Effects of Quizlet on vocabulary mastery

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Effects of Quizlet on vocabulary mastery Effects of Quizlet on vocabulary mastery

Suzanne C. Baptist

Rowan University

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EFFECTS OF QUIZLET ON VOCABULARY MASTERY

Suzanne C. Baptist

A Thesis

Submitted to the

Department of Interdisciplinary and Inclusive Education

College of Education

In partial fulfillment of the requirement

For the degree of

Master of Arts in Special Education

Rowan University

May 1, 2018

Thesis Advisor: S. Jay Kuder, Ph.D.

iii

Acknowledgments

I’d like to thank Dr. Kuder for his unwavering patience and countless hours of

editing and revising. Through this process, I have learned that even though a section

might be completed, there is always room for improvement and editing. The research

may have been finalized, but it is never truly finished.

Thank you to my encouraging family and friends, who have always supported me

regardless of the time, day, or endless phone calls.

Abstract

Suzanne C. Baptist

EFFECTS OF QUIZLET ON VOCABULARY MASTERY

2017-2018

S. Jay Kuder, Ph.D.

Master of Arts in Special Education

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.

Table of Contents

Abstract ............................................................................................................................ iv

List of Figures .................................................................................................................. vii

List of Tables ................................................................................................................... viii

Chapter 1: Introduction .................................................................................................... 1

Defining Key Terms .................................................................................................. 4

Chapter 2: Literature Review .......................................................................................... 6

Vocabulary as a Skill ................................................................................................. 6

Retention of Vocabulary ............................................................................................ 8

Vocabulary Difficulties for Students With Disabilities ............................................. 11

Quizlet as Means of Learning Vocabulary ................................................................ 16

Chapter 3: Research Methodology .................................................................................. 19

Setting and Subjects .................................................................................................. 19

Procedure ................................................................................................................... 20

Materials .................................................................................................................... 21

Assessment Instrument .............................................................................................. 22

Chapter 4: Results ............................................................................................................ 33

Summary .................................................................................................................... 33

Results ....................................................................................................................... 34

Chapter 5: Discussion ...................................................................................................... 39

Previous Research ..................................................................................................... 40

Limitations ................................................................................................................. 41

Practical Implications ................................................................................................ 41

Table of Contents (Continued)

Conclusion ................................................................................................................. 42

References ....................................................................................................................... 44

vii

List of Figures

Figure Page

Figure 1. Quizlet Survey .................................................................................................. 24

Figure 2. Quizlet “home screen” – students can choose which option they want to

work on first ........................................................................................................ 25

Figure 3. Learn option – students match vocabulary word with definition using

multiple choice/written questions ........................................................................ 25

Figure 4. Flashcard option – digital index cards/flashcards ............................................ 26

Figure 5. Write option – students correctly identify and spell vocabulary word based

on definition/part of speech ................................................................................. 26

Figure 6. Spell option – students correctly spell vocabulary word after the program

reads it orally ....................................................................................................... 27

Figure 7. Test option – students assess knowledge of vocabulary definitions through

matching, multiple choice, true or false, and written examples (students may

change settings based on skill level) ................................................................... 28

Figure 8. Match option – students match vocabulary word with its definition the

fastest by clicking and dragging (goal is to have the fastest time) ...................... 29

Figure 9. Gravity option – students correctly identify and spell either vocabulary

word or definition (students may change settings based on skill level) .............. 29

Figure 10. Sample assessment ......................................................................................... 30

Figure 11. Sample modified assessment ......................................................................... 32

viii

List of Tables

Table Page

Table 1. Group 1 – Index cards quiz means at the beginning and end of the marking

period ................................................................................................................... 35

Table 2. Group 2 – Quizlet quiz means at the beginning and end of the marking

period ................................................................................................................... 36

Table 3. Students responses to Quizlet Survey ................................................................ 38

Chapter 1

Introduction

In all walks of life, vocabulary determines whether an individual is successful

within that experience. If I travel to another country without knowing or attempting to

learn simple vocabulary words, it would be extremely difficult to do anything. The same

goes for most educational settings. Without adequate vocabulary, it is difficult and

sometimes impossible for learners to read, write, listen, speak, and most importantly

understand any given text. If an individual does not know or understand content-specific

vocabulary, their success within that educational setting will be non-existent. Similarly, if

a student goes into the work force right out of high school and is required to make

meaning out more complex vocabulary, they are immediately at a large disadvantage.

Vocabulary skills are linked to improved reading comprehension, which helps

students in all areas of academics (Fisher & Frey 2014). The more exposure to and

practice with vocabulary students have the more likely they are to retain those words.

Mastering vocabulary is a skill that has been a challenge for most of my students over the

last five years. In order to read, comprehend, and analyze any text, students must

understand the vocabulary displayed in those texts. With the Common Core’s shift of

focus to expose students to more complex texts, complex vocabulary comes hand-in-

hand. To better prepare my students for what they will be responsible for knowing and

understanding after high school (college or career), I will focus my research on the

interventions of engagement and repeated exposure to aid in the mastery of vocabulary

words used in the texts covered during the school year.

