The Effects that Studying Online has on Student Vocabulary Short Term Retention

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

David Kupferman

Keywords

Vocabulary retention

Abstract

The following paper describes the research that pertains to the effect that studying with an online tool has on the outcome of short term memory. Our goal was to determine the following: If students will increase their short term vocabulary retention after 12 minutes of studying; If one strategy of studying is more effective than another when assessing vocabulary retention; and if students maintain a high level of effort while studying using two different studying methods. Prior to outlining the specifics of our study, we included a literature review that may help you to understand the basis of our study. Specifically, our research focuses on cognitive development, development of “Skills for Learning” and technology as an engaging force. In our study, students were given a series of ten sets of ten vocabulary words. In each of the ten sets of vocabulary words, students took a pre-quiz, studied for 12 minutes and then took a post-quiz. For the first five sets of vocabulary words, students were given pre-made vocabulary flash cards and in the last five sets of vocabulary words, students used an online study tool called, Quizlet to study their vocabulary words. Overall, we determined that both studying methods showed growth with short term vocabulary retention; Quizlet had a higher percentage of growth; many students shared that they put forth effort when studying; and more students prefered Quizlet as a study tool. The information that was discovered from our study is imperative to our teaching and will drive the way we move forward in providing options so that our students are given multiple opportunities to learn and study vocabulary.

Abstract only: No full text available.

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