Graphic Organizers

Purpose - Writing is a difficult skill to master and improve, especially for students who learn English as a second language. Thus, this study explores the impact of employing graphic organizers on the writing performance of Form Four students and their knowledge retention. These students were 16-year-olds at the time of study. Furthermore, the investigation delves into the perceptions of students on writing methods. Methodology - This study employed a quasi-experimental design. The experimental group received instructions applying graphic organizers and the control group received instructions applying the conventional method. Pre-test, Post-test 1 and Post-test 2 were utilized to collect the data. The sample comprised 120 Form Four students chosen as intact groups from two schools, there were 60 students in each group. The study lasted for 11 weeks. One-way ANOVA and Repeated Measures were used to analyze the data collected from the Pre-test, Post-test 1 and Post-test 2, while the qualitative data gathered from the semi-structured interviews were investigated using thematic analysis for emerging themes. Findings - The quantitative results indicate that the experimental group performed significantly better than students from the control group in their overall writing skills and retention of knowledge in writing. Findings from the qualitative data supported the quantitative findings which revealed that incorporating graphic organizers in writing boosted students’ motivation in writing and facilitated their learning, especially in the domain of content, organization, elaboration of ideas, and language. Significance - ESL teachers could use graphic organizers as an alternative method to improve students’ writing skills. Teacher training should prepare teachers to use methods that effectively utilize graphic organizers in the writing process. 

This study explores the effectiveness of using graphic organizers (GOs) in teaching English as a Foreign Language (EFL) reading skills. Graphic organizers help learners visually structure information, identify key ideas, and improve text comprehension. Grounded in schema theory and dual coding theory, this research highlights how visual tools enhance knowledge retention and comprehension. Using a mixed-methods approach, the study collected data through pre- and post-tests, classroom observations, and student feedback. The findings indicate that the use of graphic organizers significantly improves students’ ability to understand texts, identify main ideas, and make inferences. Additionally, students demonstrated increased motivation and engagement in reading activities. This study confirms that graphic organizers serve as an effective instructional strategy for EFL learners and should be integrated into reading lessons.

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The aesthetics of reading have received relatively little research attention, particularly in the context of foreign language readers. In this study, we investigate the impact of text mining-powered graphic organizers (GOs) on aesthetic reading experience with English as a foreign language (EFL) readers. Shusterman's framework of aesthetics was applied to measure reading comprehension, experience, and literary beauty perception. A between-group experiment design (N = 52) was conducted, where Norwegian students enrolled in the International Baccalaureate classes of Lillestrøm High School were recruited. Participants in the experimental condition interacted with GOs before reading the first three chapters of English versions of Pride & Prejudice, while those in the control condition solely read the same texts without interacting with GOs. A statistically significant enhancement in comprehension scores across all subdomains —summarization, vocabulary, and overall comprehension—was associated with the use of GOs. However, the introduction of GOs did not improve or hinder the reading experience or the perceived literary beauty of the text. These findings highlight the efficacy of automatically extracted GOs in improving specific aspects of the aesthetic reading experience. The implications of such findings for individual domains of reading aesthetics and foreign language readers are discussed.

ABSTRACT This study employed a meta-analytic approach to examine the effectiveness of graphic organizers (GOs) in improving academic and behavioral outcomes for K-12 students with disabilities, drawing from the single-case special education literature. Moderators at participant and study level were analyzed in addition to the main effects. A comprehensive search yielded 47 studies that met the inclusion criteria, making data available on 184 participants and 5,065 repeated measures. Employing a multivariate multilevel meta-analysis, the present study explored the efficacy of GO interventions while considering various moderators at the participant and study levels. The findings revealed that use of GOs is an effective strategy for enhancing academic performance among students with disabilities, including those with learning disabilities and various other disabilities, across multiple academic domains. However, despite the large number of studies included in the meta-analysis, only limited conclusions can be drawn with respect to the differential effectiveness of GO interventions, since the papers focused primarily on language skill acquisition, and many did not adequately document the moderators. Recommendations include future research addressing these limitations.