A large portion of elementary and secondary school students have a relatively

short attention span. Due to a lack in attention, it is imperative to make sure students are

engaged in class lessons to ensure they are exposed to as much content as possible within

the class time frame. Using the Quizlet program, student attention is sustained due to the

game-like qualities of each option. Students often find that using Quizlet is a fun activity

and one that they look forward to because it is something they enjoy completing. When

students look forward to a specific lesson they are much more likely to be engaged in and

sustain effort and time to achieve the goal of that lesson.

A college professor once told me, “Repetition is the mother of success.” The more

you repeat or practice a certain skill, the more likely you are to master that skill. In

elementary school children are told to memorize their phone number and/or address. In

order to be successful in this task, students are often asked to repeat the information daily

until it in rooted into their memory. In providing my students with repeated exposure to

their vocabulary words, they are more likely to remember the word’s definition and

possibly how to create meaning by using it in a sentence.

By focusing weekly lessons on specific vocabulary words, I hope students will

master the words’ definitions and successfully create authentic sentences using said

vocabulary words. In mastering these definitions and being able to effectively use them in

a sentence, my students will be able to have an easier time understanding the text as a

whole. This, in turn, will enable for less time focusing on comprehension and more time

analyzing and critical thinking about the text (a skill that students will need in any

profession or occupation for the rest of their lives).

The research questions examined in this study follow:

• Do 11

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?

• Do students enjoy and benefit from completing the Quizlet treatment for

mastering vocabulary?

It is hypothesized that students will retain and master their vocabulary skills more

effectively when using the intervention of the Quizlet educational program. Students

during the Quizlet treatment will score a higher overall average on their vocabulary

quizzes than the group that receives a more traditional approach to learning vocabulary,

index cards.

This research was conducted in two English 11 (students in their Junior year of

high school) inclusion classrooms. Through an alternating-treatments design, group 1 was

given repeated exposure to the vocabulary words through a traditional approach of

learning vocabulary. This group created index cards for each word and utilized rote

memorization as a means of mastery their vocabulary skills. Group 2 was instructed

through Quizlet as a means of mastering their vocabulary skills. The Quizlet program

focuses on providing students with repeated exposure of vocabulary words through

game-like activities. After one marking period (roughly nine weeks), group 1 and group 2

switched treatments.

Defining Key Terms

Index Cards – small note cards/pieces of paper (roughly 4” by 6” in size) that students

create. One side of the card/paper contained vocabulary word and the other side

contained the definition and a sentence (not required, but students were given the option

to add this).

Rote Memorization – memorizing information based on repetition of vocabulary words.

Students took class time to learn/remember their vocabulary words from their index

cards.

Traditional Approach – students are instructed through the use of index cards and rote

memorization in order to master vocabulary words.

Quizlet – a computer program (www.quizlet.com) used by educators and students to aid

in practicing and mastering learning content. For this research, vocabulary words are

added as a “class set” by the teacher. Students create logins using their school-provided

Google accounts. Once logged in, students have the option and choice to “learn” (match

vocabulary word with definition using multiple choice), “flashcard” (digital index cards

[defined above]), “write” (correctly identify vocabulary word based on definition),

“spell” (correctly spell vocabulary word after it is “said” by the program), “test” (assess

knowledge of vocabulary words and definitions through matching, multiple choice, true

and false, and written examples [students may change settings based on skill level]),

“match” (match vocabulary word with its definition the fastest by clicking and dragging),

“gravity” (correctly identify and spell either vocabulary word or definition [students may

change settings based on skill level]). Teachers also have the option to employ “Quizlet

Live,” where students grouped in threes or fours work collaboratively to match each

vocabulary word with its definition.

Game-like Activities – options in Quizlet (mentioned above) that engage students in a

way that appears to be more like a game than a more traditional instructional strategy for

learning vocabulary.

Repeated Exposure – students were exposed to each vocabulary word on a number of

different occasions and through different mediums. For example, students used them in

Do Now tasks, homework assignments, within text readings and assignments, and

through all Quizlet options.

Vocabulary Mastery – having the ability to correctly define and use each word

appropriately in a sentence.

Possible implications for learning are when alternating treatments students who

enjoyed and felt that they learned best from Quizlet could continue to use it on their own

instead of solely using their index cards to master vocabulary content.

In this study, the effects of the game-like activities in relationship with repeated

exposure were employed through Quizlet to compare its effect on students’ vocabulary

mastery. The researcher hypothesized that students in the experimental group would

overall score a high average on their vocabulary quizzes based on the activities used in

the Quizlet program.

Chapter 2

Literature Review

Acquisition of vocabulary is a skill that has been researched for decades.

Knowledge of vocabulary is a factor that has been linked to many skills from basic

comprehension to analysis of content-specific material. For many students, vocabulary is

difficult to master however, by practicing definitions/meanings and being exposed to

these terms on a frequent basis, the likelihood of mastering these words increases

drastically.

Vocabulary as a Skill

Fisher and Frey (2014) state that vocabulary is at the core of all literacy. Without

it, students would not be able to comprehend anything they read. Conversely, if students

understand complex vocabulary, they are more likely able to read and comprehend more

complex texts and in turn write about more complex texts at a more complex proficiency.

In order to improve vocabulary skills, teachers should employ a variety of techniques.

