The Impact on Student Attitudes When Learning Vocabulary through Brain-based Activities in a 10th-grade English Classroom
University
Shawnee State University
Major
Integrated Language Arts AYA 1-12
Presentation Types
Oral Presentation
Keywords:
Brain-based, Vocabulary, Attitudes, 10th-grade
Abstract
This action research study used a qualitative approach to investigate if brain-based activities impacted attitudes when learning vocabulary in a 10th-grade English classroom. The subjects included in the research were two 10th-grade College Preparation English classes totaling 33 students. Data was collected using a pre and post-survey generated on Google Forms. The surveys consisted of eight Likert scale responses to statements involving vocabulary learning as well as one open-ended question based on the student’s overall feelings towards learning vocabulary. Implementation took place over six weeks and included the introduction of five new vocabulary words per week. Students interacted with brain-based activities and organizers Monday through Thursday during the first ten minutes of class. On Friday, subjects were given a vocabulary quiz. Based on a compare and contrast analysis of the pre and post-survey responses, it is suggested that students’ attitudes were positively affected by utilizing brain-based activities to learn vocabulary.
Human Subjects
yes
IRB Approval
yes
Faculty Mentor Name
Shannon Mills
Faculty Mentor Title
Professor
Faculty Mentor Academic Department
School of Education
Recommended Citation
Hettinger, Chalee, "The Impact on Student Attitudes When Learning Vocabulary through Brain-based Activities in a 10th-grade English Classroom" (2024). Celebration of Scholarship. 1.
https://digitalcommons.shawnee.edu/cos/2024/humanities/1
The Impact on Student Attitudes When Learning Vocabulary through Brain-based Activities in a 10th-grade English Classroom
This action research study used a qualitative approach to investigate if brain-based activities impacted attitudes when learning vocabulary in a 10th-grade English classroom. The subjects included in the research were two 10th-grade College Preparation English classes totaling 33 students. Data was collected using a pre and post-survey generated on Google Forms. The surveys consisted of eight Likert scale responses to statements involving vocabulary learning as well as one open-ended question based on the student’s overall feelings towards learning vocabulary. Implementation took place over six weeks and included the introduction of five new vocabulary words per week. Students interacted with brain-based activities and organizers Monday through Thursday during the first ten minutes of class. On Friday, subjects were given a vocabulary quiz. Based on a compare and contrast analysis of the pre and post-survey responses, it is suggested that students’ attitudes were positively affected by utilizing brain-based activities to learn vocabulary.