Energy
63.21
18.13
Presented in Table 2 is the Independent t-test used to determine the difference between the use of
strategies and absence of strategies for each test. Overall, teaching with vocabulary concept strategies
produced a significant difference on chapter test scores. The use of strategies for the chapter test about
food chains presented a significant difference when compared to a test over the same subject without the
use of strategies. The use of strategies, however, did not yield a significant difference for the chapter test
on energy.
Table 2. Independent t-test
________________________________________________________________________
Comparison Test
t
p
________________________________________________________________________
Overall
3.89
.00
Food Chains- with to without
4.68
.00
Energy - with to without
.94
.36
________________________________________________________________________
p ≤.05
Presented in Table 3 are the results of the exit slips about the students’ perceptions of each
strategy. Students were to select a face that described how the students perceived each strategy. The
choices included a picture of a large smile (LS), a regular smile (RS), a neutral smile (N), a regular frown (RF),
or a large frown (LF). More than 68% of the students chose to circle a smile of some level for every strategy.
The concept map received the strongest overall discrepancy with 68.41% of students indicating a large or
regular smile and with the fewest smiles 68.41% and the most frowns 26.13% out of the four vocabulary
strategies.
The closed word sort strategy received the mo