The techniques discussed by Fisher and Frey (2014) include wide reading, selecting

words and phrases to teach, using words in discussion, and modeling word solving. Wide

reading is described as giving students time to read independently a range of topics for a

period of time. Teachers should also select general academic and content-specific words

to teach. By learning more difficult, complex words, students can use them in reading,

writing, and discussion of content-specific material. The more a teacher uses the word in

discussion, the more repetition a student is exposed to. In turn, if students are prompted to

use academic language, they will be more likely to use, remember, and memorize said

terms. By teaching students word solving strategies, when students encounter unfamiliar

words they can use context clues (or other methods) to learn the meanings of words on

their own. By completing one or more of the previous techniques, teachers can support

students’ vocabulary learning and mastery.

McKeown and Beck (2014) researched the effects of different teaching

approaches on vocabulary development and how the instruction would affect word

meaning recognition from comprehension and production. There were three conditions in

this study, and all students completed each condition (repetition, interactive, and control).

The first treatment was the repetition condition. In this condition, students were read a

story and while the story was being read to them, teachers described the target words.

After reading, students completed target word review activities. During the interactive

condition, the story is read to students and they are asked to interact with the text

focusing on word meanings. The control condition consisted of reading the story out loud

once (as is customary in most “read-alouds”). Students were used as their own controls to

determine progress.

The subjects of the study were 8 teachers and their 131 kindergarten students in a

public school setting. The families in the community were working-class and 50% of

students receive free or reduced-priced lunch.

The materials used for the study were three children’s books with intellectually

stimulating language and plot details. These books also did not depend on pictures to aid

in moving the plot. Teachers identified 10 words for students to focus on in each book,

totaling 30 vocabulary words. These words are considered “Tier-2” which means they

coincide with academic terms. The definitions for these terms were created in a way that

was “student-friendly” so all kindergarten students would understand their meaning. In

both treatment conditions, students were exposed to each target word 12 times.

During the repetition condition, whenever a target word was encountered, the

teacher would read the student-friendly definition out loud. After finishing the story,

students were to complete activities that were based on definitions of the target words.

During the interactive condition, each story was read once without any interruption. After

the reading, students were to interact with the target words through specific activities,

such as creating examples of non-examples of the words application. This condition

focused more on students collaborating and connecting with the target words. Students

were scored on meaning recognition, context, listening comprehension, and production

based on researcher-designed measures.

The researchers found that both instructional conditions (repetition and

interactive) yielded higher scores than the control condition. More specifically, the

interactive condition better aided students in integrating words into context and

producing words based on pictures.

The implications of this study further show that repetition and creating meaning

out of vocabulary words aids in term mastery. By giving students the opportunity to work

with, utilize and practice the words and their definitions, they are more likely to

remember the definition and use it correctly in context.

Retention of Vocabulary

Samur (2012) researched how the retention of vocabulary words using a

multimedia presentation would be affected by redundancy. The researcher wanted to

study whether the redundancy principle would negatively affect student performance on

retention of Turkish vocabulary words. The redundancy principle states that adding on-

screen text to a multimedia presentation that already has verbal narration leads to poorer

learning in students.

In order to address the redundancy principle, Samur (2012) completed a quasi-

experimental design where 22 students enrolled in undergraduate courses at a public

university were split into two groups. The treatment “ANT” group received animation

with concurrent narration and text while learning 10 Turkish action vocabulary words.

The control “AN” group was instructed through animation and concurrent narration of

the same words.

The subjects were given a 15 multiple-choice question pretest. The results of the

pretest showed that all students scored a 30% or lower (3 correct questions out of 10 total

questions). After the pretest, students were instructed through a 2-minute PowerPoint

presentation using the treatment of animation, narration, and text or animation and

narration. Then students were given a posttest, which was the same as the pretest. Finally,

students were asked to reflect on their learning and the presentation through an open-

ended question.

Samur (2012) found that students in the treatment “ANT” group scored higher on

the posttest than the control “AN” group. Students in the treatment group also reported

having positive experiences with learning and the control group reported having negative

thoughts about learning. The researcher concluded that in learning a new language (as

was completed in this study), the redundancy principle does not lead to poorer learning.

The redundancy principle led to improved learning because students were able to pair

Turkish word with the English translation.

This research shows that the more a student is exposed to words and definitions

through multiple senses (visual and audio), the more likely they are to retain said words

definition. Since the Quizlet program provides students with auditory, visual, and

kinesthetic stimulation through different user-based choices, students use more than one

sense to learn and master each word through repeated exposure.

Grillo and Dieker (2013) examined how diagnostic-prescriptive instruction

affected students’ with learning disabilities knowledge of biology vocabulary through the

use of flashcards (both digital and paper). Researchers used a pretest, posttest, and

delayed posttest over a six-week period of time.

The subjects of this study were 25 students with learning disabilities in a Biology

1 class. These students were randomly separated into two groups: the paper group and the

digital group. There were 12 students in the paper group and 13 in the digital group. The

paper group was given paper flashcards to study from and the digital group was given

digital flashcards via Study Stack. There was no control group in this study since all

students were meant to benefit from the treatment.

For the first five minutes of every class period, students completed prescriptive

practice where they studied their vocabulary flashcards by reading the vocabulary word

on the front of the card and thinking about its definition, flipping the card to determine

whether the thought was correct, and then placing the card in the correct pile or incorrect

pile depending on whether the vocabulary word was identified correctly or not. This

process would be repeated until the five minutes was up or until students went through

each vocabulary word. Finally, students would display their progress by graphing the

number of flashcards in their “correct” pile.