Reading comprehension is the ability of the students to read a text, understand, analyze its meaning, construct meaning and to relate with what the reader already knows as they interact themselves to the written texts through graphic learning activities.Graphic organizers learning activities include semantic maps, semantic feature analysis, cognitive maps, story maps, framed outlines, and Venn diagrams.The participants of this study were the 27 grade 7 students of Lubilan Integrated School Lubilan, Lubilan Naawan Misamis Oriental. .Lubilan Integrated School is situated in the highland part of the town. The study sought to find out the effectiveness of the graphic organizers learning activities to improve the students’ reading comprehension skills in English. It aimed to find out the significant difference between the students’ pretest and posttest scores in reading comprehension. The study used the pre-experimental research design, the one group pretest-posttest design. This study used the adapted 40 item multiple choices test questionnaire from the Department of Education for the pretest and posttest. The graphic organizers learning activities were prepared and designed by the assigned teacher to suit the needed learnings of the students. This study utilized the paired t-test and Pearson correlation coefficient to analyze the results. Paired t-test revealed a significant difference between the students’ pretest and posttest scores in reading comprehension using graphic organizers learning activities as shown in their mean difference of-1.519 with t-value of-3.10 and p-value of 0.0046* which is less than the p-value of 0.05 level of significance and that lead to the rejection of the null hypothesis. This study concluded that using graphic organizers learning activities can improve the students’ performance in reading comprehension.

Graphic organizers have become increasingly popular in tertiary education in the Sultanate of Oman in recent years, particularly in ESL and EFL reading-writing classes. These visually appealing tools are now widely recognized as an effective method for presenting knowledge, allowing learners to develop their understanding of the text with the guidance of the teacher. The incorporation of graphic organizers into English classes has been found to significantly improve students' reading and writing performance. The use of graphic organizers has transformed the learning experience, providing students with a structured and engaging platform to enhance their language abilities. Consequently, the use of graphic organizers as an instructional tool continues to flourish and have a positive impact on education in Oman, offering numerous opportunities for accelerated growth and enrichment in the field of language acquisition. Additionally, the implementation of graphic organizers has not only benefited students' linguistics skills but has also proved to be instrumental in developing critical thinking and problem-solving abilities. With their visually stimulating format, graphic organizers stimulate students' cognitive processes, prompting them to analyze and synthesize information more effectively. This not only improves their comprehension and retention but also equips them with valuable skills that are increasingly sought after in today's globalized and technologically driven society. Furthermore, the versatility of graphic organizers makes them adaptable to various subject areas and educational levels. Whether used in science, social studies, mathematics, or even creative writing courses, these tools have demonstrated their efficacy in facilitating knowledge acquisition and conceptual understanding. By visually organizing information, students are able to make connections between different concepts, identify key points, and extract crucial information in a more organized and systematic manner. The use of graphic organizers in tertiary education in Oman has revolutionized the way students learn and acquire knowledge. With their ability to enhance comprehension, foster critical thinking, promote collaboration, and adapt to various subject areas, these tools have proven to be an asset in empowering students and preparing them for success in higher education and beyond. The present study was conducted to recognize and determine the impact of hamburger and mind mapping graphic organizers utilization on undergraduates' English writing skills at Gulf College in Oman. It attempts to answer the following research questions: First, what are the effects of a hamburger graphic organizer used in paragraph writing? What are the effects of a mind-mapping graphic organizer used for the same purposes as a hamburger graphic organizer? To address this issue, a study has been conducted on the use of hamburgers and mind mapping organisers as tools for enhancing paragraph construction skills among undergraduate students at Gulf College. This study draws on a social constructionist theoretical framework and employs various research methods such as a systematic review of the literature, an in-depth semi-structured questionnaire to collect tutors’ perceptions and practices in using such graphic organisers, and an analysis of writing assignments of some Gulf College students in the academic year 2023/2024. Through this study, teachers expressed their concerns, perceptions, and teaching practices in terms of applying the hamburger and the mind-mapping graphic organisers to paragraph writing. The current study showed that students achieved greater success in the writing class when they passed through hamburger and mind mapping graphic organizers as the pre-writing stage of writing. They tend to have clearly stated topic sentences, main ideas, and supporting ideas in more coherent paragraphs.  Article visualizations:

This paper was aimed to examine the use of graphic organizers to improve STEM learners' information literacy. The sampling group consisted of two groups of students (engineering and veterinary nursing) in one English course at a private university in Thailand. In each class, students read and drew a graphic organizer after they read a text. Then, they did activities based on their graphic organizers. They also designed their own graphic organizer as their reading project. The findings showed that students found that graphic organizers were suitable and useful for their study with reading texts. However, students tended to rely on only a few types of graphic organizers, particularly flow chart and concept map, due to their convenience in relation to paragraphs of their reading passages.

