The Relationship between Small Group Instruction, Math Scores, and Self Efficacy
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This study explored the relationship between small group instruction and self-efficacy in the achievement of higher student test scores over a seven month period of time. Research was conducted within the 5th grade math class of Carolyn Harkins at Lakeland Elementary Middle School using the 100 5th grade students as active participants. The population of students served was primarily Hispanic and African American with over 95% of students identifying as children of color. 43% of the participants started the school year showing mastery of 4th grade level content meaning that 57% of the 5th grade student population started the year with deficiencies. From September-December students were given whole group instruction and then pulled into small groups. From January-March students were only given small group instruction. I examined the differences in student performance as a whole and specifically the lowest scoring 30% of the fifth grade class on the 5 unit exams given between September and March. I also examined the relationship between student test scores and their self-efficacy, particularly if they influenced each other. The results showed that there is a positive correlation between increased self-efficacy in students and an increase test scores, while simultaneously showing a positive relationship between small group instruction and an increase in test scores.