Spring Ridge Middle School

How much does a penguin weigh?

Enough to break the ice!

Jessie, Stefanie, Ken, and Megan

Justification for our project raise student test scoresraise student test scores decreasing the number of D’s and F’s on decreasing the number of D’s and F’s on

student assignmentsstudent assignments develop good study habitsdevelop good study habits increasing their independence and increasing their independence and

comprehensioncomprehension Evidence/reasoningEvidence/reasoning

Purpose of LINCS: connect familiar knowledge Purpose of LINCS: connect familiar knowledge with unfamiliar knowledgewith unfamiliar knowledge

Incorporates different types of learningIncorporates different types of learning

Research questions

Does the use of the LINCS strategy improve students’ retention and understanding of new vocabulary/concepts?

How do students respond to the use of the LINCS strategy?

Detailed description of intervention

Our strategy

MethodMethod11stst week: class A uses LINCS strategy for week: class A uses LINCS strategy for

weeks vocabulary, class B does notweeks vocabulary, class B does not22ndnd week: class B uses LINCS strategy for week: class B uses LINCS strategy for

weeks vocabulary, class A does not weeks vocabulary, class A does not After use: affective surveyAfter use: affective surveyAt the end of each week: assessment to test At the end of each week: assessment to test

student retention of key vocabulary and student retention of key vocabulary and conceptsconcepts

Data collection planWeek 1 Week 2

Class A Receive LINCS Does not receive LINCS

Class B Does not receive LINCS

Receive LINCS

Affective SurveyStatement Disagree Somewhat Agree

1) I enjoyed using LINCS.

2) I would like to use LINCS again.

3) Using LINCS was a waste of my time.

5) Using LINCS helped me to remember the meaning of vocabulary words.

6) I would not use LINCS again.

Pre-post findings (t-test values)

Megan Jessie Ken Stefanie

Class A only 0.139178 0.22676 1.98E-10 N/A

Class B only .003187 0.25309 2.59E-9 N/A

Class A- LINCSClass B- no LINCS

.45264 0.262569 .063 .088928 

Class A- no LINCSClass B- LINCS

.155149 0.200072 .442 N/A

Pre-post findings (affective data)Statement Disagree Somewhat Agree

1) I enjoyed using LINCS.

15 56 53

2) I would like to use LINCS again.

26 44 50

3) Using LINCS was a waste of my time.

81 26 11

5) Using LINCS helped me to remember the meaning of vocabulary words.

65 40 14

6) I would not use LINCS again.

68 33 17

Findings from observations Confusion

Took time to understand the task

Mixed reactions Some got really into it Others chose not to complete the task

Students did not effectively use the strategy

Answers to research questions Does the use of the LINCS strategy Does the use of the LINCS strategy

improve students’ retention and improve students’ retention and understanding of new understanding of new vocabulary/concepts?vocabulary/concepts?

T-test values showed no significance among T-test values showed no significance among the class comparisonsthe class comparisons

Answers to research questions How do students respond to the use of

the LINCS strategy?

Overall, they responded positively but did not think LINCS was useful in helping them to better recall vocabulary/concepts.

Next steps?

LINCS Recommended for high school or honors students

Conditions: Spend more time on it Use it consistently Change flow of boxes on chart Limit the amount of vocabulary

Quizzes Similar quizzes

LINCing to the big picture Strategy must be consistent in

order for it to be effective Be more prepared