After the two-week delayed posttest, researchers concluded that the prescriptive

practice increased student mastery of vocabulary words for all students (in both groups).

The semester grades for all students also increased from failing during first and second

semesters to passing during the third semester.

Researchers concluded that by having students study target Biology vocabulary

words daily enabled students to access their long-term memory and store their vocabulary

words in order to master them. This not only helped students learn the subject-specific

vocabulary, but also aided in the overall comprehension of the subject.

The implications of the results of this study show that through repeated practice,

students can master vocabulary. Although the vocabulary in my study is not content

specific, the words are useful for all future writing assignments or discussions in any

setting.

Vocabulary Difficulties of Students with Disabilities

Reading comprehension is a difficult task for many students, both with and

without learning disabilities. Similarly, mastering vocabulary is even more difficult for

students when instructional techniques are limited and ineffective. In order to develop

vocabulary skills, teachers must make effective vocabulary instruction selections in order

to best suit all of their students. Spies and Dema (2014) reviewed different strategies for

effectively teaching vocabulary to students with special needs. These strategies are

essential because without explicit vocabulary instruction students with exceptional needs

will continue to struggle and consequently fall behind their school aged peers, putting

their success in later grades/schooling at risk.

Spies and Dema (2014) focused their instructional methods research on academic

vocabulary. Academic language is defined as terminology used across multiple content

areas (e.g. analyze, conclude) and terms specific to each subject (e.g. pathogen, osmosis).

When teaching academic vocabulary, there must be a focus on three things: beyond core

meaning, word structure, and grammatical placement.

Beyond core meaning refers to introducing more than just the term’s basic

definition within academic context. Students should be taught how the word is used in

other contexts (academic and nonacademic), similar word forms (and their correct use),

synonyms, and the use of said word in relation to other words within that academic

discipline. Word structure relates to knowing and understanding each part of the word

(root/prefix/suffix). By understanding each part of the word, students not only understand

what each word means, but then can learn to generalize each prefix/suffix to apply to

other words they are exposed to in other texts. In grammatical placement, understanding

how words correctly fit into a sentence leads students to understand the connection

between words and their parts of speech. Recognizing the parts of speech enables

students to understand grammatical agreements with other words/phrases within the

context they are reading.

In using these three techniques, students will have the tools they need to help

improve both vocabulary identification and reading comprehension overall. Creating

opportunities for students to create deeper meaning of vocabulary words and their

definitions will only aid in increasing vocabulary word mastery and retention.

Kuder (2017) reviewed different strategies for effectively teaching students with

special needs vocabulary. These strategies are essential because without explicit

vocabulary instruction, students with exceptional needs will continue to struggle and

consequently fall behind their school aged peers, putting their success in later

grades/schooling at risk. Seven studies were included in this review. All subjects within

the seven studies were students with disabilities ranging in age from 11-17 years. Of the

seven, three used group designs, two used quasi-experimental designs, and two used

single-subject designs. Among the seven studies, five interventions were utilized:

mnemonic instruction, learning strategies, peer-based approaches, repeated reading and

direct instruction, and multimedia instruction.

The mnemonic instruction intervention yielded the most effective results.

Students (all were with disabilities) in this study (Terrill et al. 2004) were placed in one

of two groups: keyword method group or nonmnemonic group. In the keyword method,

students created keyword associations for each vocabulary word. In the nonmnemonic

group, students completed “traditional” vocabulary tasks, such as synonyms, fill-in-the

blank definitions, and sentence completion. Each method was used in alternating order so

each group received the each method every other week. The results of the study proved

that mnemonic instruction was more effective than nonmnemonic instruction, as students

in the mnemonic condition outscored their nonmnemonic condition peers, 92% compared

to 48.8%.

In the Harris et al. (2011) learning strategies study, researchers wanted to study

whether a generative (aid students in learning both target words and related words to

those target words) or nongenerative (aids students in learning only target words) strategy

would yield the best results in the memorization of meanings. Subjects were split into

two groups in order to determine which strategy was most effective: the Word Mapping

Strategy (WMS) group or the Vocabulary Strategy (LINCS) group. In the WMS group,

students used a graphic organizer to break each word into smaller (morphemic) parts in

order to predict, learn, and memorize each words definition. The purpose of this group’s

instruction was to help predict the meanings of words through morphemic awareness.

The LINCS group also used graphic organizers to use keyword, visual, and story

strategies to help build prior knowledge of words into new knowledge of vocabulary

words. Students in the LINCS group also utilized self-assessing in order to help

memorize definitions. Subjects in both groups increased their vocabulary retention,

however students in the WMS group exceed the skills of their peers in morphological

analysis.

In one of the two peer-based approaches, Shook et al. (2011) implemented a CSR

model that uses four steps to enhance reading skills: previewing, click and clunk, get the

gist, and wrap-up and review. In the Previewing step, students previewed the reading to

get an idea of the context. Next, students read the content and separated vocabulary

words into “clicks” (words they already knew) and “clunks” (words they were unfamiliar

with). Students were then split into study groups based on the words they were unfamiliar

with. Students worked in their groups twice a week (180 minutes per week) for 8 weeks.

Researchers found that all students increased in their post-assessment (averaging a 13

point increase), but students with disabilities improved their post-assessment scores by an

average of 34 points.

