Publication Date
8-2016
Document Type
Project
Degree
Master of Education (MEd)
MA Concentration
Educational Technology
Keywords
Career technical education, multiple intelligence, multiple modality, tier three vocabulary
Advisors
Cassandra Helen Hawley-Davis, Pamela A. Redmond, Jim O'Connor
Abstract
Vocabulary acquisition plays a foundational role in all learning and is especially significant as students move to either industry or advanced education. Highly technical tier three vocabulary plays an important role in student success in either domain as it is used to communicate ideas about component parts or operation theory with a discipline or industry sector. This research examines tier three vocabulary development in an introductory level automotive course. It examined the effect of altering presentation order on student acquisition of subject matter vocabulary. The study asked if vocabulary acquisition was improved if the component parts were introduced prior to system theory of operation or if the reverse yielded better understanding. The research was based on Howard Gardner's Multiple Intelligence Theory and used online MI survey results to determine the concentration of intelligence types in the participants. Additionally, the study examined which modalities were perceived by students to be more helpful than others. This mixed method determined that instructional order played no significant role in the learning process. It was dete1mined that of the six modalities used to present the material, all were helpful to some students. The participants included students with widely varied learning styles and a significant number of English learners and students from a low socioeconomic background.
Recommended Citation
Wheeler, B. (2016). Altering Presentation Order to Increase Vocabulary Acquisition and Retention. Retrieved from https://touroscholar.touro.edu/tucgsoe/42
Poster
