Effects Of Graphic Organizers Research Articles

Catalyzing Creativity and Critical Thinking Through Science Graphic Organizers

This research aimed to examine the perceived effectiveness of graphic organizers in catalyzing creativity and critical thinking skills among 6th-grade pupils of the College of Teacher Education- Laboratory School, Batangas State University ARASOF Nasugbu, A.Y. 2020-2021. The explanatory sequential mixed method research design was utilized in this study. The results revealed that graphic organizers were useful tools to enhance understanding of concepts, retention, and content mastery as respondents' post-test results improved comparatively higher than their pre-test. Additionally, the informants' statements strengthened the results that graphic organizers can catalyze learners' creative and critical thinking.

Effect of Graphic Organizer and Instructional Scaffolding on Argumentative Essay Writing Performance: A Critical Analysis

Effect of Graphic Organizer and Instructional Scaffolding on Argumentative Essay Writing Performance: A Critical Analysis

THE EFFECT OF GRAPHIC ORGANIZER WITH SCHOOLOGY ON STUDENTS’ WRITING SKILL AT MA MASYHUDIYAH GIRI

Writing is a productive skill which makes the students managing the ideas into texts or paragraphs. Writing skill is one of the things that noticed by the Indonesian Minister of Education and Culture. It can be seen at the curriculum. The curriculum expects that the students will be able to write in English texts well at the end of learning process. However to reach the goal at curriculum is not easy. It because the students have a lot of problems in learning writing. For instance, when the students write paragraph, they usually has no unity so the content of each paragraph did not appropriate with the topic. Then, the students difficult to organize ideas properly. Besides that, the students also difficult to choose the appropriate words. These problems are caused by the ways students learn writing are not really effective. To solve the problems, the researcher use Graphic Organizer with Schoology as the alternative in teaching writing. This study was investigate the significant effect of Graphic Organizer with Schoology on Students’ Writing Skill. The researcher chose eleventh grade at MA Masyhudiyah Giri to conduct this study. The sample was 11 MIPA 2 as the experimental group and 11 MIPA 3 as the control group. Both of class consisted of 30 students. So, the number of the participants in this study was 60 students. The research finding showed that there was a signinificant difference between experimental group who were taught by using graphic organizer with schoology and control group who were taught by only using graphic organizer. It is proven by the result of sig. (2-tailed) is lower than 0.05 (0.000<0.05). So, the null hypothesis can be rejected. It means that Graphic Organizer with Schoology has significantly effects on students’ writing skill. Therefore, the researcher suggest to the English teacher for Implementing of Graphic Organizer with Schoology as the alternative in teaching writing. For the future researcher, the researcher hopes that can use Graphic Organizer with Schoology in different way to develop other skill such as reading skill to make a difference with this study

The Effect of Graphic Organizer (KWL Chart) on Young Learners’ Reading Comprehension in an ESL Setting

KWL is a pre-reading strategy used to improve reading comprehension. This paper aims to discover the effectiveness of the Know-Want-Learn (KWL) strategy in improving year-4 pupils’ reading comprehension is one of the elements assessed in the UPSR Examination in Malaysia. This study reports quasi-experimental research on the use of a KWL chart (graphic organizer) on year 4 pupils’ reading comprehension in an ESL setting. Thirty pupils were chosen using purposive sampling in a primary school at Kuala Lumpur. The test was conducted with 30 ESL pupils of the same age group. A pretest of reading comprehension was then administered to evaluate the participants’ comprehension skills. The Quasi-experimental research design used to carry out this study. Participants were separated into two different groups: an experimental group and a control group. The participants of the experimental group used the KWL Chart to answer comprehension questions; the control group received the conventional method of teaching to answer reading comprehension questions. At last, all the participants answered a post-test on reading comprehension. This innovative strategy can be used to develop pupils’ reading comprehension not only for pupils in year-4 but also for pupils at other levels.

The Effect of Graphic Organizers on Learning Outcomes, Study Efficiency, and Student Satisfaction in an Elective Veterinary Cardiology Course.

