The Effects of Marzano's Six-step Process and the Frayer Model on Mathematics Vocabulary Instruction in Algebra I at a Selected High School

Abstract

The purpose of this study was to determine the effects of Marzano's Six-step Process and the Frayer Model as a vocabulary instructional strategy for instruction in a high school Algebra I class. The participants consisted of 19 algebra I students in a semi-rural public high school located in Northeastern Tennessee. The students were taught a four-week unit that was divided into two halves of equal difficulty and complexity. The students were taught using the Frayer Model as a vocabulary instructional strategy for the first half of the unit, then given the Star Math assessment. The students were taught using Marzano's Six-step Process as a vocabulary instructional strategy for the second half of the unit, then given the Star Math assessment. The Star Math assessment is a component of Renaissance Star 360 assessment suite and is used worldwide for screening and progress monitoring students. Data were collected from the Star Math assessments and analyzed using t-tests. The results of a paired t-test indicated that there was not a significant difference between using the Frayer Model and Marzano's Six-step process as a vocabulary instructional strategy (t(18) = .316, p = .756). The results of the independent t-test indicated there was not a significant difference found between gender when using the Frayer Model (t(l 7) = .150, p = .882) or Marzano's Six-step Process (t(l 7) = .258, p = .800). The results suggest that both instructional strategies have equal effectiveness when implemented.