1. Spring Ridge Middle School
How much does a penguin weigh?
Enough to break the ice!
Jessie, Stefanie, Ken, and Megan

2. Justification for our project
 raise student test scores
 decreasing the number of D’s and F’s on
student assignments
 develop good study habits
 increasing their independence and
comprehension
 Evidence/reasoning
 Purpose of LINCS: connect familiar knowledge
with unfamiliar knowledge
 Incorporates different types of learning

3. Research questions
 Does the use of the LINCS strategy
improve students’ retention and
understanding of new
vocabulary/concepts?
 How do students respond to the use of
the LINCS strategy?

4. Detailed description of
intervention

5. Our strategy
 Method
 1st week: class A uses LINCS strategy for
weeks vocabulary, class B does not
 2nd week: class B uses LINCS strategy for
weeks vocabulary, class A does not
 After use: affective survey
 At the end of each week: assessment to test
student retention of key vocabulary and
concepts

6. Data collection plan
Week 1 Week 2
Class A Receive LINCS Does not receive LINCS
Class B Does not receive LINCS Receive LINCS

7. Affective Survey
Statement Disagree Somewhat Agree
1) I enjoyed using
LINCS.
2) I would like to
use LINCS again.
3) Using LINCS
was a waste of my
time.
5) Using LINCS
helped me to
remember the
meaning of
vocabulary words.
6) I would not use
LINCS again.

8. Pre-post findings (t-test values)
Megan Jessie Ken Stefanie
Class A only 0.139178 0.22676 1.98E-10 N/A
Class B only .003187 0.25309 2.59E-9 N/A
Class A- LINCS .45264 0.262569 .063 .088928
Class B- no LINCS
Class A- no LINCS .155149 0.200072 .442 N/A
Class B- LINCS

9. Pre-post findings (affective data)
Statement Disagree Somewhat Agree
1) I enjoyed using 15 56 53
LINCS.
2) I would like to 26 44 50
use LINCS again.
3) Using LINCS 81 26 11
was a waste of my
time.
5) Using LINCS 65 40 14
helped me to
remember the
meaning of
vocabulary words.
6) I would not use 68 33 17
LINCS again.

10. Findings from observations
 Confusion
 Took time to understand the task
 Mixed reactions
 Some got really into it
 Others chose not to complete the task
 Students did not effectively use the
strategy

11. Answers to research questions
 Does the use of the LINCS strategy
improve students’ retention and
understanding of new
vocabulary/concepts?
 T-test values showed no significance among
the class comparisons

12. Answers to research questions
 How do students respond to the use of
the LINCS strategy?
 Overall, they responded positively but did
not think LINCS was useful in helping them
to better recall vocabulary/concepts.

13. Next steps?
LINCS
 Recommended for high school or honors students
 Conditions:
 Spend more time on it
 Use it consistently
 Change flow of boxes on chart
 Limit the amount of vocabulary
Quizzes
 Similar quizzes

14. LINCing to the big picture
 Strategy must be consistent in
order for it to be effective
 Be more prepared