ABSTRACT
More pressure than ever is placed on standardized test scores. Out of the content areas tested, writing scores are generally the lowest. This correlational mixed-methods study explored the relationship between prompt choices, student engagement, and standardized writing test scores of intermediate-level students attending a suburban elementary school. The overarching questions were three fold, are students more motivated when provided with choices, do students perform at a higher level when either more engaged or provided with choices, and what role does gender play in both writing scores and engagement variables associated with writing? The researcher used concurrent triangulation strategy for data collection on student perceptions of engagement, when receiving varying levels of options during standardized writing test prompts. The study integrated data from student surveys, interviews, and writing test scores conducted over a three-month period. The target group consisted of 62 fifth-grade students, which provided for a 95% confidence level. Only 24 of the 73-student population met the criteria for participation in the study. Due to the small sample size, and based on recommendations from the doctoral study committee members, the researcher used randomized test-retest measures. The measure of effect was determined using Cohen’s d. Unlike significance tests, measuring the effect size is independent of sample size. The results of the study proved to be effective and applicable in raising student achievement on writing prompts and were significant for educators working with students in grades 3-6 across the curriculum. In addition to raising student achievement on writing prompts, the study added new information for social change by illuminating characteristics important to student engagement for the promotion of lifelong learning across both genders.