The Missouri Reader Vol. 33, Issue 2 | Page 13

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