Data Analysis

After collecting qualitative and quantitative data, I analyzed each piece of data and synthesized findings to improve instruction and support each student's language learning and vocabulary retention. Data sources included in the triangulation were pre- and post- assessment scores, engagement pesos, and selected questions from the Classroom Climate survey.

Summary of Study Results

Student retention of academic vocabulary from the Pre- to Post- assessment indicated significant growth. Increased instructional time dedicated to literature vocabulary resulted in higher student achievement. Data indicates that in all four classes students remembered 1-8 more words on the Post-assessment than on the Pre-assessment. In comparing student achievement with pesos, there was not a significant correlation in the data. There were instances in which students earned 10 pesos, but did not have a significant increase between their Pre- and Post- assessment. There were also cases in which students did not earn 10 pesos, but they demonstrated a statistically significant increase from the Pre- to Post- assessment. This data surprised me, as I thought that a strong, positive correlation would occur. In synthesizing the data, using children’s literature to teach high frequency vocabulary words to sixth grade students aided in vocabulary retention.

Triangulation of Data, Implications, and Questions for the Future

These three parts of data all worked together to support my research in vocabulary retention in sixth grade students. The Pre- and Post- assessment provided me with concrete data that gave me information about whether using a children’s story as context for vocabulary and structures helped students remember vocabulary words for a longer period of time. From this data point, I concluded that using a familiar children’s story did provide meaningful exposure to students, increasing their retention rate for high frequency vocabulary. The pesos played a huge role within using a children’s story as well. As previously mentioned, the only way to benefit from learning a world language with comprehensible input is to be an active participant and use the vocabulary and structure in the target language. Although the participation data didn’t support the increase of vocabulary retention as I thought it would, I still believe this to be an important factor in learning and acquiring a language. The Classroom Climate survey works closely with the pesos data, as students tend to participate and volunteer more when they feel comfortable and supported in the classroom. The Classroom Climate survey was anonymous, so I am not able to see how the data from the survey correlates with individual students’ number of pesos. That is an interesting piece of information that would have been beneficial, so that is a question I have for further research. Overall, most students felt challenged and supported in Spanish class, however over 50% of students believed that their student behavior did not match what they thought my vision for classroom behavior would look like. Classroom management played a role in opportunities to respond, the amount of input given in the target language the amount of practice students had during class time, and so much more. I knew throughout the process that student behavior did not match my expectations and previously tried strategies like secret student, strikes, and narrating the positive. Proactively managing student behavior is a part of teaching that I continue to work on so that all learners benefit and learn in my classroom.