In a second peer-based approach, Hughes and Frederick (2006) used classwide

peer tutoring with a constant time delay approach. For 10 trials, students (in

predetermined peer pairs) used a 0 second time delay where the definition was given

immediately after stating the vocabulary word. In the ensuing trials, tutees were given

five seconds to correctly define each vocabulary word. If students did not give the correct

definition, the tutor would provide the correct definition after five seconds. Student pairs

tutored each other for eight minutes before switching roles. This 16-minute process was

utilized once a day until students mastered all three sets of vocabulary words. Results of

this study found that all students with disabilities mastered two out of three vocabulary

sets, and two out of three subjects mastered all three sets. Researchers also found that all

students (those with and without disabilities) learned the vocabulary words and

definitions at the same rate.

In the repeated reading and direct instruction study, Seifert and Espin (2012) used

three approaches to improve vocabulary and comprehension in students with special

needs. In the “vocabulary learning” approach, students were shown vocabulary words on

a flash card while the instructor read the definition out loud. Students were prompted to

repeat the definition after the instructor had finished reading the definition. Finally, the

instructor created a sample sentence with the target word and asked the student two probe

questions (created to link target word with information from the textbook). In the “text

reading” approach, used automatic word identification, adult modeling, reading aloud,

repeated reading, and error correction. The third approach, the combined condition, used

elements from both the “vocabulary learning” approach and the “text reading” approach.

Researchers found that students mastered more vocabulary words through the

“vocabulary learning” and combined approaches, however student comprehension did not

increase.

Multimedia instruction was researched by Kennedy and his colleagues (2014 and

2015) to determine the effectiveness of podcast use in vocabulary instruction. Kennedy et

al. (2014) studied the effects of two instructional strategies: “standard” and CAPs. The

“standard” instructional strategy involved teachers giving students vocabulary words and

definitions through an overhead projector that were to be copied in their notebooks. The

CAPs instructional strategy was a teacher-created content acquisition podcast (CAP).

Researchers found that students with disabilities learned at a faster rate and more

effectively during the CAP strategy. In the other study conducted by Kennedy et al.

(2015), researchers compared two different types of CAPs (utilizing explicit instruction,

mnemonic method, or a combination) to determine effectiveness. Students in this study

were all with special needs and were randomly assigned to one of four conditions: text-

only representation, mnemonic instruction, explicit instruction, or a combination of

mnemonic/explicit instruction. Researchers found that students who were instructed using

both the explicit instruction and mnemonic strategy increased their post-test scores

significantly.

Quizlet as Means of Learning Vocabulary

Franciosi et al. (2016) studied whether flashcard games and simulation games

affected students’ vocabulary retention over a 14-week college course. The research

question addressed was whether using a simple simulation game in conjunction with

enabling activities effected collaborative gameplay on foreign language learning

outcomes. The researchers employed Quizlet for the flashcard game and 3

World

Farmer for their simulation game to determine whether either treatment had a long-term

effect on vocabulary retention.

The subjects in this study were college students (1

, 2

, 3

, and 4

year) enrolled

in the researcher’s course. Treatment and data collection took place on 4 different class

meetings over the 14-week course. Students first completed a pretest, next the treatments

were used during one 90-minute class, then students completed an immediate posttest one

week after treatment, and finally, 11 weeks after treatment, students took the delayed

posttest. There were two treatment groups: the control group and the simulation game

group. The control group was instructed to use the Quizlet program for 80 minutes of

their class (remainder of class time). The simulation game group was instructed to play

World Farmer for 40 minutes and then Quizlet for the remaining 35 minutes of class

time.

The researchers found that there was a significant improvement from pretest to

immediate posttest with both groups, however, the simulation game group overall scored

higher than the control group. After 11 weeks, the delayed posttest was administered.

Similarly both groups declined in overall score, but again, the simulation game group

scored higher overall.

The conclusions found in this study were that simulation games do supply

students with educational benefits; in this case, increased vocabulary retention over a

longer period of time. Since the simulation game used in this experiment was simple

compared to other coined simulation games, this study shows there is opportunity for

growth regardless of the complexity of the game.

The implications of the results for my study are that the Quizlet program does

increase the retention of vocabulary. Even though the students in this study were learning

vocabulary in a different language, students did learn and master the vocabulary words.

The studies discussed above demonstrate the effectiveness of vocabulary

instruction. The studies completed by Samur (2012), Grillo and Dieker (2013), and

McKeown and Beck (2014) showed that through repeated exposure and practice, students

can learn and master different types of vocabulary. The more students are aware and

cognizant of these words, the more likely they are to remember them and, hopefully, use

them.

In secondary classrooms, it is especially important for students to gain mastery of

not only more complex vocabulary terms, but also academic language that will enable

them to be successful inside and outside of the classroom. The research conducted in my

study will further analyze the vocabulary skills and possible effective interventions for

students with special needs. If Quizlet proves to be an effective vocabulary intervention

for students with and without special needs, it can be a useful tool for all teachers,

regardless of the content area that is taught. With effective vocabulary mastery comes

improved reading comprehension and analytical skills; in order for my students to be

successful in future academic tasks, they must first master vocabulary.

Chapter 3

Research Methodology

Setting and Subjects

This study was completed in a high school in a suburban northern New Jersey

school district. There are over 6,700 students enrolled in the school district as a whole.

