Digital Tools: Effects on Vocabulary Acquisition and Retention in an 8th Grade Math Class

Whitney BreechFollow

University

Shawnee State University

Major

Middle Childhood Education

Student Type

Undergraduate Student

Presentation Types

Oral Presentation

Keywords:

Vocabulary, Middle school math classroom, digital tools

Abstract

This study investigated the use of digital tools to promote student acquisition, usage, and retention of content related vocabulary in an eighth grade math classroom. A mixed methods approach was used to conduct the study that included the comparison of end-of-unit test scores and feedback from students. Feedback included pre and post-surveys regarding student opinions on how vocabulary is presented as well as preferred method(s) of acquisition. The results of this study indicated that students were receptive and positive about the usage of digital tools. In addition, this study suggested similar results for students who used traditional vocabulary tools. A collective implication noted little difference existed in using digital vocabulary tools compared to the use of traditional tools in the classroom of interest. This eight week study holds value to the profession by offering teachers instructional options to consider when vocabulary compromises the ability to make meaningful learning connections.

Human Subjects

yes

IRB Approval

yes

Faculty Mentor Name

Shannon Mills

Faculty Mentor Title

Professor

Faculty Mentor Academic Department

School of Education

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Digital Tools: Effects on Vocabulary Acquisition and Retention in an 8th Grade Math Class

This study investigated the use of digital tools to promote student acquisition, usage, and retention of content related vocabulary in an eighth grade math classroom. A mixed methods approach was used to conduct the study that included the comparison of end-of-unit test scores and feedback from students. Feedback included pre and post-surveys regarding student opinions on how vocabulary is presented as well as preferred method(s) of acquisition. The results of this study indicated that students were receptive and positive about the usage of digital tools. In addition, this study suggested similar results for students who used traditional vocabulary tools. A collective implication noted little difference existed in using digital vocabulary tools compared to the use of traditional tools in the classroom of interest. This eight week study holds value to the profession by offering teachers instructional options to consider when vocabulary compromises the ability to make meaningful learning connections.