The Effect of Vocabulary Acquisition Strategies Used in a Science Classroom on Achievement

Nicole Howes

Copyright for this work is retained by the author.

Abstract

This study compared the impact 21st century teaching strategies and traditional teaching strategies for vocabulary learning had on student achievement in the science classroom. Participants were 56 students from two grade eight classes of heterogeneous grouping in a Western Canadian classroom. 21st century strategies focused on providing meaningful experiences with the new words and traditional methods focused on teacher lecture and rote memorization. Student scores were determined via pretest and posttest data collected during a unit of study. ANOVA results indicated that the two groups used different significantly and a post hoc analysis showed there were no significant differences as both groups showed a gain in scores regardless of the intervention used. The absence of statistically significant data contradicts current literature, but discrepancies could have occurred as a result of the small sample size and limited timeline to collect these data. These findings have implications for the science teacher and strategies that could be used in the classroom for teaching vocabulary.