The Effects of Vocabulary Instructional Methods on Vocabulary Retention

<p>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.</p>

Name thesis:degree_name

Specialist in Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teacher Education

Year

1991

Author dc:creator

• Robertson, Janet S.

Contributors dc:contributor

• Dr. James M. Brewbaker
• Dr. Carolyn M. Cartledge
• Dr. Harold L. Whitman

• Vocabulary
• English Teachers
• Eleventh Grade
• Teaching Method
• Educational Assessment, Evaluation, and Research
• Educational Methods
• Language and Literacy Education

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/638

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1683