Module 3 Application

Ashley Cid

American College of Education

RES5173

October 18, 2020

 Module 3 Application
Data Analysis

The case study is one of the most commonly used qualitative and quantitative techniques

used in collecting data during the research process. The vocabulary learning strategies and the

knowledge of affixes are contextual frameworks focused on the case study. In this particular

study, the researcher's main objective is to find out the actors that assist in the vocabulary

learning process. Some of the studied factors that determine the attainment of the English

vocabulary include a visual display and word games.

The findings from the case study reveal similarities between the articles in the different

ways of attaining vocabulary knowledge among the English students. The study reveals a

potential contrast between participants who took part in the word games and those who did not

participate in the word games. There was an improvement among the participants, as the

researchers noted a difference in mean and frequencies (Median). The potential of experiential

design for improving the English vocabularies among students in senior institutions of learning

(Hidayat, 2016).

The use of graphic organizers to attain knowledge in language vocabulary was

determined to be effective. The first data set had findings from pretest, posttest, and percentage

studies. In this case, the post studies for nine out of fourteen students showed over 80% of the

posttest scores. There was an increase in findings from each student. After attaining the mean

from the pretest and posttest, a statistically significant increase was noted. The study also

expected some increase in all participants as each participant has adequate experience with the

words used in the usual instruction. However, all students presented an improvement when

using visual graphics in the different vocabularies. The findings from the study reveal that

incorporating visual graphics makes the studies in English vocabulary more active. In most
cases, students shall participate in the studies by offering their opinions about a particular

discourse.

The various articles' findings revealed that using the visual display for teaching

vocabularies can be sufficient for attaining knowledge in the same. The findings from

Shabiralyani et al. (2015) showed some connection between the visual displays and students'

patentability to learn vocabularies. In these particular studies, visual aids were noted to provide

an environment of interest to the student. Arguably, the findings indicated a change in mean

difference (37.2%). However, the control experiment changes were minimal, with a difference of

6.4 % (p.6). The visual display in learning vocabularies was also noted to increase engagement

among the students in the classroom. Contrary, students performed poorly in studies that did not

include visual aids inIn teaching vocabulary. The conclusions from the articles reveal an

influence of the tools on the student's performance. Therefore, the scores for students learning

languages may increase as a result of attempting the studies.

Word game was considered to determine the knowledge of affixes. The studies from the

selected articles showed similarities in word games for learning vocabulary in the English class.

A selected article from Noprianto & Pumawarman (2019) indicated that affix knowledge was

influential in attaining vocabulary knowledge. The findings of the article reveals that 51.45% of

the participants knew the affixes form. Although the mean was higher, it suggested some more

consideration. Also, the participants with the general knowledge of affixes presented a mean of

43.41%. The article's inference reveals that students' ability to know one part of the affixes does

not necessarily mean that they know the other forms. For instance, students who knew –able did

not understand its meaning. However, the students could come into contact with the affixes while

reading some English textbooks. Similarly, the studies show that affixes multi, re-, inter-, dis-,
-ful, and –er were correctly answered by the participants (Noprianto & Pumawarman, 2019). Its

important to note the strategies incorporated by students in attaining the knowledge of the

affixes. All the methods did not show any significant correlation except the memory strategy.

The memory strategy portrayed good results due to its effectiveness in using practical steps that

facilitate deeper processing of words.

The study's findings present some closeness relationships between the student's choice of

learning of vocabularies and the affixes in the long run. Students could easily acquire affixes

knowledge by practicing different strategies. Chumworatayee & Pitakpong (2017) offers insight

that shows a close relationship between the vocabulary learning strategy and affixes' experience.

The text reveals how students can improve their English vocabulary through experiential

means.The findings from the methodologies revealed the use of words in the sentence was

effective than the use of media in presenting the suffixes. Similarly, the article showed a better

mean of 4.29 for participants who gained knowledge in studying a particular affix's meaning.

