Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
The effects of cooperative learning activities on the retention of vocabulary
Download
index.pdf
Date
2006
Author
Duzan, Kemal Cem
Metadata
Show full item record
Item Usage Stats
389
views
236
downloads
Cite This
The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students̕ vocabulary retention. The relationship between students̕ course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at Başkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading lesson plans, two of which implemented cooperative learning activities while the other two implemented group work activities. A pre-test on the target words was administered before each lesson, and a post-test was given two weeks after each lesson to see if there was any difference in students̕ retention levels in favor of either technique. The data gathered were analysed through the t-test procedure and the regression analysis test. According to the results of these tests, cooperative learning activities produced better retention results than group work activities. The study also found that there is no relation between the students̕ course achievement grades and their vocabulary retention scores.
Subject Keywords
Education.
URI
http://etd.lib.metu.edu.tr/upload/2/12607056/index.pdf
https://hdl.handle.net/11511/15711
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement
Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01)
This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
The contribution of cognitive and metacognitive strategy use to seventh grade students' science achievement
Akyol, Gülsüm; Öztekin, Ceren; Department of Educational Sciences (2009)
The purposes of the study were to examine the differences in the level of students’ cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students’ science achievement. This study also interested in exploring the relationships between students’ background characteristics (gender, prior knowledge, socioeconomic status) and the variables i...
Contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions
Sungur, Semra (Informa UK Limited, 2007-04-01)
In this study, the contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions was investigated. Fifty-eight college students participated in the study. A modified version of the Approaches to Learning Instrument, the Self-Efficacy Scale, and the Metacognitive Awareness Inventory were used to measure students' motivational beliefs (mastery goal orientation, performance goal orientation, task value, and self-efficacy) and 2 componen...
Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course
Ertepinar, H; Geban, Ömer (Informa UK Limited, 1996-12-01)
This study examines the differential effectiveness of the laboratory method based on the investigative approach and the worksheet study, both used as a supplement to the regular class work on achievement in science subject-matter. Subjects were 43 students (8th grade) enrolled in two science classes of a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group utilized supplementary instruction through the investigative-oriented activities; the control group receiv...
The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach
Taslidere, Erdal; Eryılmaz, Ali (Springer Science and Business Media LLC, 2012-04-01)
The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students' achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of C...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
K. C. Duzan, “The effects of cooperative learning activities on the retention of vocabulary,” M.S. - Master of Science, Middle East Technical University, 2006.