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The relationship between focused-instruction of vocabulary and mathematical achievement
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The relationship between focused-instruction of vocabulary and mathematical achievement
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Description
Identifier
Thesis
2058
Author
Walsh, Diane M.
Title
The
relationship
between
focused-instruction
of
vocabulary
and
mathematical
achievement
Publisher
Central Connecticut State University
Date
2009
Resource Type
Master's Thesis
Notes
This
study
examined
whether
focused-instruction
of
vocabulary
had an
impact
on
overall
mathematical
achievement
. The
study
was
conducted
over
the
course
of
18
weeks
and
took
place
in a
public
high
school
in
Connecticut
. The
participants
of the
study
were
fifty-two
Algebra
II
students
. The
study
consisted
of
two
groups
: a
control
group
and an
experimental
group
. The
control
group
had
routine
instruction
. The
experimental
group
had a
ten-minute
warm-up
focused
on
vocabulary
including
activities
such
as
hangman
,
zip-around
cards
,
crossword
puzzles
,
word
jumbles
,
jokes
, and
matching
;
occasionally
a
longer
time
slot
permitted
filling
in a
graphic
organizer
or
completing
a
writing
assignment
. A
collection
of
Analysis
of
Variance
and
Correlation
tests
were
used
to
analyze
the
major
assessments
(unit
tests
and
final
exam)
. The
findings
of the
study
indicated
that there was
no
significant
difference
in
academic
achievement
between
the
control
group
and
experimental
group
(with
focused-instruction
of
vocabulary)
. This
study
did
determine
that for this
particular
group
of
high
school
students
, there
may
be a
relationship
between
academic
achievement
and
students
who
completed
cumulative
review
packets
prior
to
assessments
,
especially
the
final
exam
.
Subject
Mathematics -- Study and teaching (Secondary)
Academic achievement
Department
Department of Mathematical Sciences
Advisor
Gould, S. Louise
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734384
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