The Impact of Academic Enablers Instruction on Academic Achievement of Elementary School Children

Abstract

The present study investigated the relationship between Academic Enablers (AEs) instruction and student achievement. Specifically, whether such behaviors and attitudes explicitly taught in a small group setting would improve students' academic performance. Students struggle academically and behaviorally for a variety of reasons, poor or lack of instruction, lack of motivation, or related to a disability, to recognize a few. Existing literature has identified several factors, (e.g., interpersonal/social skills, motivation, study skills, and engagement), known as AEs, that meaningfully contribute toward students' academic success. However, unlike previous studies that focused on such AEs in isolation, this study addressed this limitation and examined whether the combination of AEs would produce improved effects; specifically, with third grade elementary students. Results suggested some improvement in students' reading fluency, written expression, and levels of classroom engagement following AE instructions, but not in mathematics, social skills, or study skills. Results and implications are discussed in lieu of the small sample size.

Date of Award	2019
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Assege HaileMariam (Supervisor)