What are the Effects of Traditional Teaching Methods versus the Extended Teaching Methods on the Acquisition of 8th Grade Science Content Vocabulary?


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Masters of Education

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The purpose of this study is to examine the effectiveness of teaching science content vocabulary in a classroom setting by using various teaching methods. The students were provided with a list of the vocabulary words. The students were then paired off into groups of two to three students each in order to collectively define the science content vocabulary words. All the vocabulary words were defined using the standard teaching method, in which students define each word in their own words using a science text (BCPS Science Curriculum) or an internet source as a resource. A pretest (standard multiple-choice content vocabulary test) was administered to the entire class. Following the pretest, the class was divided into random groups for a second time. The class divided the vocabulary words into three types; those vocabulary words that could be clearly defined into a Greek/Latin prefix and/or suffix, and by those that would be defined by word origin. In this way the pretest would show the results of using the ‘standard method’ of teaching science content vocabulary, and the posttest would show the ‘enhanced vocabulary method’ or using the Greek/Latin prefix and/or suffix and by additionally defining vocabulary words by word origin. After the data was collected and analyzed from the students’ summative assessment scores on their pretest and posttest, the null hypothesis was rejected due to the fact the p-value = 00.0 < 0.05, which indicated a statistical significance within the data. Lastly, due to both internal and external errors in terms of testing validity, it is recommended that this study be repeated to validate results.