Causal-Comparative Study of Reading Self-Efficacy of Senior High School Students Based on English Course Placement
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Self-efficacy, Reading, English, Dual Enrollment, General Education, Gender
Curriculum and Instruction | Education
Deel, Carrie Marie, "Causal-Comparative Study of Reading Self-Efficacy of Senior High School Students Based on English Course Placement" (2019). Doctoral Dissertations and Projects. 2124.
In addition to requisite knowledge and skills in the area of reading, self-efficacy is imperative for students’ success in academic tasks. While a considerable amount of research has been conducted on self-efficacy, there is a dearth of research with high school students’ reading self-efficacy. Moreover, there is virtually no research investigating the potential differences in reading self-efficacy for students enrolled in different kinds of senior English courses. This non-experimental quantitative causal-comparative study sought to examine whether there was a difference between the reading self-efficacy for male and female students enrolled in general education English classes and students enrolled in dual enrollment English classes. A convenience sample of 190 students in two school districts in southwest Virginia was administered the Self-Efficacy for Reading scale developed by Prat-Sala and Redford (2010). A two-way ANOVA was used to determine the differences in means scores for the two groups. There was a statistically significant difference in the reading self-efficacy based on course placement, with dual enrollment students reporting higher levels of self-efficacy than students enrolled in general education English classes. There was not a statistical significance in reading self-efficacy based on gender, nor was there a significant interaction between gender and course placement.