Title

3F: The Effects of Dual Coding Theory on Social Studies Vocabulary and Comprehension in a 5th grade Classroom

Presenter Information

Jennifer WootenFollow

Faculty Mentor(s)

Dr. Joshua Cuevas

Campus

Cumming

Proposal Type

Oral Presentation

Subject Area

Education

Location

Panel 3: F (Register Here)

Start Date

26-3-2021 10:00 AM

End Date

26-3-2021 10:50 AM

Description/Abstract

Abstract

The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5th grade social studies classroom. The pretest and post-design research were conducted in a rural North Georgia elementary school covering two units of study in two classrooms. Both classes were given pre-tests on content vocabulary as well as content comprehension on the specific units of study. In this control group design (N = 49), twenty-three students participated in an intervention of dual-coding based strategies on domain-specific social studies vocabulary. In addition to the pretest and posttest on vocabulary and comprehension, students completed a motivational measure on their view of social studies to determine if their motivation and enjoyment changed after the experiment. This study sought to understand if the instructional strategies that incorporate dual coding were more effective in 5th grade social studies classes in promoting domain-specific vocabulary learning and when testing for academic achievement rather than traditional social studies strategies.

Keywords: dual coding theory, vocabulary, social studies, attitude, upper elementary

Media Format

flash_audio

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Mar 26th, 10:00 AM Mar 26th, 10:50 AM

3F: The Effects of Dual Coding Theory on Social Studies Vocabulary and Comprehension in a 5th grade Classroom

Panel 3: F (Register Here)

Abstract

The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5th grade social studies classroom. The pretest and post-design research were conducted in a rural North Georgia elementary school covering two units of study in two classrooms. Both classes were given pre-tests on content vocabulary as well as content comprehension on the specific units of study. In this control group design (N = 49), twenty-three students participated in an intervention of dual-coding based strategies on domain-specific social studies vocabulary. In addition to the pretest and posttest on vocabulary and comprehension, students completed a motivational measure on their view of social studies to determine if their motivation and enjoyment changed after the experiment. This study sought to understand if the instructional strategies that incorporate dual coding were more effective in 5th grade social studies classes in promoting domain-specific vocabulary learning and when testing for academic achievement rather than traditional social studies strategies.

Keywords: dual coding theory, vocabulary, social studies, attitude, upper elementary