Comparing Traditional and Electronic Vocabulary Instruction in a Seventh Grade Classroom
Date of Award
Winter 12-18-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Aaron Peterson
Abstract
This study hoped to identify the most effective method for teaching vocabulary to seventh-grade students. Each student completed two questionnaires and three vocabulary assessments. Qualitative and quantitative data were collected from the two questionnaires and quantitative data was collected from the three vocabulary quizzes. The first questionnaire asked the students questions about learning preferences and their opinions about vocabulary. A new set of vocabulary words was taught each week for three weeks. The method of instruction for the first two weeks focused on traditional flashcard practice of vocabulary words. The last week's method of instruction focused on digital flashcard practice. At the end of each week, each student took a quiz assessing their vocabulary knowledge. The final part was a questionnaire about what each student thought about the different teaching methods. Comments from students on the Post-Research survey suggest that online games were an engaging and beneficial way for the majority of students to learn new vocabulary words.
Recommended Citation
Johnson, Brooke, "Comparing Traditional and Electronic Vocabulary Instruction in a Seventh Grade Classroom" (2020). Dissertations, Theses, and Projects. 418.
https://red.mnstate.edu/thesis/418