This study aimed to investigate the effectiveness of using puzzles in developing tenth graders vocabulary achievement. It also examined the long-term effect of the puzzles on the retention of the vocabulary. The researchers purposively chose 80 tenth graders from Abdul Kareem Al-Aklook secondary School for boys in Dair Al Balah for the experiment and randomly chose two classes from the tenth grade classes. The sample of the study was 80 students, (40) students in each one. Educational Puzzles were used in teaching the experimental group, while the traditional method was used with the control one in the second term of the school year (2012-2013). The experiment lasted for six weeks. After two weeks, a delayed test was administrated to the experimental group to measure retention. The results of the study revealed that there were significant differences in mean scores of vocabulary test in favor of the experimental group in the post application. It also showed that there were no significant differences in mean scores between the post-test and delayed test of the experimental group. And this was due to the method of using puzzles in teaching vocabulary. In the light of those findings, the study recommended the necessity of implementing puzzles in teaching English language to make better outcomes in students' achievement and to shed light on techniques that emphasize organizing information for long learning (retention).
| Published in | Humanities and Social Sciences (Volume 1, Issue 1) |
| DOI | 10.11648/j.hss.20130101.16 |
| Page(s) | 46-57 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2013. Published by Science Publishing Group |
Education, Puzzles, Teaching English, Game
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APA Style
Awad Soliman Keshta, Fikry Kamel Al-Faleet. (2013). The Effectiveness of Using Puzzles in Developing Palestinian Tenth Graders' Vocabulary Achievement and Retention. Humanities and Social Sciences, 1(1), 46-57. https://doi.org/10.11648/j.hss.20130101.16
ACS Style
Awad Soliman Keshta; Fikry Kamel Al-Faleet. The Effectiveness of Using Puzzles in Developing Palestinian Tenth Graders' Vocabulary Achievement and Retention. Humanit. Soc. Sci. 2013, 1(1), 46-57. doi: 10.11648/j.hss.20130101.16
AMA Style
Awad Soliman Keshta, Fikry Kamel Al-Faleet. The Effectiveness of Using Puzzles in Developing Palestinian Tenth Graders' Vocabulary Achievement and Retention. Humanit Soc Sci. 2013;1(1):46-57. doi: 10.11648/j.hss.20130101.16
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Download@article{10.11648/j.hss.20130101.16,
author = {Awad Soliman Keshta and Fikry Kamel Al-Faleet},
title = {The Effectiveness of Using Puzzles in Developing Palestinian Tenth Graders' Vocabulary Achievement and Retention},
journal = {Humanities and Social Sciences},
volume = {1},
number = {1},
pages = {46-57},
doi = {10.11648/j.hss.20130101.16},
url = {https://doi.org/10.11648/j.hss.20130101.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20130101.16},
abstract = {This study aimed to investigate the effectiveness of using puzzles in developing tenth graders vocabulary achievement. It also examined the long-term effect of the puzzles on the retention of the vocabulary. The researchers purposively chose 80 tenth graders from Abdul Kareem Al-Aklook secondary School for boys in Dair Al Balah for the experiment and randomly chose two classes from the tenth grade classes. The sample of the study was 80 students, (40) students in each one. Educational Puzzles were used in teaching the experimental group, while the traditional method was used with the control one in the second term of the school year (2012-2013). The experiment lasted for six weeks. After two weeks, a delayed test was administrated to the experimental group to measure retention. The results of the study revealed that there were significant differences in mean scores of vocabulary test in favor of the experimental group in the post application. It also showed that there were no significant differences in mean scores between the post-test and delayed test of the experimental group. And this was due to the method of using puzzles in teaching vocabulary. In the light of those findings, the study recommended the necessity of implementing puzzles in teaching English language to make better outcomes in students' achievement and to shed light on techniques that emphasize organizing information for long learning (retention).},
year = {2013}
}
TY - JOUR T1 - The Effectiveness of Using Puzzles in Developing Palestinian Tenth Graders' Vocabulary Achievement and Retention AU - Awad Soliman Keshta AU - Fikry Kamel Al-Faleet Y1 - 2013/07/10 PY - 2013 N1 - https://doi.org/10.11648/j.hss.20130101.16 DO - 10.11648/j.hss.20130101.16 T2 - Humanities and Social Sciences JF - Humanities and Social Sciences JO - Humanities and Social Sciences SP - 46 EP - 57 PB - Science Publishing Group SN - 2330-8184 UR - https://doi.org/10.11648/j.hss.20130101.16 AB - This study aimed to investigate the effectiveness of using puzzles in developing tenth graders vocabulary achievement. It also examined the long-term effect of the puzzles on the retention of the vocabulary. The researchers purposively chose 80 tenth graders from Abdul Kareem Al-Aklook secondary School for boys in Dair Al Balah for the experiment and randomly chose two classes from the tenth grade classes. The sample of the study was 80 students, (40) students in each one. Educational Puzzles were used in teaching the experimental group, while the traditional method was used with the control one in the second term of the school year (2012-2013). The experiment lasted for six weeks. After two weeks, a delayed test was administrated to the experimental group to measure retention. The results of the study revealed that there were significant differences in mean scores of vocabulary test in favor of the experimental group in the post application. It also showed that there were no significant differences in mean scores between the post-test and delayed test of the experimental group. And this was due to the method of using puzzles in teaching vocabulary. In the light of those findings, the study recommended the necessity of implementing puzzles in teaching English language to make better outcomes in students' achievement and to shed light on techniques that emphasize organizing information for long learning (retention). VL - 1 IS - 1 ER -
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