Graphic Organizers Research Articles

The Development of Science Learning Achievement and Analytical Thinking of Grade 7 Students Using 5E Inquiry-Based Learning Cooperated with Graphic Organizers

The purposes of the study were to investigate the effectiveness of the 5E inquiry-based technique integrated with graphic organizers on grade 7 students’ science learning achievement and to investigate the effectiveness of the 5E inquiry-based technique integrated with graphic organizers on grade 7 students’ science analytical thinking. 36 Thai 7th-graders were selected as the participants of the study using purposive random sampling. The instruments were a learning management plan designed using the 5E learning technique integrated with graphic organizers, a pre-post-test for students’ learning achievement of Heat and Energy, and a pre-post-test for students’ analytical thinking. The statistics used in data analysis were mean scores, standard deviation, and a paired samples t-test. The results of the study could imply positive effects of the integration of the 5E inquiry-based technique and graphic organizers on both students’ qualities.

영미문학작품을 활용한 Graphic Organizer 수업 연구

Purpose: Given that the affective side of language learning contributes in a significant way to enriching learners’ language learning, this study aimed to integrate English literature into graphic organizers. The purpose of this study was to apply and investigate how incorporating graphic organizers affected the students. Methods: An examination of the Literature based English Teaching and Learning Using Graphic Organizers was mainly focused on the English story The Gift of the Magi. Different kinds of graphic organizers as major materials were applied. There were seven graphic organizers in a study on Literature based English Teaching and Learning Using Graphic Organizers. The first step was the formation of a Cluster diagram, the second was a Vocabulary graphic organizer, the third was a Star diagram,the fourth was a Problem-solving organizer, the fifth was a Sequence chart, the sixth was a Story map and the last step was creating a graphic organizer. Results: This study was based on students' self-evaluations, teacher's observations including such factors as students' attitudes, self-confidence in English and the development of English competency. Graphic organizers such as Literature based English Teaching and Learning are efficient and interesting materials for students' understanding of literary elements. Conclusion: It is useful to understand the theme of the story, various characters, the setting, and the plot of the story. English teaching and learning using graphic organizers can be highly effective in helping students to improve their English skills and to lead to self-directed English learning.

The Implementation of the Graphic Organizer Technique in Teaching Storytelling to Improve Students' Speaking Ability

The graphic organizer is a technique that uses by organizing structural knowledge in the form of diagrams, maps, or charts. Some previous studies have proved the effectiveness of using graphic organizers in teaching writing. However, this research used a graphic organizer to improve students' speaking ability through storytelling. Therefore, the goal of this study is: (1) to know the students' speaking ability before participating in learning activities using graphic organizers, (2) to know the students' speaking ability after participating in learning activities using graphic organizers, and (3) knowing the effect of graphic organizers technique in storytelling to improve student's English speaking ability. By using the pre-experimental method one class pre and post-test, the researcher collected the data by conducting tests before and after giving treatment graphic organizer. After collecting the data and computing the number by using SPSS 23 version, the result showed that: (1) The students' speaking score in storytelling from the pre-test is categorized as low and fair. The highest score is 68 with a mean of score 52.64. (2) The students' speaking score in storytelling from the post-test is good. The highest score is 86 with a mean of score 79.80. (3) There is an effect of graphic organizers on students' speaking ability in storytelling. Through the result above, it was suggested that graphic organizers must be applied in Mr. Language Education Center to help improve students' speaking abilities in a basic class. The students were also able to try making graphic organizers before the speaking test to ease them in understanding the content. Moreover, the next researcher able to use this research as a reference to conduct similar research in the future.

The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19

During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students’ writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students’ total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed.

The Effect of Four-Square Writing Method on Writing Anxiety of Learners of Turkish as a Foreign Language: A Mixed Method Study