The district is comprised of seven elementary schools (Kindergarten-5

grade), three

middle schools (grades 6-8), and one high school (grades 9-12). Based on a 2014 district

report, 21% of students in the district receive free or reduced cost lunch. The racial

composition of the district as a whole is 51% White, 31% Black, 10% Hispanic, <1%

American Indian, and 7% Asian/Pacific Islander. Based on the 2014-2015 NJ School

Performance Report, 16.6% of students enrolled in the high school are classified as

Special Education.

The subjects in this study were students in two 11

grade inclusion classes. The

38 total students’ ages range from 16 years to 18 years 1 month. The mean age of

subjects is 16 years and 8 months. Between the two classes there are 27 males and 11

females. Of the 38 students, there are 10 total students with special needs. Of these 10, 6

are males and 4 are females. There were a total of 18 Black, 10 Hispanic, 9 White, and 1

Asian students in this study.

The disabilities among the 10 special education students were Other Health

Impaired, Specific Learning Disability, and Emotionally Disturbed. Of the 10 total

students with special needs, 3 were diagnosed with Other Health Impaired, 1 was

diagnosed as Emotionally Disturbed, and 6 were diagnosed with Specific Learning

Disabilities.

Procedure

This research used a two group, counterbalanced design. While group 1 used

index cards (a traditional approach for vocabulary), group 2 used Quizlet as a means of

learning and mastering vocabulary. After one marking period (roughly 9 weeks), the

group 1 and group 2 switched treatments. Group 1 then used Quizlet, while group 2 used

the traditional approach of index cards to master vocabulary.

During each week of instruction, students learned new vocabulary words (on

Mondays) and were tested on these words the following Friday (students will be given 12

words each week). The vocabulary words were preselected from the text(s) (novel/short

story/non-fiction article) being read during that marking period. During instructional time

on Monday, students used the entire class period (44 minutes) to learn and memorize the

words and their definitions. Students were provided with the vocabulary word, part of

speech, definition, and a sample sentence using each vocabulary word correctly. Students

in group 1 created index cards for the words and students group 2 logged on to Quizlet

(log-in associated with district Google Apps) and practiced studying their words through

the program. Students’ assessment at the end of each week required students to write the

definition and an authentic sentence for 6 vocabulary words (students were allowed to

choose which 6) for that week. Some students with special needs were given a modified

assessment. The modified quiz was only given to students who needed the extra support

for learning and memorizing vocabulary. These students still had to memorize definitions

through matching and be able to identify which vocabulary word correctly completes

each sentence. Students were given a word bank in order to fill in the sentence with the

correct vocabulary word. All 12 words were added to the word bank. All students were

scored based on correct definition and correct usage of the word in a sentence. For

example, if a student correctly defined a word, but did not correctly use that word in a

sentence, they were not given credit for the sentence. Each quiz was scored out of 18

possible questions; each question was worth 5.5 points.

At the end of each marking period, the group that used Quizlet as their treatment

completed a survey based on their experience using the Quizlet program (Figure 1).

Based on student replies, the researcher would be able to tell if students believed their

mastery could be attributed to the Quizlet program.

Materials

The materials used in this study were:

• Quizlet program (Figures 2-9)

• Index cards (4 in. x 6 in. or lined paper cut into smaller pieces).

Below (Figures 2-9) are samples of all the possible instructional features of the

Quizlet program. Students in the treatment group used this multifaceted program as an

instructional tool to memorize their vocabulary word meanings. Figure 2 is Quizlet’s

“home screen” where students can select which instructional feature they would like to

work on. Students may complete any feature and may complete each feature for as long

and as many times as they would like. Figure 3 is the “Learn” option where students

match the vocabulary word with its correct definition using multiple choice or written

questions. Figure 4 is the “Flashcard” option where students can learn their vocabulary

through digital index cards/flashcards. Students can view the vocabulary word or the

definition first and click the “flashcard” to view the other “side” of the digital flashcard.

Figure 5 is the “Write” option where students correctly identify and type the vocabulary

word based on definition and part of speech. Students must spell the vocabulary word

correctly in order to receive “credit” for their answer. Figure 6 is the “Spell” option

where students are prompted to correctly spell each vocabulary word after the program

says the word out loud. Figure 7 is the “Test” option where students assess knowledge of

vocabulary definitions. Students have the option to assess themselves through matching,

multiple choice, true or false, and written examples by identifying the correct vocabulary

word and its corresponding definition (these settings can be changed by students based on

their skill level). Figure 8 is the “Match” option where students match a vocabulary word

with its definition (in the shortest time) by clicking the word or definition and dragging it

on top of its matching word or definition. Students can see other classmates’ times to see

who has the fastest time. Figure 9 is the “Gravity” option where students correctly

identify and spell either a vocabulary word or its definition before the asteroid (with the

definition or vocabulary word) hits the planet. Students may also change the settings of

this feature based on their skill level.

Assessment Instrument

The assessment instrument used in this study was vocabulary quizzes given at the

end of each week. They were required to write the definition and an authentic sentence

for 6 vocabulary words (of their choice) for that week (a sample assessment is shown in

Figure 10). Some students with special needs (based on their skill level) were given a

modified assessment. Students were required to match the word to its definition and fill

in teacher-created sentences with the correct vocabulary word (a sample modified

assessment is shown in Figure 11). Each score as based on correct definition and correct

usage of the vocabulary word in a sentence. For example, if a student correctly defined a

word, but did not correctly use that word in a sentence, they were not given credit for the

sentence. Each quiz was scored out of 18 possible questions; each question was worth 5.5

points.

