47
3-4 years 2 13
5-6 years 3 20
More than 7 years 1 7
Table 7.2 describes the staff’s opinion on student participation and performance in the after-school programs. A positive score was recorded on student participation in the self-authorship community program 4 responded good, 10 very good. Communication between staff and students participating in the self-authorship program 3 responded fair, 12 good, and 2 very good. The impact the program had on the attendance at the Boys & Girls Club of Atlantic City, 9 responded good while 7 responded very good. A low score was recorded on the response toward the efforts to reach community children to
participate at the afterschool program, 3 answered poor, 7 answered fair, and 5 good. Self-authorship program impact at the Boys & Girls Club of Atlantic City recorded 6 fair, 6 good, and 3 very good.
In response to the data, student attendance at the Boys & Girls Club increased. According to the staff students’ daily attendance in the afterschool program has
increased, 3 responded fair, 10 responded good, and 2 responded very good. The finding showed that self-authorship program had a positive significant impact on students retaining attendance. According to the staff of Boys & Girls Club of Atlantic City, participation in self-authorship program had a positive impact on students. The response was high with 11 staff members good, while 4 staff members responded very good.
Table 7.2
Boys and Girls Club of Atlantic City Performance Ranking Poor = 1, Fair = 2, Good = 3, Very Good = 4
Poor Fair Good Very Good S. Disagree Disagree Agree S. Agree Variable f % f % f % f % Students' participation in 0 3 20 10 66 2 13 the afterschool community
programs.
Students' participation in 0 1 7 4 27 10 66 the self-authorship
community programs.
Communication between 0 3 20 10 66 2 13 staff and students.
The impact program have 0 0 9 60 7 47 on attendance at the
Boys & Girls Club of AC.
Efforts to reach in 3 20 7 47 5 33 0 community children to
participate at the after-school programs.
Self-authorship program 0 6 40 6 40 3 20 impact at the Boys & Girls
Club of Atlantic City
Students' membership at 1 7 8 53 6 40 0 the Boys & Girls Club of
Atlantic City has increased the last year.
Students' attendance at 0 6 40 8 53 0 the Boys & Girls Club
of Atlantic City has increased the last year.
Students’ daily attendance 0 3 20 10 66 2 13 in the afterschool program
has increased.
Participation in the 0 0 11 73 4 27 self-authorship programs
at has a positive impact on students.
Table 7.3 describes the data findings targeting student participation at the
community programs at the Boys & Girls Club of Atlantic City. From 15 staff members, 9 members responded important and 6 members responded very important. Interaction between students member and afterschool program, 12 responded important, and 3 responded very important. Introduction of new programs such as self-authorship
program, 5 answered important, and 10 answered very important. Collaboration between Boys & Girls Club of Atlantic City and the children in the community, 2 responded important, 13 responded very important.
Table 7.3
Student Participation at the Boys & Girls Club
Not Important = 1, Important = 2, Very Important = 3 (N=15)
Not Important Important Very Important f % f % f % Variable
Students' participation in 0 9 60 6 40 community programs at
Boys & Girls Club of AC.
Interaction between 0 12 80 13 87 student members and
after-school program.
Introduction of programs 0 5 33 10 66 such as self-authorship.
Collaboration between 0 2 13 13 87 Boys & Girls Club of AC
Discussion
Cycle III examined the impact self-authorship had on afterschool program. The staff’s survey answered questions referring to the impact the self-authorship program had on afterschool program at the Boys & Girls Club. According to the findings, students’ daily attendance at the Boys and Girls Club of Atlantic City improved within the existing members. The finding showed that self-authorship program had a positive impact on students retaining attendance. Participating daily in the after-school programs was important, showing the self-authorship success and also retaining youth within the educative programs.
Staff members had a positive reaction toward the collaboration of the Boys & Girls Club and the community. Youth interaction with self-authorship program had a positive reaction on the staff members. They believed that such programs are influential on attracting new members and retaining community youth population.