The study aims to examine the effect of the Four Square Writing Method (FSWM) on the writing anxiety of the learners of Turkish as a foreign language at the B2 level. The mixed-methods sequential explanatory design was applied, and 50 students at the B2 proficiency level who studied at the Turkish Teaching Practice and Research Center (BAİBU TÖMER) at Bolu Abant İzzet Baysal University in the 2020-2021 academic year were selected through the purposeful sampling. The quantitative data were obtained with a weak experimental design consisting of a pre-test and a post-test, while the qualitative data consisted of interviews with the participants. As data collection instruments, the Writing Anxiety Scale (WAS) developed by Şen and Boylu (2017) and the Semi-Structured Interview Form designed by the researchers were used. Quantitative data were analyzed by hypothesis testing, whereas qualitative data were scrutinized using content analysis. The quantitative data showed that the FSWM had a statistically significant effect on the writing anxiety of the learners of Turkish as a foreign language. On the other hand, the qualitative findings were categorized into two main themes: “writing skills” and “affectivity.” The writing skills category included 13 codes and 72 views; “general, transition, and linking expressions, developing strategies, developing thinking skills, learning vocabulary, enhancing writing style, planning in writing, graphic organizer, drafting, collaborative writing, organization, writing quality, and generating ideas. The affectivity category consisted of 5 codes and 31 views, including relaxation, enjoyment, motivation, increased self-confidence, and dislike. The findings determined that the FSWM played a role in positively affecting writing anxiety, contributing to the development of writing skills, promoting participants’ psychological comfort, allowing them to have a fun time, gaining self-confidence, and motivating them to write. Lastly, the study detailed the aspects where the qualitative findings supported the quantitative results contributing to the interpretation of the data.

Optimizing Graphic Organizers for teaching writing informational texts in the Language of Arts

This paper firstly presents and analyses the advantages of the Graphic Organizers tool as a popular and effective tool in teaching in general. Then, we propose the process and steps of applying Graphic Organizers in teaching writing informational texts in Language of Arts subject. Through specific illustrative examples, this study aims to present some forms of Graphic Organizers to help teachers and students have a clear picture of how to use Graphic Organizers in the process of teaching writing an informational text to develop students' competence and meet the requirements of the General Education Program in Language of Arts 2018 at the same time.

Enriching the Teaching of the Appropriate Use of Graphic Organizer through Guided Visual-Imagery

Enriching the Teaching of the Appropriate Use of Graphic Organizer through Guided Visual-Imagery

IMPLEMENTASI KAMPUS MENGAJAR UNTUK MENANAMKAN LITERASI BACA TULIS SISWA SEKOLAH DASAR

This study aims to explain the implementation of campus teaching in instilling reading and writing literacy. This research uses a qualitative approach with a case study design. The subjects in this study were fifth grade students, fifth grade homeroom teachers and university students teaching. Data collection techniques used in this study are observation, interviews and documentation. Data analysis techniques used in this study are data reduction, data presentation, and verification/conclusion. The results showed that the implementation of campus teaching in instilling literacy in reading and writing, namely reading fifteen minutes before learning began, daily reading journals and graphic organizers were effective to help students practice literacy skills.

Mapping the Conversation

College students struggle with synthesis assignments, often producing serial summaries of texts (for example, Aitchison & Lee, 2006; Bloom, 1956). Graphic organizers visualize the connections between information in multiple texts (for example, Daher & Kiewra, 2016; Hall & Strangman, 2008). This essay introduces the Mapping the Conversation exercise as such a graphic organizer and discusses its set-up and execution. The exercise challenges students’ critical thinking and actively engages them in the writing process, ultimately aiding students in producing complex and concise syntheses. The exercise was originally developed for a first-year writing course but can be adapted for advanced writers and courses across all majors.

Peningkatan Skil Presentasi Ilmiah Berbahasa Inggris Mahasiswa di Universitas Bumigora Berbasis Strategi Graphic Organizers (GOs)

The GOs (Graphic Organizers) strategy, which was used in reading comprehension and writing skills research, was then developed into a strategy that could be used as a medium for developing ppt materials. and as an effective and efficient presentation strategy to be used in scientific presentations. This GOs strategy is applied in guiding students in the computer science undergraduate study program in the form of community service (PkM) aimed at increasing student creativity as participants in developing GOs-based creative materials and developing communication skills in delivering scientific presentation materials in class. . This activity was carried out for level I students at Bumigora University with a total of 30 participants. The following are the solutions and steps involved in this PkM activity, namely the use of Graphic Organizers as an effective solution in providing guidance and improvement in conducting scientific presentations carried out by PkM partners. . There are two methods used in providing guidance on the use of the GOs strategy, namely the lecture method where they are given an understanding of the basic concepts of GOs and the simulation method or practice of implementing the Graphic Organizers strategy directly which is carried out by the facilitator/PKM implementation team and followed by the participants. in a participatory manner. The results of this activity show good results and the level of achievement of its use is high. Based on structured observations, it reached a score of 3.7 with a percentage of 73%. The second evaluation was carried out by measuring the perceptions of GOs users, which was a score of 3.8 with a percentage of 77%. Evaluation based on this perception value is high (3.01-4.0).

