Date of Award

Spring 5-12-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Kathy Enger


Student engagement in the classroom can be a struggle for many teachers. Research shows that student engagement can be impacted by student self-efficacy in the classroom, and student engagement increases when participating in small group discussions and inquiry-based activities. This qualitative study aimed to understand the impact using student-generated questions in small group discussions had on student self-efficacy in the high school English/language arts classroom. A survey was created and given to 21 twelfth-grade student participants prior to and after using student-generated questions in three separate small group discussions in an elective English/language arts class. Qualitative data were also collected from student response journals completed after each small group discussion that used student-generated questions. Results indicate that student self-efficacy can change in a six-week period, both positively and negatively. However, the results of this study cannot be directly correlated between the use of student-generated questions in small-group discussion and changes in student self-efficacy in English/language arts.



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