Graphic organizer-based learning media is the right medium to organize ideas in the form of visual concepts so that it can provide a positive contribution to the development of BIPA learners' communication skills. The purpose of this study was to describe the process of implementing the graphic organizer method in learning communication skills in the BIPA beginner class and to describe the results of implementing the graphic organizer method in learning communication skills in the BIPA beginner class. The research method applied was quantitative descriptive with six BIPA students from Surabaya State University as research subjects. The material taught was BIPA SKL with aspects of knowledge of classification words, comparison words, and conjunctions using popular figures in Indonesia as material topics with the following steps: apperception, discussion, provision of material, collaborative project to create a graphic organizer of selected figures with BIPA friends, presentation performance, discussion of errors in the use of classification words, comparison words, and conjunctions, discussion, material reinforcement, closing. In learning activities, BIPA learners showed a positive response with a tendency to actively interact and participate during learning. Learning outcomes showed an average value of 84.16. The most frequently used classification words were "people" and "fruit," while "preferred" and "then" were the most common comparative words. The most used conjunctions were "and," "because," and "so”. The study concluded that graphic organizers can effectively enhance BIPA learners' communication skills by aligning with their learning preferences and providing a structured approach to language learning.

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Fraction is the most abundant and most complicated topics in mathematics and also prerequisite to successful operations in major mathematical processes. The goal of the study is to look into the effectiveness of utilizing graphic organizers in improving the conceptual understanding towards operations of fractions and its relationship with attitude towards graphic organizers. The study implemented quasi-experimental design particularly Solomon Four-Group design. A total of one hundred sixteen subjects (N = 116) from the College of Teacher Education, Tarlac State University, Philippines used in the study. The study sought to find out whether there was a difference in post instructional conceptual understanding when learners undergone to graphic organizers. Descriptive statistics and inferential statistics were used for data analysis. The findings revealed that when learners are exposed to graphic organizers, their scores and level of conceptual understanding are improved (F = 13.477, p < 0.01). Graphic organizers is more effective in solving problems towards operations of fractions than using the traditional method. The study established that graphic organizers is an effective approach in improving the conceptual understanding and thus mathematics teachers ought to integrate in their teaching. A Pearson r correlation showed that the relationship between attitude and conceptual understanding is not significant for the first treatment, and significant for the second treatment.

The research investigated the interaction effect amongst types of writing strategy (x1), learning styles (x2), and gender (x3) on writing accuracy (y) at Islamic University Students. The 70 participants consisted of three groups based on types of writing strategy: free writing (n= 34) versus graphic organizers (n=36); types of learning styles : visual (n=22) versus auditory (n=26) versus kinesthetic (n=22); and gender (x3): male (32), female (38). A three-way ANOVA test was applied in the investigation. The study revealed that an interaction effect occurred amongst three variables on average of writing accuracy at F (2, 69) =3.34, p=0.02, eta 0.10. Then, the interaction effect also occurred between writing strategy and learning styles at F (2, 69) =7.40, p=0.01; and between learning styles and gender at F (2, 69) =6.56, p=0.03. On the contrary, the interaction effect did not occur between writing strategy and gender at F (1, 69) =1.79, p=0.19. Further investigation is needed to validate the finding.

Fostering students’ critical thinking (CT) is an increasing concern in EFL classrooms in China as many students struggle to utilize the skill, particularly in EFL reading comprehension classes. This study investigated the effects of graphic organizers (GOs) on 60 Chinese senior high school students’ CT skills (analyzing and generalizing) in EFL reading classes. This study adopted a quasi-experimental mixed-method research design involving an experiment and an interview. The findings of this study showed the positive impacts of GOs on students’ CT skills. After the intervention, the results of the experimental group improved significantly. The findings showed that GOs could effectively improve the analytical and generalization skills of Chinese high school English reading class students. The students in the experimental group reported that the instructions received were motivating, increased their comprehension, made them more focused on reading and aware of CT skills and how to apply them in real reading contexts. This study implies that teachers may consider GOs an alternative teaching tool to improve CT skills in English Language reading classes, particularly in EFL contexts. Guidelines for teachers to use the different types of GOs to promote critical thinking should also be prepared to ensure the effective use of GOs in promoting reading comprehension and critical thinking skills.