Elementary School Teachers' Perceptions toward the Use of Graphic Organizers

The concept of graphic organizers fosters better student achievement with traditional teaching method. Survey research was used to gather quantitative data from population. The population of this study was elementary school teachers in Lahore. The sample consisted of 75 teachers. It is concluded that graphic organizers are an effective strategy for enhancing various skills in students’ performance in the class. As both male and female teachers have same opinion about graphic organizers in classrooms for the betterment of students. The traditional teaching style is an activity-based style, which will eventually improve the Education system of Pakistan as a whole because education is thought to be a backbone of a country. The delivery of the lesson by the use of graphic organizers seemed to promote more student success than the use of the lecture method and should be promoted in classroom activities

Resuscitating students’ attitude toward mathematics via computer-based software package instruction

The poor attitude of students towards mathematics in Nigeria has constituted a threat to national development, considering the important of mathematics in all facet of life. This study determines the effect of computer-based software on student’s attitude towards mathematics-graph, using three groups taught with computer-based software, graphic organizers and conventional strategy (discussion method). Gender and computer self-efficacy were used as moderating variables to determine the existence gender disparity in attitude towards mathematics when computer-based software was used and to establish the effect of computer self-efficacy on students’ attitude towards mathematics when taught with computer-based software. The result shows that computer-based software was more effective in enhancing attitude towards graphs than graphic organizer and conventional strategy. There was also significant interaction effect of treatment and computer self-efficacy; treatment and gender; treatment, computer self-efficacy and gender on attitude towards graphs. computer-based software was found to significantly improve students’ attitude towards graphs than the conventional strategy. Therefore, computer-based software for use in teaching Mathematics in secondary schools in Nigeria. To this effect mathematics teachers should be trained on the design, development and use of computer assisted instruction package in teaching.

LEARNING RESOURCES AND LEARNING COMPETENCIES IN TEACHING ARALING PANLIPUNAN TOWARDS STUDENT’S OUTCOMES

This study aims to analyze the learning resources and learning competencies in teaching Araling Panlipunan towards students? outcomes. The researcher of the study tried to determine the following: the status of learning resources used by the teacher; the level of learning competencies applied by the teacher; the level of student outcomes in Araling Panlipunan; the significant relationship between the learning resources to students? outcomes in Araling Panlipunan; the significant relationship between learning applied by the teacher to students? outcomes in Araling Panlipunan? The study utilized a descriptive method using a questionnaire in a form of checklist distributed to selected grade 7-10 students of Don Manuel Rivera Memorial Integrated National High School. Mean and standard deviation were used to determine the status of learning resources used by the teacher in terms of PowerPoint presentation, graphic organizers, and journals. This is also used to determine the level of learning competencies applied by the teacher in terms of mastery of the subject matter, teaching strategies, classroom management and evaluation skills. Similarly mean and standard deviation was used to determine the level of student?s outcomes in terms of refined critical thinking skills, demonstrated self-motivation, and Improved mutual communication and collaboration. On the other hand, Pearson Product Moment Correlation need to determine the significant relationship between the learning resources and learning competencies to students? outcomes. The statistical treatment of gathered data revealed the following findings: The level of teacher?s competencies using the learning resources in terms of PowerPoint Presentation, graphic organizers, and journals are very high, with the overall mean of 3.55, 3.51, and 3.56, respectively. It can imply that the teachers used to carry out instruction and facilitate learning towards achieving the student's educational goals. While the level of learning competencies applied by the teacher in terms of mastery of the subject, teaching strategies, classroom management, and evaluations skills are also very high, which obtained a mean of 3.63, 3.52, 3.52, and 3.49. It can be infered those teachers are all competent and qualified to deliver instructions, manage the classroom, and evaluate the students. Also, student outcomes in Araling Panlipunan in terms of refined critical thinking skills, demonstrated self-motivation, improved mutual communication, and collaboration are also very similar, which got an overall mean of 3.49, 3.54, and 3.48. The results imply that the students know how to regulate their knowledge, build their confidence, and allow themselves to explore. Furthermore, power point presentations, graphic organizers, journals, and newspapers used by the teachers contribute to the improvement of student's Improved Mutual Communication and Collaboration through creating interactive presentations with the inclusion of pictures and graphics that are applicable to the learners. Lasty, mastery of the subject matter, teaching strategies, classroom management, and evaluation skills used by the teachers contribute to the improvement of student?s demonstrated self-motivation and are applicable to the learners. In view of the findings and conclusion of the study, the following recommendations were given: (1) Teachers should use effective learning materials that can help them teach and improve the students? learning outcomes by integrating creative materials in their discussion and/or assessment. (2) Students must continuously improve their critical thinking, motor skills, and collaboration by participating in and doing activities that could help them. (3) Teachers have to maintain their good qualities and characteristics to continually improve the students' learning outcomes in Araling Panlipunan and other subjects. (4) Teachers and schools must involve the students in other tasks and performances to help them improve their skills and abilities. Providing appropriate instructional materials and resources is also essential and (5) Developing other innovations in instructional materials is recommended to increase students? learning outcomes in different fields. Modification and improvement in teaching may also be enhance if needed to constructively address the needs of the students.

