TO PLAY OR NOT TO PLAY: USING ACADEMIC GAMES TO PROMOTE STUDENT ACHIEVEMENT AND VOCABULARY RETENTION IN THE FOREIGN LANGUAGE CLASSROOM - PowerPoint PPT Presentation

Loading...

PPT – TO PLAY OR NOT TO PLAY: USING ACADEMIC GAMES TO PROMOTE STUDENT ACHIEVEMENT AND VOCABULARY RETENTION IN THE FOREIGN LANGUAGE CLASSROOM PowerPoint presentation | free to download - id: 444ed8-NTJlN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

TO PLAY OR NOT TO PLAY: USING ACADEMIC GAMES TO PROMOTE STUDENT ACHIEVEMENT AND VOCABULARY RETENTION IN THE FOREIGN LANGUAGE CLASSROOM

Description:

to play or not to play: using academic games to promote student achievement and vocabulary retention in the foreign language classroom amanda guske – PowerPoint PPT presentation

Number of Views:473
Avg rating:3.0/5.0
Slides: 22
Provided by: UNCA
Learn more at: http://facstaff.unca.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: TO PLAY OR NOT TO PLAY: USING ACADEMIC GAMES TO PROMOTE STUDENT ACHIEVEMENT AND VOCABULARY RETENTION IN THE FOREIGN LANGUAGE CLASSROOM


1
TO PLAY OR NOT TO PLAY USING ACADEMIC GAMES TO
PROMOTE STUDENT ACHIEVEMENT AND VOCABULARY
RETENTION IN THE FOREIGN LANGUAGE CLASSROOM
  • Amanda Guske
  • Thursday, April 22nd 2010

2
STUDY DESIGN
  • Large, public high school in Buncombe County
  • 6 week study
  • 2 Spanish level II classes
  • 53 students overall

3
QUESTION
  • How does the use of instructional vocabulary
    games affect student achievement and vocabulary
    retention?

4
DEFINE GAMES?
  • In this study
  • Competition
  • Teams
  • Keeping Score
  • Rewards

5
THEORY BASE
  • Piaget (1967)
  • Vygotsky (1978)

6
PROMINENT RESEARCH
  • Nation and Waring (1997).
  • Macedonia (2005).
  • Yip and Kwan (2006).

7
GAMES
  • Olé
  • Piccionario
  • Word Scramble
  • BASTA
  • Jeopardia
  • Definitions bellringer

8
METHODOLOGY INSTRUMENTS USED
  • Survey
  • on student opinions about classroom games
  • Pre-test
  • Week 1 equal amount of games and non-game
    instruction used to teach vocabulary test
  • Weekly quizzes
  • Alternating weeks of game use and non-game
    instruction
  • Tally sheets
  • To record test scores, class averages and letter
    grades
  • Post-test
  • Cumulative pop quiz to assess retention over time

9
STUDENT SURVEY
  • 1. I enjoy playing academic games in Spanish
    class
  • 1 2 3 4 5
  • 2. I think that playing games in Spanish is
    beneficial to my learning
  • 1 2 3 4 5
  • 3. I would rather study alone or do other
    activities rather than play games
  • 1 2 3 4 5
  • 4. I think that playing these games improves my
    test scores
  • 1 2 3 4 5
  • 5. I enjoy the competitiveness of playing games
    in Spanish class.
  • 1 2 3 4 5

10
Likert Scale Survey Results
11
Class Averages During Game Weeks
12
Class Averages During Non-Game Weeks
13
RESULTS GAMES AND WITHOUT
14
COMPARING LETTER GRADES
15
VOCAB RETENTION RESULTS
16
Anecdotal Notes, Comments, Behaviors
  • Playing games in class helps me not only learn
    the material but also retain it. -student

17
Conclusions
  • Student enjoyment
  • Increases in motivation
  • Games higher achievement
  • Games better retention
  • Still best to use a combination
  • Results will vary
  • Individual students, individual classroom
    atmospheres and levels

18
From here
  • Take results and game ideas for my future
    classroom
  • Further my research in the future
  • Longer study
  • Group activities vs. individual
  • NO MORE SNOW!
  • Better to begin a study in the Fall Semester

19
Referneces
  • Bahri, M. A. (n.d.)
  • Byk, J. (n.d.)
  • Curtain, H., Dahlberg, C. A. (2003)
  • Hayes, RT (2005)
  • Holge, J. (n.d.)
  • Macedonia, M. (2005)
  • McGraw, Yoshimoto, Seneff, S (2009)
  • Mehring, J. G. (n.d.)
  • Min, HT (2008)
  • Nation, P., Waring, R. (n.d.)
  • On Purpose Associates (2008)
  • Rauschenberg, J (2008)
  • Rosevear, JE. (2009)
  • Webb, C (2008)
  • Yip, FWM, Kwan ACM (2006).
  • Purushotma, R. (2005)

20
MIL GRACIAS!
Many thanks to all of my enthusiastic students,
to my fantastic cooperating teacher, Sra. Baud,
to my University Supervisor, Michelle
Bettencourt and to my Education professors,
Nancy Ruppert and Mary Beth Decatur.
21
Preguntas?
About PowerShow.com