The effects of a computerized study program on the acquisition of science vocabulary.

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dc.contributor.advisorJohnsen, Susan K.
dc.contributor.authorRollins, Karen, 1961-
dc.contributor.departmentEducational Psychology.en_US
dc.contributor.schoolsBaylor University. Dept. of Educational Psychology.en_US
dc.date.accessioned2013-05-15T18:50:33Z
dc.date.available2013-05-15T18:50:33Z
dc.date.copyright2012-12
dc.date.issued2013-05-15
dc.description.abstractThe following study examined the difference in science vocabulary acquisition comparing computer-assisted learning and a traditional study review sheet. Fourth and fifth grade students from a suburban school in central Texas were randomly selected and randomly assigned to either experimental group or control group. Both groups were given a pre-test to measure prior science vocabulary knowledge and to measure differences within the groups. Both groups learned 24 science vocabulary words over a two-week period. Both groups had the opportunity to study for five days. The experimental group studied using Study Hall 101 (Raley, 1999/2006), an interactive computer game designed to increase learning of vocabulary. The control group studied the vocabulary words using a paper review sheet. At the end of the two-week intervention, both groups took an immediate post-test assessing science vocabulary learned. Another test was given two weeks later to assess retention of the words. A mixed repeated measures 2 X 3 ANOVA was used to analyze the interactions. A repeated measures was used to analyze which group improved. Independent t-tests were used to analyze the differences between experimental and control groups. Analysis showed that although the groups had similar pre-intervention scores, the students’ scores were significantly different at post and delayed post-tests. Students who studied science vocabulary words using Study Hall 101 (Raley, 1999/2006) showed a significant statistical difference in the amount of science vocabulary words they learned and retained as compared to the review sheet group. In addition, effect sizes indicated large and moderate strengths for science vocabulary words learned (d = 0.76) and for words retained (d = 0.58) when using Study Hall 101 (Raley, 1999/2006).en_US
dc.description.degreePh.D.en_US
dc.identifier.urihttp://hdl.handle.net/2104/8593
dc.language.isoen_USen_US
dc.publisheren
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en_US
dc.rights.accessrightsWorldwide access.en_US
dc.rights.accessrightsAccess changed 5/21/14.
dc.subjectAcquisition of science vocabulary.en_US
dc.subjectComputerized study program.en_US
dc.titleThe effects of a computerized study program on the acquisition of science vocabulary.en_US
dc.typeThesisen_US

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