This study examines the effectiveness of ready-to-use researcher-developed graphic organizers to boost students' abilities in writing opinion essays. The study was carried out in the COVID-19 pandemic situation, with the implementation of the teaching and learning process as part of a learning management system. Thirty-one students living in several regions of Indonesia were involved in the study. A Pre-Experimental One Group Pretest Posttest Design was applied in this study, and then descriptive statistics and N-gain scores as well as one way Anova were used to analyze the data. In the pretest and posttest, respondents wrote opinion essays. Furthermore, they filled out a questionnaire on writing self-efficacy. The results indicate a significant improvement in the means of the students as shown in the comparison of the pretest and posttest scores. In addition, the result shows that there is no effect of the application of graphic organizers on the students’ self-efficacy.

Abstract As teacher educators who need to support the next generation of practitioners with technology and practice in the post-COVID teaching landscape, we draw on PICRAT (Kimmons, Graham, and West 2020) to guide our instructional work. This paper primarily addresses the ways that PICRAT has moved beyond TPACK and SAMR, two foundational theories for integrating technology in the classroom, as a more robust avenue for technology integration in online and blended spaces. We believe twenty first Century Learning, which focuses on communication, collaboration, critical thinking, and creativity (Elkordy and Keneman 2022), can be supported through the use of digital graphic organizers. PICRAT can help educators create digital graphic organizers that require students to be interactive and creative, where the effect on learning is amplified or transformed.

The study investigates how graphic organizers influence the level of cognitive load and knowledge gained by the students at Quezon City University during the 1st semester, Academic Year 2021–2022 in an online learning environment. The one-group pretest-posttest design was utilized in the study. Results show that by using graphic organizers, students’ level of cognitive load and knowledge gain have improved.

The purpose of this study is to determine the comparative effectiveness of the use of concept map and mind map graphic organizers on students’ learning outcomes in organic chemistry. This research adopted a quasi-experimental design involving a 3X2 pre-test post-test non-randomized and non-equivalent control group design. The study is premised on the dual coding theory of cognition, and involved 183 respondents whom were purposively selected from three intact classes. Data for the study was gathered through an organic chemistry achievement test whose reliability was determined through a test retest method and a reliability index of 0.74 was obtained. Data was analyzed using t-test and Analysis of Covariance. Findings show that there was a significant difference between the achievement of students taught organic chemistry using concept map graphic organizers and those taught with the mind map graphic organizer (F(1,118)= 7.04, p<.05). Using t-test statistics, findings also indicated that there was no significant difference in the achievement of male and female students when exposed to either concept map (t(75)= .47, p = .63) or mind map graphic organizer (t(42)= .64, p = .52). Hence, it was concluded that mind map is a more effective tool for learning organic chemistry when compared to the concept map. Irrespective of students’ gender, either of concept map or a mind map can help improve students’ achievement in organic chemistry.

ABSTRACT Logistical challenges in large enrollment classes are often mentioned as obstacles to active learning. Writing is an integral part of being a scientist and is often one of the first tools considered by STEM instructors to increase student engagement, but iterative writing assignments in large classes require creativity on the part of the instructor. We found an association between writing-to-learn assignments designed to be consistent with inclusive learning pedagogies and student performance measures in a large enrollment undergraduate biology course. They provide ample opportunity for deliberate practice and inclusive engagement, components of the “heads and hearts” hypothesis posed to explain the variation in active learning impacts on the performance of minoritized students.

The purpose of this study is to examine the effectiveness of utilizing graphic organizers to enhance Thai EFL students' reading comprehension abilities and their opinions regarding using graphic organizers for reading comprehension. To gather information from sixty-four upper secondary school students at a public school in Bangkok, this research study used 1) instructional instruments: ten reading passages from a coursebook and ten graphic organizers designed by the researcher; and 2) research instruments: two English reading comprehension tests with multiple-choice, true/false, and short-answer questions, and focus-group interviews about students' opinions toward English reading instruction using graphic organizers. The data were analyzed using descriptive statistics, including mean scores, normalized gains, standard deviations, and inferential statistics, namely the dependent t-test and Cohen’s d. The results indicated that the mean score on the reading comprehension post-test was significantly higher than the mean score on the pre-test at the 0.05 level of significance, and the experimental group acquired a higher score (M=87.00, SD=10.55) than the control group (M=51.18, SD=12.127) with the effect size of .846. Students exhibited a favorable opinion toward English reading instruction employing graphic organizers; and the average normalized gain was in the high gain range, g> = 0.78. Additionally, this research established that English reading instruction employing graphic organizers benefited students with low reading abilities and improved their abilities to comprehend what they read. The findings of this study provide potential avenues for improving students' reading comprehension.  