К вопросу о достижении креативной компетентности студентов посредством повышения мыслительных способностей в учебном процессе

Article deals with the problems of students’ thinking abilities development in studying at the university in pedagogical areas and their research. Along with the rejection of traditional teaching of texts and works, it is recommended to use new technologies and, with the help of graphic organizers, reveal their main ideas. As a result, through these methods, it is possible to create conditions for expression of students’ opinion and creative thinking. It is about students who, whether it is a text or a short essay, students cannot perceive them from the point of view of critical thinking, cannot express the meaning and content of the work; it also about difficulties that future teachers face in the process of classes. Research objectives: To consider a number of examples and reveal their essence and content in the formation of creative competence through increasing the mental ability of students. Attention is paid to the formation of thinking skills of university students and effective teaching methods are recommended. Research materials and methods: when writing the article, the methods of pedagogical observation, comparative analysis and formulation of questions and answers were used. Research results: as a novelty of the article, six thinking hats and graphic organizers are given. The examples in it are taken from the theoretical knowledge and research of students of the pedagogical direction during the passage of profile practice. Conclusions: we believe that these methods will be successful due to critical thinking in the development of competence, independent creativity of students receiving higher education.

Learning Group Writing Online: The Case for Cognitive Constructivism

The advent of online mode has not made it any easier. Online learning has accelerated the need for writing teachers to be more creative when it comes to teaching academic writing online. Even during the days of the traditional writing classrooms, interactions at different stages in the writing process are much needed at different stages of the writing process. In a way, the online teaching mode has become a catalyst for more creative changes to be done in the way academic writing is to be taught. This study is done to explore yet another creative way of learning writing. This study is rooted from Piaget’s (1953) idea of cognitive constructivism in the class. The learners underwent a semester of learning academic writing online in groups. The learning encourages cognitive constructivism among learners. The instrument used is a survey to investigate how learners perceive this approach to learning academic writing. There are 6 sections in the instrument. Section A has itme son demographic profile. Section B has 8 items on Planning of writing, section C has 8 items on translating, section D has 7 items on Reviewing, section E has 13 items on graphic organisers, section F has 7 items on structure & group work and section G has 9 items on colour codes. Findings reveal that this method has in some ways reduced the fear writers have about academic writing. The activities designed in this study helped participants enjoy the writing process via online.

Consensus Circle Presidential Rating: Shifting Traditional Social Studies Instruction While Preparing Students for Democracy

Political history lends itself to traditional patterns of teaching and learning in social studies such as students memorizing facts presented in lectures or textbooks. This article presents a recurring activity structure for teaching U.S. political history—Consensus Circle Presidential Rating (CCPR)—which requires students to read across different sources, form and defend a judgment of a presidency’s impact, and engage in persuasion and consensus-seeking with peers. I juxtapose CCPR with traditional patterns of teaching and learning to suggest how CCPR can shift teachers’ and students’ roles during social studies instruction to promote critical thinking, perspective taking, and civil discussion and disagreement. Teaching political history in general—and this activity in particular—could reinforce the marginalization of women and people of color; conversely, CCPR could compliment history teaching that foregrounds the experience of diverse Americans while conveying the important roles government and social movements play in shaping American society. The article provides a student-friendly assignment sheet, a graphic organizer for note-taking, and examples of sources to help teachers consider how they might adapt this activity to their own context.

