Date of Award
1991
Type
Thesis
Major
Specialist in Education
Degree Type
Special Degree in Education in Curriculum and Instruction
Department
Teacher Education
First Advisor
Dr. James M. Brewbaker
Second Advisor
Dr. Carolyn M. Cartledge
Third Advisor
Dr. Harold L. Whitman
Abstract
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.
Recommended Citation
Robertson, Janet S., "The Effects of Vocabulary Instructional Methods on Vocabulary Retention" (1991). Theses and Dissertations. 638.
https://csuepress.columbusstate.edu/theses_dissertations/638
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Language and Literacy Education Commons