The main purpose of this study was to demonstrate the effectiveness of the application of graphic organizers to improve reading comprehension in students of English as a second language.  The study covered a population of 25 university students of Language and Literature career who had deficiencies to understand details in narrative texts.   Quantitative instruments were applied to sustenance the investigation.  The instruments involved are pre-test and post-test, rubric, survey, and a checklist to estimate students’ advancement and progress. The application of the checklist helped students to use the required elements in their tasks.  The results showed that students improved their reading comprehension because while pre-test revealed a mean of 5.2/10, the post-test showed 9.5/10 which means 54% of improvement. Students had the opportunity to express their satisfaction of using this innovation because they suggested to apply the same strategy in other subjects.  This work involves teachers and students since it can generate positive contributions of using graphic organizers to improve reading comprehension

Higher education institutions are leveraging the attributes of digital devices to enhance student’s learning. The capability of digital devices to present visual images is the subject of this article, specifically the potential for visual organizers (VOs) to support students in an undergraduate marketing research course. Students reported that VOs helped them to understand the course requirements and supported them to organize their study program. VOs were positively associated with student’s course participation, collaboration, and knowledge construction. We argued that VOs have the potential to enhance the student learning experience. Lecturers should therefore consider incorporation of VOs when redesigning their courses.

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This study is aimed at development chemistry students’ study skills through integration of visual organizers (VOs) in teaching English for Special Purposes (ESP). The research specifically examined the students’ attitude toward the chemistry content of English classes and the achievement of two groups of 54 students under study. The results of the study indicated that there is a significant difference between the level of study skills in dealing with chemistry in English of the students in the experimental group before and after the experiment. The result of students’ perception about visual organizers, as a strategy and approach to teaching English through chemistry, highlighted the rаtionale in this undertaking. All communicative activities and presentations used by the teacher in the class incorporating visual organizers in identified formats such word webbing, web diagram, flowcharts, concept maps, Venn diagram and pictorial graphics obtained a positive perception of chemistry information in English. Performance, on the other hand, indicated the VO’s effectiveness in facilitating the learning of English and study skills development. This analysis implied that the experimental group performed significantly better than their peers in the control group. Facilitating English learning through chemistry content can be made through integrating visual organizers that help develop students’ study skills. Hence, the use of visual organizers effect changes in learning chemistry content for the better. Visual organizers help students perform better and improve their attitude toward learning English for professional communication.   This article is published under the Creative Commons Attribution 4.0 International License.

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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.

BACKGROUND Traditionally defined as plant blindness, plant awareness disparity, plant imperception, a general low interest in plants partially stems from poor teacher training in botany, traditional lecture-style classes, and a lack of attractive methods. Major changes in didactical-methodological strategies are needed to break the cycle of plant imperception caused by inadequate teaching practices, as it directly affects research on plants and plant conservation. Low plant awareness also directly impacts society, such as a low perception of plant-based foods and not linking plants to climate change, biodiversity loss, environmental services, desertification, deforestation, poor soil, and poor water quality. SCOPE Here we share a method based on how teachers can use audio-visual and artistic materials as advance organizers to effectively engage students in botany courses in high schools and undergraduate courses. CONCLUSIONS The use of audio-visual material with botanical visual clues as advance organizers, or a cognitive bridge between previous knowledge and new knowledge, led to meaningful learning in botany. Our results show that this method is positive for the teacher-student relationship and that pop culture/artistic references can establish emotional connection between students and plants. Increased motivation and participation, resulted in improved engagement of students with botany - observed by more frequent unprompted use of botanical terms, fewer complaints about theoretical botany, better academic performance, and improved teamwork.