Graphic organizers (GOs) are visual and spatial displays, such as tables or charts, which facilitate learning by making conceptual relationships between content more apparent. We hypothesized that study aids in the form of GOs would lead to improved learning outcomes, study efficiency, and student satisfaction compared to traditional outline (OUT) format. A mixed-methods prospective randomized crossover trial was undertaken with veterinary students (n = 31) in an elective cardiology course. All students received identical content presented via weekly in-class lectures. Following 8 pre-designated lectures, students were given instructor-prepared study aids in either GO or OUT format. Students completed quizzes of content knowledge for each lesson and indicated amount of time spent studying. Crossover occurred such that groups of students alternated between receiving GO and OUT. Quantitative and qualitative data were collected in the form of in-depth pre- and post-course surveys. Quiz scores did not differ (p = .42) based on type of study aid provided (GO vs. OUT). Students spent an average of 17% less time studying per lesson when using GO compared to OUT (p = .05). Student satisfaction with both study aid formats was high, but students preferred GO over OUT in terms of study efficiency (p = .002), visual appeal (p < .001), ease of use (p < .004), and likelihood of referencing in the future (p < .001). In an elective veterinary cardiology course, use of GO compared to OUT format study aids resulted in higher study efficiency and student satisfaction with equivalent short-term learning outcomes.

The Effect of Graphic Organizer upon Reading Comprehension of the Twelfth Grade Students of SMAN 1 Sukawati in Academic Year 2015/2016

Penelitian ini bertujuan untuk menyelidiki apakah terdapat pengaruh yang signifikan terhadap pemahaman membaca siswa kelas XII yang diajar menggunakan Graphic Organizer dengan siswa yang diajar menggunakan teknik konvensional. Penelitian ini dalam bentuk penelitian eksperimen semu. Populasi penelitian ini adalah siswa kelas XII&#x0D; tahun ajaran 2015/2016. Sampel penelitian ini adalah 75 siswa yang telah dipilih&#x0D; dengan menggunakan teknik sampel random atau acak; terdiri dari 37 siswa kelas XII&#x0D; IPA 2 sebagai kelompok eksperimen dan 38 siswa kelas XII IPA 3 sebagai kelompok&#x0D; kontrol. Hasil analisis data menunjukkan bahwa terdapat pengaruh yang signifikan terhadap pemahaman membaca siswa kelas XII yang diajar menggunakan Graphic Organizer dimana siswa&#x0D; yang diajar menggunakan Graphic Organizer menunjukkan pemahaman membaca yang lebih baik dibandingkan dengan siswa yang diajar menggunakan teknik konvensional. Berdasarkan hasil tersebut, dapat disimpulkan bahwa Graphic Organizer memberikan pengaruh yang signifikan terhadap pemahaman membaca siswa kelas XII di SMA N 1 Sukawati tahun ajaran 2015/2016.

The Effect of Graphic Organizers on Language Teaching and Learning Areas: A Meta-Analysis Study

The aim of this study is to analyze whether the graphic organizers have a significant effect on the students’ success in language teaching and learning areas compared to traditional techniques. Accordingly, 70 experimental/quasi experimental studies in this area -which were conducted between 2000-2016- have been analyzed with meta-analysis method. The effect size of studies (Hedge g), the analysis of heterogeneity, publication bias and intervening variable have been conducted with Comprehensive Meta-Analysis v2.0 (CMA) statistics. The data obtained from the study have been interpreted within random effects model. As a result, it has been detected that graphic organizers have a wide effect size on academic success rather than traditional teaching methods (Hedge g=0,897; %95CI=0,784-1,011). In the analysis of the intervening variable, it has been found no significant difference in the effect size values according to certain study characteristics which include graphic organizer types, language learning areas, publication type in which the application has been reported, the field of study, education level and application time. The study is considered to be important because it synthesizes the experimental studies which examine graphic organizers’ effect on the students’ academic success in terms of listening, reading, writing, grammar and vocabulary/concept learning.

The Effect of Graphic Organizers on the Performance of Electronic Consenting Systems

Federal regulations mandate obtaining informed consent from patients before they undergo medical procedures or clinical research trials. These documents are intended to assure respect for patient autonomy and the right to make informed decisions on whether to accept the proposed medical treatments based on knowledge of their practicality, risks, and benefits. Past research has indicated that these lengthy and complex consent forms are often not read carefully by patients, resulting in a limited understanding of the important information presented in them. This study proposes two new ways of presenting information in an electronic consent form using concept and mind maps and investigates their effects on user comprehension by comparing them to a text-based consent form. Study participants were randomly assigned to read one of the three consent forms after viewing a brief scenario explaining the condition of a patient who is about to sign an informed consent document. They then indicated their level of willingness to sign or not sign the consent form and completed a comprehension questionnaire, a NASA-TLX survey, and a usability questionnaire. Statistically significant differences among the consent forms were found for the comprehension score and consent completion time, suggesting improvement in comprehension with the consent forms using concept and mind maps.

