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The Effectiveness of Using Puzzles in Developing Palestinian Tenth Graders' Vocabulary Achievement and Retention

Received: 23 June 2013    Accepted:     Published: 10 July 2013
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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).

DOI 10.11648/j.hss.20130101.16
Published in Humanities and Social Sciences (Volume 1, Issue 1, July 2013)
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), 2024. Published by Science Publishing Group

Keywords

Education, Puzzles, Teaching English, Game

References
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[10] Bouteliaten,A. (2010). The Effectiveness of Using Crossword Puzzles as a Teaching Strategy to Enhance Students’ Knowledge of Vocabulary. The Case of 1st Year Students, University of Constantine. Unpublished Master Dissertation, Mentouri University-Constantine.
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[13] Decarrico ,J. (2001). Vocabulary learning and teaching . In Teaching English as a second or foreign language. Celce-Murcia, Marianne (ed.). Boston: Heinle and Heinle. 285-299
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[17] Laraba, S.(2007) Developing Vocabulary Strategies In Learners Of English At University Level: First –Year L.M.D Students .Unpublished PH.D thesis . Mentouri University, Algeria
[18] Lawson, M. J & Hogben, D.(1996). The Vocabulary-Learning Strategies of Foreign-Language Students . Language Learning 46(1), March 1996, pp. 101-135
[19] Merrick, K. E.(2010). An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science .IEEE Transactions on Education, v53 n4 p677-680 . (Eric Document Reproduction Service No. EJ905553)
[20] Mohammed, E. F. (2009). The Effectiveness of TPRS in Vocabulary Acquisition and Retention of EFL Prep. Stage Students and their Attitude towards English Language. Unpublished MA Thesis, Mansoura University, Egypt.
[21] Khabiri,M. & Pakzad,M. (2012) The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention. The Journal of Teaching Language Skills (JTLS), 4 (1),73-106.Retrieved 28 February 2013 http://www.sid.ir/en/VEWSSID/J_pdf/13112012660404.pdf
[22] Laraba, S.(2007) Developing Vocabulary Strategies In Learners Of English At University Level: First –Year L.M.D Students .Unpublished PH.D thesis . Mentouri University, Algeria
[23] Lawson, M. J & Hogben, D.(1996). The Vocabulary-Learning Strategies of Foreign-Language Students . Language Learning 46(1), March 1996, pp. 101-135
[24] Merrick, K. E.(2010). An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science .IEEE Transactions on Education, v53 n4 p677-680 . (Eric Document Reproduction Service No. EJ905553)
[25] Mohammed, E. F. (2009). The Effectiveness of TPRS in Vocabulary Acquisition and Retention of EFL Prep. Stage Students and their Attitude towards English Language. Unpublished MA Thesis, Mansoura University, Egypt.
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Author Information
  • The Islamic University of Gaza

  • Ministry of Education,Gaza, Palestine

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    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

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    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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    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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  • @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://download.sciencepg.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}
    }
    

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    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
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    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
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    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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