Abstract

This qualitative exploratory study aims to investigate the relationship between student self-efficacy and close reading strategies implemented in the researcher's classroom. The purpose of this qualitative study is to determine whether close reading strategies are informing 9th self-grader's efficacy in a 9th grade ELA (English Language Arts) classroom, and to determine the relationship between close reading and student self-efficacy in a classroom with CRM's (curriculum resource materials). Students' self-efficacy levels were determined on Robert Stavin's exploratory research; an altered exploratory survey was provided to determine results. This thesis explores the following research questions (RQ): (RQ1) How do students' responses of the text in the close reading process affect student self-efficacy? (RQ2) How, if at all, do the implementations of CRM stem-questions aid all learners in the understanding of texts in the classroom? The study concluded that participants' beliefs and how they correlate directly with their lived experiences inside and outside of the classroom and the researcher is also aware that the inconsistencies may also reflect the global pandemic, COVID-19. The qualitative study delegates this information throughout the following major parts: first, an in-depth literature review was conducted on close reading, self-efficacy, and any evidence correlating the two. Second, the researcher collected data from 9th grade ELA students virtually via Google Forms. Next, a descriptive analysis revealed the relationship between student self-efficacy and close reading. Lastly, the qualitative research study discusses the results and the implications for society, educators, policy makers, and research to be conducted in the future.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Olan, Elsie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Secondary Education; English Language Arts Education

Format

application/pdf

Identifier

CFE0008120

Language

English

Release Date

August 2023

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Campus-only Access)

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