The document summarizes a study conducted by students at Spring Ridge Middle School to determine if using the LINCS strategy improves vocabulary retention and understanding. The study involved two classes, with one class using LINCS one week and the other class the next week. Results from pre-and post-tests and student surveys showed no significant differences in vocabulary scores between the classes and mixed reactions to LINCS. Observations found students were initially confused by LINCS and did not effectively use the strategy. The researchers concluded that LINCS may be better suited to high school students if more time is spent learning and consistently using the strategy.

1. Spring Ridge Middle School
How much does a penguin weigh?
Enough to break the ice!
Jessie, Stefanie, Ken, and Megan

2. Justification for our project
 raise student test scores
 decreasing the number of D’s and F’s on
student assignments
 develop good study habits
 increasing their independence and
comprehension
 Evidence/reasoning
 Purpose of LINCS: connect familiar knowledge
with unfamiliar knowledge
 Incorporates different types of learning

3. Research questions
 Does the use of the LINCS strategy
improve students’ retention and
understanding of new
vocabulary/concepts?
 How do students respond to the use of
the LINCS strategy?

4. Detailed description of
intervention

5. Our strategy
 Method
 1st week: class A uses LINCS strategy for
weeks vocabulary, class B does not
 2nd week: class B uses LINCS strategy for
weeks vocabulary, class A does not
 After use: affective survey
 At the end of each week: assessment to test
student retention of key vocabulary and
concepts

6. Data collection plan
Week 1 Week 2
Class A Receive LINCS Does not receive LINCS
Class B Does not receive LINCS Receive LINCS

7. Affective Survey
Statement Disagree Somewhat Agree
1) I enjoyed using
LINCS.
2) I would like to
use LINCS again.
3) Using LINCS
was a waste of my
time.
5) Using LINCS
helped me to
remember the
meaning of
vocabulary words.
6) I would not use
LINCS again.

8. Pre-post findings (t-test values)
Megan Jessie Ken Stefanie
Class A only 0.139178 0.22676 1.98E-10 N/A
Class B only .003187 0.25309 2.59E-9 N/A
Class A- LINCS .45264 0.262569 .063 .088928
Class B- no LINCS
Class A- no LINCS .155149 0.200072 .442 N/A
Class B- LINCS

9. Pre-post findings (affective data)
Statement Disagree Somewhat Agree
1) I enjoyed using 15 56 53
LINCS.
2) I would like to 26 44 50
use LINCS again.
3) Using LINCS 81 26 11
was a waste of my
time.
5) Using LINCS 65 40 14
helped me to
remember the
meaning of
vocabulary words.
6) I would not use 68 33 17
LINCS again.

10. Findings from observations
 Confusion
 Took time to understand the task
 Mixed reactions
 Some got really into it
 Others chose not to complete the task
 Students did not effectively use the
strategy

11. Answers to research questions
 Does the use of the LINCS strategy
improve students’ retention and
understanding of new
vocabulary/concepts?
 T-test values showed no significance among
the class comparisons

12. Answers to research questions
 How do students respond to the use of
the LINCS strategy?
 Overall, they responded positively but did
not think LINCS was useful in helping them
to better recall vocabulary/concepts.

13. Next steps?
LINCS
 Recommended for high school or honors students
 Conditions:
 Spend more time on it
 Use it consistently
 Change flow of boxes on chart
 Limit the amount of vocabulary
Quizzes
 Similar quizzes

14. LINCing to the big picture
 Strategy must be consistent in
order for it to be effective
 Be more prepared