The Effects of Dual Coding Theory on Social Studies Vocabulary and Comprehension in a 5th grade Classroom
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. Consistent results were significant in academic achievement. ANCOVA was used to analyze pre/post-test data on vocabulary tests, content tests, and Attitudes Towards Social Studies survey. Dual coding seems to have had a positive impact on student vocabulary learning and academic achievement.
Keywords: dual coding theory, vocabulary, social studies, attitude, upper elementary
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