An investigation of the effects of a graphic organizer in an online serious game on learning outcomes and attitudinal perceptions

A serious game, which is designed for learning purposes rather than recreational purposes, has been applied for digital game-based Learning. This study investigated the effects of graphic organizers in a serious game, “The Transistor”, on learning outcomes and attitudinal perceptions. A total of 99 participants were randomly assigned to three groups: non-organizer group, advance organizer group, and post organizer group. The results revealed that participants using a post organizer, which was presented after the game for review, outperformed those using a non-organizer and an advance organizer on both learning outcomes (recall test scores and recycling intention) and attitudinal perceptions (perceived enjoyment, perceived usefulness, and satisfaction). These findings implied that a post-graphic organizer could enhance the instructional value of a serious game. More detailed implications, limitations, and suggestions for future research are discussed.

The Effect of Graphic Organizers and Text Types on the Students' Reading Competency at Sman 8 Denpasar

Abstract This study attempted to find out the effect of graphic organizers and text types upon the students’ reading competency. The subject of this study was the first grade students of SMAN 8 Denpasar. The independent variable was graphic organizers and conventional reading strategy (placebo), and the dependent variable wasreading competency. Text types was the moderator variable. The study was an experiment with posttest only control group design. The total number of population was 13 classes, which consisted of 586 students. From the population, two classes consisting of 92 students were used as samples. They were divided into two groups; experimental group and control group by multistage random sampling technique. Post-test was administered at the end of treatments and then analyzed by using two way ANOVA. The result of the analysis showed that: (1) There is an effect of graphic organizers upon the students’ reading competency. (2) There is an interaction between graphic organizers and text types upon students reading competency Key words: graphic organizers, text types, and reading competency

The Effects of Graphic Organizers on Reading Comprehension Achivement of EFL Learners

Graphic organizers (GOs) are visual frameworks assisting in the comprehension of a text. Studies in literature have mostly focused on L1 readers and there is a lack of empirical research about the instructional effects of GOs on L2 readers. The purpose of this research is to investigate the effects of GOs on reading comprehension achievement of EFL learners. An experimental design with a control group was used in the study. 50 intermediate level EFL learners in the preparatory classes of School of Foreign Languages at Dokuz Eylul University formed the group of participants for the study. The participants were given the Reading Comprehension Achievement Test before the treatment. GOs were studied with the experimental group in reading selected passages. The same reading materials were studied in the control group without the instruction of GOs. After a twelve-week treatment, both groups were given the Reading Comprehension Achievement Test again. After the statistical analysis, it was found that there was a significant difference in the reading comprehension achivement of the groups in favor of the experimental one. The results have proven that the instruction of GOs in EFL reading courses helps learners in the comprehension of reading materials in English.

The Effect of Graphic Organizer on Vocabulary and Reading Comprehension of Low-achieving Students in Reading

The Effect of Graphic Organizer on Vocabulary and Reading Comprehension of Low-achieving Students in Reading

The Effects of Graphic Organizers in L2 Writing Instruction: A Case Study of an L2 Writing Instructor

The Effects of Graphic Organizers in L2 Writing Instruction: A Case Study of an L2 Writing Instructor

Interactive Effects of Graphic Organizers and Delayed Review on Concept Application

In 2 experiments, the effects of review occasion (immediate vs. delayed) and study materials (text alone vs. text plus outlines vs. text plus graphic organizers) on students' application of concepts were investigated. Undergraduates studied 1 of the 3 sets of study materials, reviewed them immediately or 2 days later, and then were tested. In both experiments, delayed review facilitated application performance for the students who viewed text plus graphic organizers but not for those who viewed only text or text plus outlines. The students who delayed their review of graphic organizers were more likely to report using nonmemorization study strategies than those who reviewed immediately.

Effectiveness of Graphic Organizers in Computer-Based Instruction with Dominant Spanish-Speaking and Dominant English-Speaking Students

AbstractStudents’ academic achievement scores have been found to improve with the use of graphic organizers. Researchers suggest this may be due to the way graphic organizers depict concepts and relationships among concepts. Unfortunately, most previous research on graphic organizers has been confined to English speakers in secondary and higher education. To expand our knowledge on graphic organizers and increased learning, this study examines the effectiveness of graphic organizers when used by fourth-grade students engaged in computer-based instruction. The study also examines whether the learners’ dominant language (Spanish and English) influences the effectiveness of graphic organizers. A one-way analysis of variance was used to analyze immediate and delayed gain in academic achievement scores of all students. Statistically and educationally significant differences were found in scores favoring students who used graphic organizers over those who used lists of topics. A two-way analysis of variance ide...

Effects of graphic organizers on learning from lecture

Effects of graphic organizers on learning from lecture