Date of Award
Doctor of Philosophy
Educational Leadership, Research and Technology
Dr. Patricia L. Reeves
Dr. Walter Burt
Dr. Ronald Crowell
Inquiry, motivation, intrinsic, reading, self-efficacy, extrinsic
This research is a qualitative case study analysis of the experiences of five fifth grade students who were involved in a classroom, action research project. The purpose of this action research was to measure the impact of this method of instruction on reading motivation of the fifth grade class as a whole. From the action research project, five, individual, student cases were purposefully sampled for further in-depth analysis. The objective of the individual student case study analysis was to explain how the behaviors of five students with a low level of reading achievement, activity, and motivation changed, or did not change, after participating in a six-week, inquiry-based, reading class. The results of this study are presented in two phases. Phase I consists of the action research portion of this study, and Phase II focuses on a more detailed analysis of five, individual, student cases.
Criterion-based sampling was utilized in both phases of this study. Chosen participants possessed attributes that were specifically developed for the purpose of this study. Observations, interviews, and questionnaires were given to students and parents and used to collect information necessary to answer the research questions.
By examining how students respond to inquiry-based instruction, this study identified patterns of responses that related to self-efficacy, intrinsic motivation, extrinsic motivation, goal orientation, and reading frequency.
Restricted to Campus until
Turri-Scodeller, Tammy, "An Inquiry Approach to Reading Instruction: A Case Study of the Relationship Between Instruction and Motivation" (2012). Dissertations. 123.