Frayer model: a strategy to improve the science vocabulary of grade 9 students of bagbag national high school

PURPOSE This study aimed to investigate the effectiveness of Frayer Model a strategy to improve the Science vocabulary of Grade 9 students of Bagbag National High School in Rosario Cavite. DESIGN/ METHODOLOGY/ APPROACH This study used Quasi – Experimental method utilizing the two-group, control group and treatment group, pre-test- post-test design. The chosen participants were sixty (60) students of Grade 9 students of Bagbag National High School. The assessment of the result was conducted through a posttest given to the participants only. T-test is used for two sample means, average means and standard deviation were used to compare the results of the pre-test and post-test. FINDINGS There was a significant difference between the post-test results of the two groups. It means that experimental group has higher test result in Science after being exposed to Frayer Model than the control group. Thus the experimental group performed better than the control group. And also there were a significant difference between the gain scores of the control group and experimental group. The gained score of experimental group were greater than the control group which means that experimental group under Frayer Model was effective. Research Limitation and Implication: Frayer Model focused only on enhancing science vocabulary through the use of graphic organizers and its impact on the achievement level of the student on the Science subject. The Researcher of the study recommends some ways in modifying the use of Frayer Model, depending on the topic needed. The whole study focused on the competencies of the second quarter. Originality/ Value: The study focused on how the Science achievement level learning outcome assessment result can be increased through Frayer Model.

SUCCESSFUL INCLUSION WITH DIFFERENT LEARNING STYLES USING GRAPHIC ORGANIZERS

Inclusive education is based on the simple idea that every child is valued equally and deserves the same opportunities and experiences. Inclusive education is a child’s right, not a privilege. The special needs students many a times need extra attention. Hence the teacher's role becomes very challenging. Each student has his/her own preferred learning style. 'Learning styles' means every student learns differently. Though demanding it is important that the teacher tries to cater to every student's learning style. Graphic Organizers can be one of the solutions in this context. According to the ‘Schema Theory’ and the‘Dual Coding Theory'on using graphic organizers, theteaching-learning process can be made interesting and organized. It will enable us to deal with different kind of learners at thesame time since graphic organizers are presented via different presentation strategies.Considering all these points, the authors have come up with a model of teaching GOALS (Graphic Organizers and Learning Styles) to cater to the students having different learning styles with the specific reference to the VAK Model.An appropriate environment for learning can thus be designed. As the famous quote of Albert Einstein states ‘I never teach my pupils, I only attempt to provide the conditions in which they can learn.

Effectiveness of Graphic Organizer Instruction on Students’ Achievement in Social Science of Sta. Maria Integrated School: Basis for Improved Instruction

The research traced the aftermath of using graphic organizers (GOs) to the achievement of Grade XI students in Social Science. Six specific problems on the pre-post-test of students in Social Studies were measured. The one-shot time-series experimental design and the complete enumeration method were utilized with the mean, mean percentage, standard deviation, z-test, chi-square, and t-test to treat data findings. The pre-test bears a very low performance on the six skills tested. However, there is a notable variation and increase in mastery level of Grade XI students during the second and third quarter examinations. The post-test achievement of students is at the average level. There is a significant relationship between the achievement level of students and their attitude towards the use of GOs. The efforts of the teachers to use graphic organizers in teaching Social Science were fruitful. The shift in paradigm in teaching and learning Social Science has developed the meta-cognitive skills of a student and their higher-level thinking skills. It was recommended that the administrator, teachers, and parents strongly support students’ learning activities by collaboratively providing the much-needed materials in GO’s and developing students’ affective domain to make it tuned to the constructivist and learner-centered K-12 curriculum.

Effects of Graphic Organizers on Conceptual Understanding in Organic Chemistry

This study investigated the effect of graphic organizers on conceptual understanding of organic chemistry. The study adopted a mixed-method design involving three intact classes that were purposively selected. A quasi-experimental design and focus group interview was adopted and data was gathered using a chemistry achievement test and an interview protocol whose reliability were 0.74 and 0.73, respectively. The quantitative data were analyzed using analysis of covariance while thematic analysis, with codes generated inductively, was used to analyze the qualitative data. Findings indicated that graphic organizers enhanced students’ performance in organic chemistry. Furthermore, students’ opined that using organizers facilitated their learning. Although, reports indicated that using them as advance organizers is more tasking and deter attention during instruction. It was concluded that graphic organizers are effective tools that improved students’ performance in organic chemistry, however, their use as advance organizers should be carefully guided to ensure enhanced learning outcomes.