Students taught with the structural method of vocabulary teaching scored significantly higher than students taught with the contextual method on the posttest¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2011 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? On the posttest, the structural method group (M = 66.82) scored significantly higher than the contextual method group (M = 55.75), t(54) = 3.302, p = .002. → Malik Behlol & Mohammad Munir Kaini 2011

Evidence¶

Malik Behlol & Mohammad Munir Kaini 2011¶

Malik Behlol & Mohammad Munir Kaini. (2011). Comparative Effectiveness of Contextual and Structural Method of Teaching Vocabulary. English Language Teaching, 4(1). http://www.ccsenet.org/elt

q3 · i? · causal · r1

Pretest-posttest control group experiment with 56 tenth-grade students in two matched sections; group A was taught with the contextual method and group B with the structural method. The whole-group posttest means were "55.75 and that of group B was 66.82", with p = .002 reported as significant at the 0.05 level.

"The mean of the group A was found 55.75 and that of group B was 66.82"

Discussion¶

Related Claims¶

• High achievers taught with the contextual method outperformed high achievers taught with the structural method on the posttest — reports the opposite
• The structural group retained significantly more vocabulary than the contextual group on the delayed retention test, except among high achievers — related
• Ninth-grade students taught vocabulary with the structural method significantly outperformed students taught with the definitional method on the posttest — related
• Average and low achievers taught with the structural method outperformed their counterparts taught with the contextual method on the posttest — a narrower finding that bears on this claim