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dc.contributor.authorYoung, Jennifer J.
dc.date.accessioned2021-09-07T21:53:52Z
dc.date.available2021-09-07T21:53:52Z
dc.date.issued8/1/2006
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5625
dc.description.abstractThis study was conducted to help the author meet the instructional needs of 7th grade students in a Life Science classroom. The author used two different vocabulary instruction styles and collected data on 25 students. The first style of instruction had students complete a worksheet using the vocabulary words and then a quiz was given. The second style of instruction had the students defining the vocabulary in their own words, drawing a picture to illustrate the words, and using an antonym & synonym activity. Data was collect on student worksheets and quizzes. The results were compiled and analyzed for trends in the style of instruction and student performance. At the completion of the study, there were trends, but the results were not statistically significant. Students who performed low on the first strategy, tended to perform better on the second style. However, the data was not conclusive, and the author feels that additional research needs to be conducted before modifications are made in teaching styles.
dc.subjectMiddle School
dc.subjectLife Science
dc.subjectVocabulary
dc.subjectTeaching Methods
dc.titleThe Effect Teaching Methods Have on the Learning of New Vocabulary for 7th Grade Students
dc.typethesis
refterms.dateFOA2021-09-07T21:53:52Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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