3F: The Effects of Dual Coding Theory on Social Studies Vocabulary and Comprehension in a 5th grade Classroom

Abstract

Abstract

The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5^th grade social studies classroom. The pretest and post-design research were conducted in a rural North Georgia elementary school covering two units of study in two classrooms. Both classes were given pre-tests on content vocabulary as well as content comprehension on the specific units of study. In this control group design (N = 49), twenty-three students participated in an intervention of dual-coding based strategies on domain-specific social studies vocabulary. In addition to the pretest and posttest on vocabulary and comprehension, students completed a motivational measure on their view of social studies to determine if their motivation and enjoyment changed after the experiment. This study sought to understand if the instructional strategies that incorporate dual coding were more effective in 5^th grade social studies classes in promoting domain-specific vocabulary learning and when testing for academic achievement rather than traditional social studies strategies.

Keywords: dual coding theory, vocabulary, social studies, attitude, upper elementary