This quasi-experimental research study purported to determine if fourth grade students who were exposed to the integration of literature circles in their classroom would have significantly different scores on a writing self-efficacy scale than students not exposed to this method of instruction. The sample was comprised of two heterogeneous classes of fourth grade students enrolled at an inner city elementary school in southern New Jersey for a total of 40 students. The nonequivalent control group design was the selected research method. The classes were randomly chosen for either the experimental or control conditions and pretested using the Writer Self-Perception Scale. The treatment was implemented for a period of five weeks, and students were then posttested using the same scale. Amount learned scores were calculated for five dimensions and the overall battery of perceived self-efficacy, and the resultant data was interpreted using the t-test for independent samples. At 伪 =.05, the research hypothesis could not be confirmed. Therefore, no significant difference was found between students exposed to the use of literature circles in the classroom and those who did not engage in this form of instruction. Due to the limitations of this study, this hypothesis should be reexamined in the future
