Effects of Using Vocabulary Strategies With High School Students on Science Content-Based Assessments

Abstract

As an effort to help myself meet my professional development goal of measuring student growth on content-based assessments while focusing on correct usage of scientific terms, I investigated the effects of using vocabulary strategies with 20 9th grade high school students. Pre and posttest scores were compared to provide quantitative data. Likert scale surveys also provided quantitative data by assessing student perception of strategy effectiveness and potential impact on their grade. Co-teacher interviews and teacher observations provided qualitative data. The first nontreatment to treatment comparison was between a vocabulary matrix in the valence electron unit and Frayer models in the bonding unit. Both strategies included defining and drawing images of key terms, but students also identified examples and non-examples of key terms on the Frayer models. Students’ academic achievement decreased although data obtained from both students and the co-teacher reflected that Frayer models were valued as a vocabulary strategy that they would like to use again. The second non-treatment to treatment comparison was between student use of an elementary word wall for the periodic trends unit and student use of interactive word walls they created for the electronegativity unit. Teacher assigned student groups used sets of term and image cards to create concept connections. Student and co-teacher responses for using an interactive word wall were positive. The third comparison focused on the non-treatment balancing equations unit and treatment unit in which paper and computer-based games reinforced chemical reactions key terms. Data from game use showed no statistical improvement in academic achievement while student perceptions of engagement and effectiveness decreased. Overall results indicated that use of interactive word walls was the most effective vocabulary strategy for improving student comprehension on science content-based assessments.