The Effects of Vocabulary Learning Strategies in Mathematical Instruction on Ninth-Grade Students' Coordinate Algebra Achievement

Abstract

The purpose of this study was to investigate if adding the vocabulary learning strategies of an interactive word wall and graphic organizers to mathematical instruction was an effective method to increase student achievement in mathematics for two ninth-grade coordinate algebra classes. The 45 participants in the study were members of two co-taught ninth grade coordinate algebra classes in the Southeastern United States. This study used a quasi-experimental design with a pre-assessment/post assessment. An analysis of covariance (ANCOVA) was used to compare the achievement levels of the two classes, as measured by the post assessment. The results did not show a significant difference between the post assessment scores of the experimental class using graphic organizers and an interactive word wall compared to the control class that did not. The results of this study may be important to teachers as they implement the Common Core State Standards, the Common Core Georgia Performance Standards, and the Mathematical Practice Standards.