Figure 1. Quizlet Survey.

Figure 2. Quizlet “home screen” – students can choose which option they want to work

on first.

Figure 3. Learn option – students match vocabulary word with definition using multiple

choice/written questions.

Figure 4. Flashcard option – digital index cards/flashcards.

Figure 5. Write option – students correctly identify and spell vocabulary word based on

definition/part of speech.

Figure 6. Spell option – students correctly spell vocabulary word after the program reads

it orally.

Figure 7. Test option – students assess knowledge of vocabulary definitions through

matching, multiple choice, true or false, and written examples (students may change

settings based on skill level).

Figure 8. Match option – students match vocabulary word with its definition the fastest

by clicking and dragging (goal is to have the fastest time).

Figure 9. Gravity option – students correctly identify and spell either vocabulary word or

definition (students may change settings based on skill level).

Figure 10. Sample assessment.

Figure 10 (continued).

Figure 11. Sample modified assessment.

Chapter 4

Results

Summary

This research used a two group, counterbalanced design and included a total of 38

students. While group 1 used index cards (a traditional approach for vocabulary), group 2

used Quizlet as a means of learning and mastering vocabulary. After one marking period

(roughly 9 weeks), the groups switched treatments. Group 1 used Quizlet, while group 2

used the traditional approach of index cards to master vocabulary.

Students received vocabulary words on Monday and took the class period (44

minutes) to study through the treatment that was assigned to them (Quizlet or index

cards). Students were given a vocabulary quiz each Friday that required them to write the

definition of all 12 words and create 6 authentic sentences for 6 words of their choice,

totaling 18 questions. Students were scored on correctness of definition and usage of the

word in a sentence (each question was worth 5.5 points). Scores were recorded (rounded

to the nearest whole number) and averaged based on 3 individual quizzes per treatment

(beginning, treatment 1, and treatment 2).

Students were given a survey after completing their Quizlet treatment based on

their experience using the Quizlet program as a means of studying and mastering

vocabulary. Students were asked 9 total questions, 2 of which were identifying

information (gender and race). Students were not required to answer the identifying

information questions if they did not feel comfortable.

Results

Table 1 below shows the mean scores on vocabulary quizzes for group 1. The first

column shows the results for vocabulary quizzes. Column 2 shows the results while using

index cards. Column three shows the results when using Quizlet. Out of 20 total students,

11 increased and 6 decreased their overall mean score on 3 vocabulary quizzes when

using the index cards. A total of 3 students in group 1 scored the same average for both

the initial quizzes and the quizzes following the use of index cards. The class average

increased from the initial testing to the first treatment by 3 points (87% to 90%).

The results for the use of Quizlet showed that the class average decreased by 3

percentage points (90% to 87%). Out of 20 total students in group 1, 8 students increased

their overall averaged score from treatment 1 to treatment 2 and 9 students decreased. A

total of 3 students scored the same overall average between the two treatments.

Table 1

Group 1 – Index cards quiz means at the beginning and end of the marking period

Name

Beginning

Treatment 1

(Index cards)

Treatment 2

(Quizlet)

MHS201

100

MHS202

MHS203

MHS204

MHS205

MHS206

100

MHS207

MHS208

MHS209

100

MHS210

MHS211

MHS212

MHS213

MHS214

MHS215

MHS216

MHS217

MHS218

MHS219

MHS220

Average

Table 2 shows the results on the vocabulary quizzes for group 2. Following the

initial testing, group 2 studied vocabulary words using Quizlet. Of the 18 total students,

10 increased and 8 decreased their overall average for 3 vocabulary quizzes. From the

initial testing to the first treatment the class average decreased by 2 percentage points

(79%-77%). Following the second treatment (index cards) the class average increased

from 77% to 81%. A total of 8 out of 18 students increased their overall average between

the Quizlet treatment and the index card treatment, and 10 students decreased their

averaged score.

Table 2

Group 2 – Quizlet quiz means at the beginning and end of the marking period

Name

Beginning

Treatment 1

(Quizlet)

Treatment 2

(Index Cards)

MHS101

MHS102

MHS103

MHS104

MHS105

100

MHS106

MHS107

MHS108

100

MHS109

MHS110

MHS111

MHS112

MHS113

MHS114

MHS115

MHS116

MHS117

MHS118

Average

Table 3 shows the anonymous student responses to the Quizlet survey. Based on

the “Strongly Agree” and “Somewhat Agree” responses, 82% of students enjoyed using

the Quizlet program and 84% of students felt that they benefitted from the Quizlet

program. Approximately 76% of students felt that they learned best from the “learn”

option, 71% felt that they learned best from the “flashcards” option, 61% felt that they

learned best from the “write” option, 61% felt that they learned best from the “spell”

option, and 71% felt that they learned best from the “test” option.

Conversely, based on the “Somewhat Disagree” and “Strongly Disagree”

responses, 13% of students did not enjoy the Quizlet program and 13% did not feel that

they benefitted from the Quizlet program. Approximately 18% of students felt that they

did not learn best from the “learn” option, 24% felt that they did not learn best from the

“flashcards” option, 29% felt that they did not learn best from the “write” option, 34%

felt that they did not learn best from the “spell” option, and 24% felt that they did not

learn best from the “test” option.