The Future Actions

The study's findings should offer the basis of in-depth research for a different population,

different timeline, and the use of various focal points. The researcher's hypothesis reveals that the

study is unlimited and beneficial to incorporate control groups for this method. The control

group could be essential, as it offers some allowances for exceptional results. Using students as

participants in the study may not provide useful findings as students follow some instructions.

As indicated in the data analysis section, several tools help make the task of English vocabulary

easier. The students get to know both oral and written English. The easiest way to learn English

vocabularies is by memorizing, creating a learning environment, and putting words in context

(Kansızoğlu, 2017; Ali & Zaki, 2019). It is vital to make the process.
 The data collection method was effective in offering the most detailed findings from the

study. The researcher's primary objective was full filled by using students as the main

participants of the courses. Students encounter challenges in getting the meaning of the suffixes

and affixes in the contents of English. The data from the articles assisted in attempting to define

the experiential aspects of learning. The data revealed that students taking language showed that

using visual aids and word puzzles for education could be significant for language design. The

two methods incorporated in measuring the quantitative and qualitative data include EXCEL and

SPSS through the determination of mean and median. The inference from the selected articles

reveals through the mean and median that students are likely to remember vocabularies after

participating in a word game or through the visual display teaching. Teaching English is made

easy through the studied tools as it shows a positive impression from the studies.

Force Field Analysis

Forces FOR Change Score Change Proposal Score Forces AGAINST Change

A need to study 4 3 Low morale

vocabularies
Economy 4 4 Changing demographics

and trends
Students need to 2 3 Low budget

improve academic

standards
Low budget 2 2 A need to get funds

Increased English 2 1 Participant Commitments

content elsewhere
Has been done before 4 3 Reduced Implementation
 time

Incorporating best 3 4 Environmental factors such

practices in the research as rain

study
21 20
TOTAL TOTAL

The project was effectively carried out among a group of students wager to learn

vocabularies through experiential methods. The research required a low budget because the

participants were available. Students were available because the researcher needed to offer them

enough time to participate in the study. However, the research required participants from outside

school as a controlled study, a large budget could have been incorporated in the long run. The

research for the vocabulary in language improvement has been driven by the fact that good

English communication offers a chance to get good job opportunities and improve living

standards. The study of English vocabulary in schools can help students have a proper way of

communicating ideas coherently. As evident from the force field analysis, the driving force has

higher points than the force against the side. In particular, the research has been done before and

thus easy to articulate procedures.

The essential details against change include low morale, low budget, and participants

being committed elsewhere. The study needs morale from the participants (Hammersley &

Traianou, 2012). Morale enhanced the idea of giving the right and meaningful information

during the study. The research is allocated a low budget, and thus, some information may be

concealed or assumed during the process. Besides, if the participants are committed elsewhere, a

100% threshold may not be reached during the study. Additionally, the reduced implementation

time may make the analysis less objective and leading to low internal and external validity.
 References

Ali, L. F., & Zaki, S. (2019). Exploring Vocabulary Learning Strategies across ESL/EFL

Contexts: Juggling between Experiential and Traditional Modes of Learning. Journal of

Education and Educational Development, 6(2), 201–218.

Chumworatayee, T., & Pitakpong, T. (2017). The Relationships between the Use of Vocabulary

Learning Strategies and Their Usefulness as Perceived by English Major Students in a

Thai University. LEARN Journal: Language Education and Acquisition Research

Network, 10(2), 155-167.

Eko Noprianto, & Pupung Pumawarman. (2019). EFL students’ vocabulary learning

strategies and their affixes knowledge. Journal of Language & Linguistics

Studies, 15(1), 262–275. https://doi.org/10.17263/jlls.547730

Hidayat, N. (2016). Improving students' vocabulary achievement through word game. JEES

(Journal of English Educators Society), 1(2), 95-104.

Kansızoğlu, H. B. (2017). The Effect of Graphic Organizers on Language Teaching and

Learning Areas: A Meta-Analysis Study. Education & Science / Egitim ve Bilim,

42(191), 139–164. https://doi.org/10.15390/EB.2017.6777