CARP

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  • Before moving to the next slide, talk about why Chemistry words were used more- possibly because they are more practical and used in a more concrete way than words like oligarchy or imperialism
  • CARP

    1. 1. Vocabulary Strategies to Improve SAT Scores <ul><li>Leonardtown High School Interns </li></ul><ul><li>Christine Chadwick, Stefanie Glorioso, Daniel Morris, Marc Pirner </li></ul>
    2. 2. Justification 35 Strategies for developing Content Area Vocabulary by Brenda Spencer and Andrea Guillaume “ Content area achievement depends closely on students’ mastery of specialized vocabulary”Our Strategy: Semantic Mapping SIP: Improve SAT scores- “Offer the entire school testing skills and vocabulary words”
    3. 3. Semantic Map <ul><li>Structured word map </li></ul><ul><li>write the vocabulary word in the center </li></ul><ul><ul><li>connect words that are synonyms, antonyms, definitions, examples, parts of speech etc.   </li></ul></ul><ul><li>Gives students </li></ul><ul><ul><li>context rather than dictionary definition </li></ul></ul><ul><ul><li>usage rather than memorization </li></ul></ul><ul><li>more vocabulary </li></ul><ul><li>Example of student work </li></ul>
    4. 4. <ul><ul><li>Allows for a visual/spatial representation of vocabulary </li></ul></ul><ul><ul><li>Students see the relationships between concepts and vocabulary </li></ul></ul><ul><ul><li>Requires higher order thinking skills </li></ul></ul><ul><ul><li>Can help activate prior knowledge </li></ul></ul>Benefits of Strategy
    5. 5. Research questions <ul><li>Affective Question: </li></ul><ul><ul><li>Do the students feel comfortable using content area vocabulary? </li></ul></ul><ul><li>General Questions: </li></ul><ul><ul><li>Are the students using the vocabulary? </li></ul></ul><ul><ul><li>Are students’ vocabulary scores rising? </li></ul></ul>
    6. 6. Data collection plan Pre-post Tests Observation Student Work Do students feel comfortable using content vocabulary? X X X Are the students using the vocabulary? X X X Are vocabulary scores rising? X X
    7. 7. Pre-post Assessment <ul><li>Half of the questions on the pre-post assessment will look like the following question: </li></ul><ul><ul><li>odious </li></ul></ul><ul><ul><ul><li>A. I have never seen this word before. </li></ul></ul></ul><ul><ul><ul><li>B. I have seen this word before. </li></ul></ul></ul><ul><ul><ul><li>C. I can define this word. </li></ul></ul></ul><ul><ul><ul><li>D. I have used this word before </li></ul></ul></ul>
    8. 8. Pre-post Assessment <ul><li>10 vocabulary words </li></ul><ul><li>Words will be used in context </li></ul><ul><li>Students will determine whether the word is used correctly </li></ul><ul><li>Selected response format </li></ul><ul><li>Post assessment- vocabulary quiz </li></ul>
    9. 9. English 11 Results Quantitative Data Quantitative Data <ul><li>Vocabulary words used correctly </li></ul><ul><li>n=62 </li></ul><ul><li>Control Week: </li></ul><ul><ul><li>Pre-test average: 5.51 </li></ul></ul><ul><ul><li>Post-test average: 8.46 </li></ul></ul><ul><ul><li>p=1.846E-12 Significant </li></ul></ul><ul><li>Experimental Week: </li></ul><ul><ul><li>Pre-test average: 5.89 </li></ul></ul><ul><ul><li>Post-test average: 5.71 </li></ul></ul><ul><ul><li>p=0.308 Not Significant </li></ul></ul><ul><li>Post-post test: p=3.153E-11 Significant </li></ul><ul><ul><ul><li>The semantic maps made a significant difference in increasing vocabulary scores between the first pre and post-test and the two post-tests. </li></ul></ul></ul>
