Abstract
Graphic organizers (GOs) are fast becoming acceptable standard instructional tools across subjects in the education arena globally. However, this visual representation of information is yet to be recognized and integrated into the teaching methods in Nigerian schools. This study, therefore, presents a research-based investigation of the usefulness of GOs in the appreciation of prose literature in Nigeria, with a view to foregrounding their use in Nigerian schools. Specifically, the study seeks to find out whether senior secondary students in prose literature-in-English in Nigeria who are taught with GOs perform better in prose and comprehension assessments. Four project secondary schools with total of 100 students were purposively selected for the study. The schools were grouped into two: graphic-based schools (GBS) and non-graphic-based schools (NGBS). Whereas the GBS was exposed to instruction via eight graphic organizers, the NGBS served as control. Subjected to descriptive statistics and one-sample t test analysis, the investigation reveals that graphic organizers make students take charge of the learning process in prose literature classes, and it concludes that these visual instructional elements guarantee student understanding and achievement. The study, thus, recommends the incorporation of graphic organizers in the teaching and learning processes across subjects in Nigerian schools.
Highlights
In its recent poll, NoiPolls (2016)1 asserts that most Nigerians were of the opinion that the English language is declining in Nigeria
The range of performance of the subjects from the two groups of schools in the unseen prose test shows that, for the graphic-based schools (GBS), 2% of the subjects fall within the range of 1% to 39% in the test, whereas 22% represents the score from the non-graphic-based schools (NGBS)
7% from the GBS scored between 60% and 69% while in the NGBS 19% were in the same range
Summary
NoiPolls (2016) asserts that most Nigerians were of the opinion that the English language is declining in Nigeria. Many years before the findings of NoiPolls and the reports from Lagos Book Club, many researchers in Nigeria had commented on the continuous fall of the English language proficiency among Nigerian secondary school students (e.g., Afolayan, 1984; Onukaogu, 2012; Uba, Oteiku, & Abiodun-Eniayekan, 2016). Some scholars such as Oguntuase (1990), Obemeata (1995), Oladoyin (2006), and Uba et al (2016) have noticed a similar trend among.
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