The Effect of Vocabulary Integration in the Curriculum on Learning at the Junior High School Level
Date of Award
Doctor of Education in Computer Education
Center for Computer and Information Sciences
Previous research has shown that student achievement can be improved by vocabulary oriented instruction in the content area. This research expands on previous studies because it uses integrated vocabulary instruction across four main subjects. The overall purpose of this study was to provide evidence that learning and achievement of regular seventh grade students can be improved with vocabulary instruction activities that are integrated across curriculum boundaries.
The study was conducted in two phases: (a) development of a list of vocabulary words for seventh grade and (b) classroom implementation using vocabulary integrated instructional activities in math, English, social studies, and science. The instructional activities were employed for 5 to 10 minutes daily over a period of 7 weeks in the four main subject areas with the experimental class. The control class receive similar instruction without the vocabulary integrated instructional activities. Two standardized examinations were administered, one at the beginning of the implementation and one at the end of the implementation. The results of the investigation indicate there could be a significantly higher achievement for the experimental group as compared to the control group.
These results showed achievement in the areas of mathematics and reading can be enhanced with integrated vocabulary activities across curriculum boundaries. The results did not show that achievement in the area of reading can be enhanced with integrated vocabulary activities across curriculum boundaries.
Burton F. Neumeier. 1991. The Effect of Vocabulary Integration in the Curriculum on Learning at the Junior High School Level. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Center for Computer and Information Sciences. (748)