Overcoming Student Apathy through Innovative Technology, Engagement, and Social-Emotional Strategies

This research project addresses the decline in student engagement, retention, and academic performance in a college Reading 100 course at a local community college in Arizona over a threeyear period. Catering to students with low reading proficiency, including international students learning English, the course faced new challenges brought on by the pandemic, necessitating a shift in instructional strategies. Using a qualitative approach, data on drop-out rates, attendance, assignments, and assessment grades were collected for fall semesters in 2020, 2021, and 2022. The study identified concerning behaviors among students, such as apathy, low communication skills, isolation issues, low confidence, and little engagement, exacerbated by the transition to online and live online instruction during the pandemic. To tackle these challenges, the instructor experimented with innovative strategies to boost student engagement and success. Techniques included small and whole group discussions, modeling reading techniques, and leveraging technology to facilitate learning beyond the classroom. Furthermore, the research emphasized addressing students' social-emotional needs, considering the impact of isolation and mental health challenges. Though some improvements were observed, overall success rates remained unsatisfactory, with students still struggling to comprehend college-level texts. Recognizing the need for comprehensive interventions, the instructor conducted further research to explore effective engagement techniques and technology-based learning approaches, aiming to create a supportive and inclusive learning environment. By combining these innovative methods with student agency and an adaptable approach, this study offers valuable insights for educators seeking to enhance student outcomes in college reading courses.