Implementation of Book Clubs and their Effects on Student Motivation

Abstract

This study explores how structured book clubs impact 4th-grade students' reading motivation. Conducted over six months with 25 students, the research compared two book club models: student-chosen and teacher-assigned. Data from pre-and post-surveys, observations, interviews, and exit slips revealed that book clubs increased students’ reading enjoyment, confidence, and frequency. Key motivating factors included choice in book selection and opportunities for social interaction. The challenges identified were mismatched reading levels and student preferences for more frequent meetings. These findings suggest that incorporating choice and social elements in book clubs can effectively enhance reading motivation.

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