    10. 10. English 11 Results Quantitative Data Quantitative Data <ul><li>Student view on vocabulary knowledge </li></ul><ul><li>n=62 </li></ul><ul><li>Control Week: </li></ul><ul><ul><li>Pre-test average: 22.27 </li></ul></ul><ul><ul><li>Post-test average: 31.87 </li></ul></ul><ul><ul><li>p=3.787E-23 Significant </li></ul></ul><ul><li>Experimental Week: </li></ul><ul><ul><li>Pre-test average: 21.285 </li></ul></ul><ul><ul><li>Post-test average: 29.08 </li></ul></ul><ul><ul><li>p=3.376E-16 Significant </li></ul></ul><ul><li>Post-Post test: p=6.182E-5 Significant </li></ul><ul><ul><ul><ul><li>Semantic maps made a significant difference in increasing student self view of vocabulary knowledge </li></ul></ul></ul></ul>
    11. 11. English 12 Results Quantitative Data Quantitative Data <ul><li>Vocabulary words used correctly </li></ul><ul><li>n > 100 </li></ul><ul><li>Control Week: </li></ul><ul><ul><li>Pre-test average: 65.1 </li></ul></ul><ul><ul><li>Post-test average: 69.0 </li></ul></ul><ul><ul><li>p=0.102 Not Significant </li></ul></ul><ul><li>Experimental Week: </li></ul><ul><ul><li>Pre-test average: </li></ul></ul><ul><ul><li>Post-test average: </li></ul></ul><ul><ul><li>p=2.37x10^-4 Significant </li></ul></ul><ul><li>Post-post: p=0.0516 Leading toward significant </li></ul><ul><ul><li>The semantic maps made a significant difference in increasing vocabulary scores. </li></ul></ul>
    12. 12. English 12 Results Quantitative Data Quantitative Data <ul><li>Student view of vocabulary use </li></ul><ul><li>n > 100 </li></ul><ul><li>Control Week: </li></ul><ul><ul><li>Pre-test average: 12.98 </li></ul></ul><ul><ul><li>Post-test average: 14.85 </li></ul></ul><ul><ul><li>p= 3.16x10^-5 Significant </li></ul></ul><ul><li>Experimental Week: </li></ul><ul><ul><li>Pre-test average: 13.12 </li></ul></ul><ul><ul><li>Post-test average: 16.07 </li></ul></ul><ul><ul><li>p=1.28x10^-10 Significant </li></ul></ul><ul><li>Post-post: p=8.51x10^-3 Significant </li></ul><ul><ul><ul><ul><li>The semantic maps made a significant difference in increasing vocabulary scores. </li></ul></ul></ul></ul>
    13. 13. Chemistry Honors Results <ul><li>Vocabulary Words Correctly Used </li></ul><ul><ul><li>n=33 </li></ul></ul><ul><ul><li>Control Week </li></ul></ul><ul><ul><ul><li>Pre-test 1 average: 5.12 </li></ul></ul></ul><ul><ul><ul><li>Post-test 1 average:7.24 </li></ul></ul></ul><ul><ul><ul><li>p.= 2.03x10-6 Significant </li></ul></ul></ul><ul><ul><li>Experimental Week: </li></ul></ul><ul><ul><ul><li>Pre-test 2 average: 3.29 </li></ul></ul></ul><ul><ul><ul><li>Post-test 2 average:6.68 </li></ul></ul></ul><ul><ul><ul><li>p.= 8.95x10-13 Significant </li></ul></ul></ul><ul><ul><li>Post test 1-Post test 2: p.= 0.0769 Leading toward Significant </li></ul></ul><ul><ul><ul><ul><li>This shows that significant change from both pre-tests to post-tests were leading towards significant. </li></ul></ul></ul></ul>
    14. 14. Chemistry Honors Results <ul><li>Student View on Vocabulary Knowledge </li></ul><ul><ul><li>n=33 </li></ul></ul><ul><ul><li>Control Week: </li></ul></ul><ul><ul><ul><li>Pre-test average: 5.12 </li></ul></ul></ul><ul><ul><ul><li>Post-test average: 7.24 </li></ul></ul></ul><ul><ul><ul><li>p= 3.55x10-9 Significant </li></ul></ul></ul><ul><ul><li>Experimental Week: </li></ul></ul><ul><ul><ul><li>Pre-test average: 19.1 </li></ul></ul></ul><ul><ul><ul><li>Post-test average: 33.4 </li></ul></ul></ul><ul><ul><ul><li>p= 1.37x10-16 Significant </li></ul></ul></ul><ul><ul><li>Post test 1-Post test 2: p= 0.0215 Significant </li></ul></ul>This shows that significant change across all tests.
