Date Approved

5-9-2018

Embargo Period

5-10-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Xin, Joy

Subject(s)

Computer-assisted instruction; Language arts (Secondary)

Disciplines

Language and Literacy Education | Secondary Education | Special Education and Teaching

Abstract

This study aimed to answer three research questions: Do 11th grade students in an inclusion class (students with and without disabilities) that use Quizlet to master vocabulary words outperform students taught with a more traditional approach on vocabulary quizzes? Do the results differ for students with disabilities compared to typically developing students? And, Do students enjoy and benefit from completing the Quizlet treatment for mastering vocabulary? In a two group, counterbalanced design, students in each group received a different treatment. Group 1 used index cards and group 2 used Quizlet as a treatment for learning and mastering vocabulary; the groups switched treatments after roughly 9 weeks. Based on the data collected, 23 out of 38 total students (60%) increased their mean vocabulary quiz score from the initial testing to the Quizlet program treatment. The percentage of students with disabilities that increased their mean score after using Quizlet was 70%, which was 10% higher than the overall class average. Based on student responses to the Quizlet Survey, a majority of students enjoyed and felt that they benefitted from using the Quizlet program.

Previous research and the results of this study suggest that it is imperative to expose students to vocabulary words on multiple occasions in order to aid in mastery. All students should be given multiple strategies to help them learn the best way to study and master vocabulary based on their specific needs.

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