Table 3

Student responses to Quizlet survey

Question

Strongly

Agree

Somewhat

Agree

Neutral

Somewhat

Disagree

Strongly

Disagree

Enjoyed using the

Quizlet program

Benefited from the

Quizlet program

Learned best from the

‘learn’ option (match

vocabulary word with

definition using multiple

choice)

Learned best from the

‘flashcards’ option

Learned best from the

‘write’ option (correctly

identify vocabulary

word based on

definition/part of

speech)

Learned best from the

‘spell’ option (correctly

spell vocabulary word

after program read it

orally)

Learned best from the

‘test’ option (assess

knowledge of

words/definitions

through

matching/multiple

choice/true or false, and

written examples)

Chapter 5

Discussion

Vocabulary is a skill that all students, through all walks of life, need in order to be

successful in any given situation, especially in academia. Since my students have

increasingly struggled with vocabulary throughout my 5 years of teaching, I found it

imperative to study the effects of using the Quizlet program in my 11

grade English

classroom. I decided to use Quizlet because I have found that students tend to enjoy using

this program. The program uses different engaging techniques to help students master

vocabulary. The following are three questions I focused my research on:

• Do 11

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?

• Do students enjoy and benefit from completing the Quizlet treatment for

mastering vocabulary?

I hypothesized that students would retain and master their vocabulary skills more

effectively when using the intervention of the Quizlet educational program.

The use of traditional index cards was compared to the use of the Quizlet

program. Students also completed a survey based on their enjoyment of and/or benefit

from using the Quizlet program to study/master their vocabulary. These results showed

that students learned more vocabulary words while using the index cards treatment than

the Quizlet treatment. However, the student survey showed that students overwhelmingly

enjoyed the Quizlet program and reported they felt that they benefitted from the Quizlet

program.

According to my hypothesis, I expected to find that all students, including those

with disabilities, would increase their overall mean of vocabulary quiz scores after using

the Quizlet program. Based on the results for the students without special needs, 16 out of

28 students increased their score from the baseline to Quizlet treatment (approximately

57%) and 12 out of 28 students increased their score from the baseline to index card

treatment (approximately 43%). Based on the results for the students with special needs,

7 out of 10 students increased their score from the baseline to Quizlet treatment (70%)

and 8 out of 10 students increased their score from the baseline to index card treatment

(80%). One student within the special needs population made no increase or decrease

(mean score stayed at 100%). The Quizlet treatment was effective for 23 students in total

(approximately 61%) and the index card treatment was effective for 20 students in total

(approximately 53%).

Based on the collected data, the Quizlet treatment was more effective for students

without special needs. Even though the Quizlet treatment was more effective, the index

card treatment also aided in vocabulary mastery for these students. The index card

treatment was more effective for students with special needs. The Quizlet treatment still

assisted in vocabulary mastery for students with special needs, but not as successfully as

the index card treatment.

Previous Research

The results of my research are similar to the results of Samur (2012), Grillo and

Dieker (2013), and McKeown and Beck (2014). Based on the research completed by

Samur (2012), having the Quizlet program orally read each vocabulary word while

students learn definitions benefitted 23 students (~61%) based on their responses from

the Quizlet Survey. Grillo and Dieker’s (2013) research was also similar to the research

found in my research because the repeated exposure to vocabulary words (through either

index cards or the Quizlet program) aided many of my students with and without special

needs in mastering their vocabulary. McKeown and Beck’s (2014) research the repetition

of words also abetted students master their vocabulary words. Even though the Quizlet

program had more opportunities for students to view, hear, and study each word, students

were able to attain repeated exposure through both treatments.

Limitations

A limitation of this study was absences of students and other external factors,

such as sports and familial issues that caused them to miss class. Specific sports teams

were dismissed from school early because of tournament or championship

games/matches. Student athletes along with students who were chronically absent may

not have had as much time to study and practice their vocabulary words since it was

probable that they missed classes on Monday that were dedicated to studying vocabulary.

Practical Implications

The results of the current study suggest that it is important to give students

multiple strategies for studying vocabulary. Since approximately 71% of the students in

this study increased their mean score from either treatment, it is evident that the more

options students are given the more likely they are to find a strategy that is successful for

them. Some students expressed their preference for either the Quizlet program or index

cards after finishing each treatment. It is important to note that not all students learn the

same way, so in giving them different ways to learn, there is more chance for

achievement within the given task.

A practical implication for understanding students with disabilities is that any

constructive way to study helps. I have recently found that it is often difficult for students

to study for any subject; they don’t have an intrinsic ability to study. Studying must be

taught and many of my students, both with and without special needs, have never be

instructed on how to do it. In giving them both the Quizlet strategy and the index card

strategy, they were able to explore different ways of learning and memorizing vocabulary

words.

Conclusion

This study aimed to answer three research questions: Do 11

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? 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. Although this program did not help all students, it did help

a majority of my students increased their vocabulary mastery. 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.

After reviewing research and conducting this study, it is imperative to expose

students to vocabulary words on multiple occasions in order to aid in mastery. Although

the Quizlet program worked for many students, it did not work for all. Using the Quizlet

program as a means of instruction may beneficial for those with special needs, but all

students should be given multiple strategies to help them learn the best way to study and

master vocabulary based on the specific needs of all students.

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