Effect of Cartoons and Revised Definitions on the Acquisition of Vocabulary Among Fifth-Grade Students

• In Event: Mixed Methods: Policy, Practice, Strategies, and Critical Stances

Abstract

In this mixed methods study, the researchers focused on two methods of direct vocabulary instruction to teach directly 24 select tier-two vocabulary words to 137 fifth-grade students. Specifically, a counter-balanced design was utilized in this extension of McKeown (1993) to explore four vocabulary learning conditions: dictionary definition only, revised definition only, dictionary definition plus cartoon, and revised definition plus cartoon. One parametric repeated measures analysis of variance (ANOVA) and two Friedman’s tests were employed to determine differences among the four conditions on three separate measures of students’ vocabulary understanding. Results indicate statistically significant differences among the groups on all three measures. In addition, through phenomenological interviews, the researchers sought to determine lived experiences and attitudes pertaining to word learning.

Authors

• Cindy Lee Benge, Sam Houston State University

• Mary E. Robbins, Sam Houston State University

• Anthony J. Onwuegbuzie, Sam Houston State University