The Effects of Vocabulary Instructional Methods on Vocabulary Retention
This study sought to determine which of three instructional methods for teaching vocabulary (teacherpresented, student-presented, and no direct presentation) commonly used by English teachers was most effective in affecting student achievement. Sixty-two eleventh grade students in a selected county in Georgia served as subjects for the study. Pretest and posttest vocabulary scores were analyzed, and a simple analysis of variance was computed to determine the mean and standard deviation for each of the three groups. The Scheffe Test was then computed to obtain an F-ratio comparison among the groups. The analyses supported neither of the original hypotheses which assumed a difference in achievement of the groups on the posttest results.
Vocabulary, English Teachers, Eleventh Grade, Teaching Method, Educational Assessment, Evaluation, and Research, Educational Methods, Language and Literacy Education
Networked Digital Library of Theses and Dissertations