Unlike virtual classrooms that have received extensive research attention in both academic and practical contexts because of their ability to improve students’ outcomes, the use of advance organizers are still in need for more research to prove their efficacy in fulfilling expected learning outcomes in these virtual classrooms. Hence, the present study aims to identify the impact of using such organizers in virtual classrooms on the development of students’ integrated science process skills. The present study was applied to 64 students who were studying for their Master’s degree in the vocational education techniques in the ”Research Project” course. Participants were randomly divided into two equal experimental groups with 32 students in each. An assessment card of five main domains was used to evaluate students’ skills in research procedural definition, identification and control of the research variables, questions and/or hypotheses, procedures and experimentation besides research interpretation of the results. Data analysis showed that the use of advance organizers in virtual classes was of great effect on the development of participants’ integrated science process skills because skills of students in the first experimental group were better mastered than the skills of their peers in the second experimental group in accordance with the subskills in the five domains.

An imagineering learning model using advance organizers with the internet of things was developed to promote creative innovation for learners in the 21st century. It is an innovation initiated by integrating classroom learning and technology that connects with the internet of things. The objectives of this research were (1) to study and synthesize the conceptual framework of the imagineering learning model using advance organizers with the internet of things, (2) to develop the imagineering learning model, and (3) to assess the appropriateness of the developed model. The participants comprised a purposive sample of five experts from various higher education institutions who have knowledge and ability in designing and developing learning models and teaching and learning systems. Research instruments included the (1) imagineering learning model and (2) assessments of the appropriateness of the proposed model. The results were in line with the expectations of the research team, which found that the proposed imagineering learning model can be used as an instrument to improve teaching and learning by integrating knowledge in computational science subjects with professional courses to develop creative innovations for elementary school learners. By applying imaginary teaching techniques and conceptual maps to cloud learning, the proposed imagineering learning model encourages learners to develop the knowledge and ability to innovate creatively. Knowledge from programming and knowledge of agricultural work in vocational courses must be integrated appropriately.

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Abstract Flipped Classroom (FC) has been considerably investigated in research and practice contexts because of the capacity it assumes to have in enhancing learners’ outcomes. However, research that explores advance organizers' impact, which might result in affecting the expected learning outcomes in the FC, is still insufficient. Hence, the present study aimed to assess the effectiveness of advance organizers utilization in FC via Learning Management System to develop learners’ integrated science process skills. It was carried out on all home economics students enrolled in a course entitled "Research Proposal" who were randomly divided into two equal groups, experimental and control. Data were collected through a five- domain product evaluation card namely, the operational definition; identifying and controlling variables; formulating hypothesis; experimenting; and interpreting data. Results showed that achievement and performance of participants who learnt the course content via FC lectures with the use of an advance organizer were better than the performance and achievement of their colleagues in the control group that were not provided by any advance organizer. In light of these results, the study concluded that advance organizers, if used in FC could have interesting benefits for research and development of learners’ integrated science process skills.

Abstract This study examined the effects of captioned videos and an advance-organizer strategy in incidental learning of collocations. Videos were enhanced by (1) inserting various types of captions (i.e., full captioning, keyword captioning, and no captioning); (2) administering or not administering an advance-organizer activity prior to video viewing; and (3) the combined effects of these two variables. This study adopted a 2 (+/− advance-organizer strategy) × 3 (types of captioning) between-subjects design, resulting in six possible conditions. A total of 361 Chinese primary school students learning English as a second language (L2) each watched a series of four videos in one of the six conditions. Data from the post-intervention test revealed that full captioning led to better performance in incidental learning of collocations than keyword captioning or no captioning. Administering the advance-organizer strategy resulted in better collocation learning gains compared to no administration. Learners who completed the advance-organizer strategy in the full-captioning condition achieved the best results on incidental learning of collocations. Incidental learning of collocations occurs at a rate similar to the learning of single words. This article highlights the importance of fully captioned videos and an advance-organizer strategy for incidental learning of collocations among primary school L2 learners.

The inquiry model is one of the learning models that have the potential to train students’ high-level skills and thinking. These activities require good initial knowledge of students. An advance organizer is one strategy that can be used to overcome this problem. The purpose of this study was to examine the effectiveness of the inquiry model with advanced organizers in improving students’ conceptual understanding. The research design used was a non-equivalent pretest and posttest group. The research subjects were divided into two groups, namely the experimental group and the control group. Data were analyzed by N-gain test. The results showed that the understanding of the concept of the experimental group was better than the control group. Thus it can be concluded that the inquiry model combined with an advanced organizer is effective in increasing mastery of students’ physics concepts. In general, the increase in the experimental group was higher than the control group both in the cognitive aspects and in each sub-material.

