Date of Award
Spring 5-7-2026
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Kristen Carlson
Keywords
Ungrading, Assessment, Self-Efficacy, Motivation, Engagement, Equitable Teaching
Abstract
This study investigated the association between student engagement, motivation, and self-efficacy in college-level writing-intensive courses using an ungraded approach. Motivated by disillusionment with traditional grading methods and inspired by texts on equitable grading and culturally responsive teaching, the researcher explored how ungrading could foster deeper learning and equitable educational practices. Grounded in Bandura’s (1997) self-efficacy framework, this qualitative case study examined the lived experiences of first-year composition students at a two-year institution. Data collection included student interviews, student reflections, and an instructor interview. The analysis revealed themes aligned with self-efficacy, engagement, and motivation, suggesting that ungrading positively impacted students' perceptions of learning. This research addressed gaps in the literature by focusing on students in a two-year college setting.
Recommended Citation
Gruis, Mary B., "Exploring the Impact of Ungrading on Student Engagement and Motivation in a First-Year Composition Class" (2026). Dissertations, Theses, and Projects. 1117.
https://red.mnstate.edu/thesis/1117
Included in
Community College Leadership Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons