The author investigates the relationship between the learners’ vocabulary comprehension and students’ performance. The main research question that has been applied in this research is: What is the impact of applying mathematical vocabulary on students’ achievements? Other questions that have been provided in the study are: Is there any difference in the application of this vocabulary in the context of students using English as their second language? Is there a disparity between the scores observed in vocabulary examinations among the students who are taught mathematics vocabulary through direct teaching without keyword mnemonics and those taught through direct method involving keyword mnemonics? What is likely to occur to the learners of mathematical comprehension after they have been instructed about vocabulary? How will the learners’ questioning, homework performance and exam undertakings be transformed after receiving basic instructions on how to use the mathematical vocabulary? How will the diverse teaching methodologies challenge, support, transform, or enhance the students’ competencies and their performance in mathematics as a general subject?
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Independent variable: Application of Mathematical Vocabulary: Direct teaching, keyword/mnemonics and other direct mnemonics vocabularies.
- Measurement scale: Nominal
- Dependent variable: Performance of students
- Measurement scale: Ratio
- Null hypothesis: There is no impact on the performance of students after applying mathematical vocabulary.
- Alternative hypothesis: There is an impact on the performance of students after applying mathematical vocabulary.
The analysis is conducted using ANOVA because the research question has three groups for the independent variables. The first group represents the application of mathematical vocabulary. This group is represented by direct teaching. On the other hand, the second group in the independent variable is the one representing keyword/mnemonics. Finally, the last group represents other direct mnemonics vocabularies. Therefore, it is possible to get the means of each group and develop statistical tests. There are three different groups of the independent variable that can be tested against the dependent variable.
The respondents will be sampled randomly to avoid biases. Statistical measures will be conducted to identify the relationship between the independent and dependent variables. The SPSS software will be used in determining the relationship between them. This will help to calculate the ANOVA between the three groups present in the independent variable. The differences in mean values among the direct teaching, keyword/mnemonics and other direct mnemonics vocabularies will be obtained to determine any relationship between the three groups. The researcher will apply true experiment in developing the design of the paper. Post-test control group design will only be used. Random assignment will be used when forming the two groups of the independent variable: the “yes” group and the “no” group. The direct teaching group will be an experimental group. The experimental group will be given the proper treatment (x) of the application of mathematical vocabulary. On the other hand, the keyword/mnemonics and other direct mnemonics vocabularies groups are used as the control group.
Simultaneous observations are done on the three groups including the direct teaching, keyword/mnemonics, and other direct mnemonics vocabularies. The direct teaching group will be used as the quasi control group, and it will be treated conventionally. The keyword/mnemonics and other direct mnemonics vocabularies groups will use the experimental treatment to examine the impact of applying mathematical vocabularies to the performance of students. A post-test will be conducted on the three groups at the end of the exercise. In addition, tests will be done when the student’s complete school at the end of the year.