Problem solving is an ability that involves the process of thinking and working to find problem solutions. In the process of problem solving, students must be able to focus on problems, describe problems in concepts, plan the solutions, implement the plans and evaluate the solutions. This article discusses the effectiveness of the inquiry model integrated with advance organizers in enhancing students’ problem solving ability in concepts of work and energy. This research was conducted with one group pretest-posttest design at two different senior high schools. The research instrument used was five questions of the essay test. The enhancement of problem solving ability was analyzed by N-gain score. The results showed that the problem solving ability of two groups increased in medium category for each submaterial, while based on the problem solving stage, stage of focus the problem, plan the solutions and implement the plan increased with the high category in one group, while the other stages were in the medium category. The results of this study have proven that the inquiry model integrated with advance organizers is effective in increasing students’ ability to solve problems in the concept of work and energy.

Education plays an essential role in human development. More than a simple process of just passing knowledge, is a dynamic social phenomenon. Thanks to it, the individual becomes more critical and understands better the reality that surrounds him. Consequently, the transformation is possibilited. Similarly, the strategies used to teach are fundamental to make better use of the teaching-learning process. Thus, this article aims to analyze the use of teaching methods in medical colleges associated with acrostics and crosswords as advance organizers. An integrative bibliographic review was carried out using scientific articles from the last fifteen years, from PubMed databases.

Abstract Listening is a fundamental and challenging component of second language learning. To decrease its difficulty, Advance Organizer activities (pre-listening supports) can be used leading to more effective listening and better comprehension. This study aimed to investigate the effects of three different Advance Organizers (AOs), i.e. pre-teaching key vocabularies (KV), previewing comprehension questions (PQ), and using multimedia annotations (MA), on EFL learners’ listening comprehension. To this end, 128 female high school students at basic proficiency level were randomly assigned to three experimental groups and one control group. A listening comprehension pre-test was administered to all groups before the treatment. Then, the experimental groups received their AO treatments. After listening post-test, covariance analysis (ANCOVA) was used to analyze data. Based on the results, MA and KV groups with the mean score of 8.156 and 6.500 respectively, showed a significant positive improvement in students’ listening comprehension. Although the previewing comprehension questions AO with the mean score of 5.312 did not improve the learners’ listening comprehension significantly, it showed better results than the control group. The implications of this study are useful for future and current language teachers, practitioners, and syllabus designers.

The effectiveness of demonstration‐based training (DBT) videos for software training has been investigated for a Western audience. These studies have generally found that the demonstration videos significantly enhanced self‐efficacy and task performance, but also that there was a gap between task practice and learning with the latter lagging behind. The present study investigated the effectiveness of DBT‐videos for software training of Chinese students. The control condition presented demonstrations only. In the experimental condition demonstrations were preceded with advance organizers that aimed to enhance learning. The 61 participants (mean age 11.8 years) came from a middle school in China. Data analyses revealed that self‐efficacy significantly improved in both conditions. Task performance success also increased significantly over time. The familiar gap between task practice and learning was found between task practice and outcomes on an immediate post‐test. However, on the delayed post‐test this difference had disappeared. An effect of the advance organizer was found for accuracy of the self‐efficacy appraisals, and for gain scores from pretest to delayed post‐test. It is concluded that DBT‐based demonstration videos are moderately effective for software training of Chinese students, and that it can be beneficial to precede these with advance organizers. [ABSTRACT FROM AUTHOR]

In light of the difficulties inherent in EFL/ ESL summary writing teaching and learning, it is of paramount importance to probe into the instructional techniques to enhance summary writing ability. This study investigated the relative impact of two instructional techniques: Network Tree Advance Organizers (NTAOs) and Marginal Glosses (MGs) on EFL learners’ summary writing ability. First, the Oxford Quick Placement Test was administered to ensure the homogeneity of all of the participants. Sixty language learners were then randomly assigned to three groups: The two experimental groups and one control group. One of the experimental groups was exposed to the MG instructional technique; the other experimental group received the NTAOs; while the control group was provided with neither of them and merely followed the traditional procedures of a writing class. The student-generated summaries at the beginning and end of the instructional period were evaluated by two different raters based on the TOEFL iBT scoring criteria (Baba, 2009). To analyze the date, the researchers used one-way ANOVA and paired-samples t-tests. The results revealed that learners in the NTAO group outperformed their counterparts in the other two groups (i.e., the MG group, and control group). The study points to the relative effectiveness of the utilization of different instructional techniques to promote the learners’ summary writing ability. It is also argued that the visual sketch of the materials presented through the NATOs could pave the way for more elaborate and detailed information processing and prompt language learners to properly prioritize, organize, and classify information.