    15. 15. Experiment Variation <ul><li>With this variation of the experiment, the same test was given 3 different times: </li></ul><ul><li>Pre-test- first time they see the test </li></ul><ul><li>Post-test – second time- still no intervention </li></ul><ul><li>Final- third time after semantic mapping </li></ul><ul><li>Data is compared between pre-post, pre-final, and post-final to determine whether or not the intervention was successful </li></ul>
    16. 16. Government Results <ul><li>Vocabulary words used correctly </li></ul><ul><li>n < 30 </li></ul><ul><li>Control Week: </li></ul><ul><ul><li>Pre-test average: 70.3 </li></ul></ul><ul><ul><li>Post-test average: 67.9 </li></ul></ul><ul><ul><li>p= 0.341761 Not significant </li></ul></ul><ul><li>Experimental Week: </li></ul><ul><ul><li>Final Post-test average: 88.9 </li></ul></ul><ul><ul><li>p= 0.000149 Significant </li></ul></ul><ul><li>Post-final: p=4.75131E-05 Significant </li></ul><ul><li>The semantic mapping technique made a significant difference in increasing vocabulary scores. </li></ul>
    17. 17. Government Results <ul><li>Students view on vocabulary knowledge </li></ul><ul><li>n < 30 </li></ul><ul><li>Control Week: </li></ul><ul><ul><li>Pre-test average: 24.8 </li></ul></ul><ul><ul><li>Post-test average: 28.1 </li></ul></ul><ul><ul><li>p= 0.003989 Significant </li></ul></ul><ul><li>Experimental Week: </li></ul><ul><ul><li>Final post-test average: 36.6 </li></ul></ul><ul><ul><li>p= 1.34406E-12 Significant </li></ul></ul><ul><li>Post-final: p= 2.80948E-07 Significant </li></ul><ul><li>The semantic mapping technique made a significant difference in increasing student comfort with vocabulary. </li></ul>
    18. 18. Overall Findings <ul><li>Vocabulary scores increased from Post1 to Post2, </li></ul><ul><li>Chemistry was approaching significance </li></ul><ul><li>Student view of vocabulary use increased </li></ul><ul><li>Rare student use of vocabulary words in the classroom setting, more confidence and use in Chemistry </li></ul><ul><li>Recognition of vocabulary words when used </li></ul>
    19. 19. Answers to research questions <ul><li>Are the students using the vocabulary? </li></ul><ul><li>Students use vocabulary rarely </li></ul><ul><li>Students reported using vocabulary words more often after the implementation of semantic mapping </li></ul><ul><li>Therefore- semantic mapping increases student use of vocabulary words </li></ul>
    20. 20. Answers to research questions <ul><li>Are students’ vocabulary scores rising? </li></ul><ul><li>Yes, scores are rising in English and Government, but not in Chemistry </li></ul><ul><ul><li>could be due to a lack of vocabulary routine in Chemistry. </li></ul></ul>
    21. 21. Next steps? <ul><li>Implications for Future Research: </li></ul><ul><ul><li>strategy should be implemented identically across all content areas </li></ul></ul><ul><ul><li>use fewer vocabulary words of relatively equal difficulty </li></ul></ul><ul><ul><li>could be broken into two separate studies </li></ul></ul><ul><ul><ul><li>One study on vocabulary scores </li></ul></ul></ul><ul><ul><ul><ul><li>specify use as a study tool </li></ul></ul></ul></ul><ul><ul><ul><li>One study on student view on vocabulary use </li></ul></ul></ul>
    22. 22. Back to the big picture <ul><li>Semantic mapping is one of many study tools </li></ul><ul><li>Students need to learn about different study tools </li></ul><ul><ul><li>encouraged to use other visuals as study tools to study for the SAT. </li></ul></ul>

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