Date of Award

Fall 2023

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Yasha Becton

Abstract

ABSTRACT This action research study describes the impact of ability grouping on fifth-grade students’ academic achievement in reading. The theoretical framework that supported this study is embedded in cooperative learning, social learning, and social interdependence. This study used a mixed methods design to consider the following research questions: “How does ability grouping impact students’ academic achievement in reading in a fifth-grade classroom?” The study also examined the impact that reading had on students’ confidence through a second research question: “What is the impact of ability grouping as it relates to students’ reading confidence?” A third research question was examined to understand the impact of reading had on students’ confidence: “What is the impact of ability grouping as it relates to students’ attitudes toward working in reading groups?” The participants of this study included a class of 27 students. Data was collected through pre-and post-questionnaires, researcher observations, and iReady® diagnostic scores.

Rights

© 2024, Kristi Bissell

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