Increasing Engagement and Self-Efficacy Levels in Underachieving 5<sup>th</sub> Grade Students: A Qualitative Study

Student achievement and mastery of content taught in reading is measured each year in the state of South Carolina. A pattern of low achievement was identified, but more specifically, there were patterns of low engagement and self-efficacy levels in 5th grade students in this study. Because reading is a critical tool needed to participate in all life necessities such as finding work and experiencing interviews, paying bills, and following simple everyday directions, it was evident in student behavior in the classroom that adjustments needed to be made instructionally to ensure success for all students in school and in future endeavors. To address the concerns, an action research, qualitative study was implemented. Qualitative data was collected through interviews, surveys, and field notes, and as an additional piece of data to serve as a means of triangulation, standardized assessments were used to measure the impact of instructional strategies. The study found that if strong core instruction, small group individualized lessons, spiral stations, and opportunities for student choice are implemented, students show higher engagement, stronger self-efficacy, and growth on reading assessments.