ERIC Number: EJ1451130
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2688-7061
The Effects of Dual Coding Theory on Social Studies Vocabulary and Comprehension in Elementary Education
International Journal on Social and Education Sciences, v6 n4 p673-691 2024
The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5th grade social studies classroom. The pretest/posttest design research was conducted in a rural elementary school (N = 49). Twenty-three students participated in an intervention of dual-coding based strategies. This study sought to determine if the instructional strategies that incorporated dual coding were more effective than traditional social studies strategies to promote domain-specific vocabulary learning and academic achievement. In addition to the measures for vocabulary and comprehension, students completed a motivational questionnaire on their view of social studies to ascertain if their motivation and enjoyment changed after the experiment. ANCOVA analyses showed consistent, statistically significant results indicating that dual coding strategies benefitted students in the area of academic achievement. Dual coding strategies appeared to have had a positive impact on student vocabulary learning and academic achievement.
Descriptors: Social Studies, Vocabulary, Comprehension, Rural Schools, Grade 5, Elementary School Students, Educational Strategies, Student Attitudes, Student Motivation, Educational Legislation, Elementary Secondary Education, Federal Legislation, Vocabulary Development, Academic Achievement, Teaching Methods
International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Grant or Contract Numbers: N/A