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This study investigated the effects of using advance organizers on students’ achievement in biology in secondary schools in Kilifi County. Solomon Four, Non-Equivalent control group design was used in this study. The study targeted all secondary school students in Kilifi County. The accessible population consisted of all form two students in Kilifi County. Purposive sampling was used to select four co-educational secondary schools in Kilifi County. The four schools were randomly assigned to experimental groups (E1) and (E2) and control groups C1 and C2. A total of 156 students participated in the study. Data was collected using Biology Achievement Test (BAT). The reliability of BAT was estimated using Kuder-Richardson (K-R) 20 and Cronbach’s coefficient. This yielded a reliability coefficient of 0.82 and 0.79 respectively. BAT was validated by experts in science education from Egerton University. The data collected was analyzed using mean, one-way ANOVA and t-test. The level of significance was 0.05. The findings of this study show that there was statistically significant difference in achievement between learners in favour of those taught using advance organizers compared to those taught using conventional teaching methods. The findings also indicate that there was no statistically significant gender difference in achievement.

The effect of various types of advance organizers on students’ achievement and retention in various subjects and at various learning levels has been a vibrant area of research in education. Use of advance organizers has been attributed to overcoming low performance of students in subjects like chemistry, physics and others. The causes of low performance has been attributed to insufficient man power, lack of equipment, poor attitude of students, poor understanding of concepts involved and even overloaded curriculum and ineffective teaching. This paper reports on the survey of most recently published research results on the effectiveness of advance organizers in teaching. Integration of technology for the construction and use of advance organizers will also be discussed. If seen as an intervention to improving performance and retention, teachers and tutors will be encouraged to adopt advance organizer teaching strategy.

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This study aims to analyse the advance organizers included in the course book “Secondary School Mathematics Course Book 5”—which was prepared in accordance with 2017 secondary school mathematics curriculum and which was accepted as an educational material by Turkish Education Board of Ministry of National Education for use in 2017-2018 academic year—in terms of use, functions and forms. Employing qualitative research method, this study uses document analysis. Content analysis is used in the analysis of the research data. It was found in consequence that comparative advance organizers comparing the previous and new knowledge were heavily used in the course book.

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This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58 independent standardized mean difference effect sizes from 55 eligible studies involving 5,364 students from Grade 3 to Grade 12 who used concept maps for learning in physics/earth science, chemistry, and biology that met the specified design criteria. A random-effects model meta-analysis revealed that the mean effect size was moderate for overall science (g = 0.776). The mean effect sizes varied from moderate to large based on the subject area (g = 0.671 for biology; g = 0.590 for chemistry; g = 1.040 for physics and earth science); these differences between groups were not statistically significant (p = 0.220). Concept maps were generally associated with increased science learning across several learning and teaching conditions, and methodological features (low-achieving students, higher teaching guidance, intermediate grades, low- or middle-income countries, journal publications, and late year of publication). However, we found significant heterogeneity in most subsets. Implications for future research and practice recommendations are discussed.

Concept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.

Writing is one of the difficult skills in a language. The difficulty of writing includes spelling, punctuation, word choices, and so on. However, many students already studied writing since middle school. As a result, many of them have not yet been able to write correctly. The aim of this paper is to find out an increase in descriptive writing skills by utilizing a concept map. This study used descriptive and quantitative research on car design. The sample was 20 students using purposive sampling. The instrument was an objective test. The procedure for collecting data used to test distribution and analysis data. The finding showed that students had excellent to very good achievement in writing skills through concept maps. It was indicated by the results of the mean score in the post-test.  it indicates that the student’s writing ability was in good to Very Good criteria. It means that writing a descriptive text with a concept map was better than writing descriptive text without a concept map. This research found the pedagogical implication that concept maps help teachers in providing active learning, creative, effective, and fun for students according to learning style. Newly, it can increase awareness of teachers on students’ learning difficulties and efforts to overcome their obstacles in writing.

The present study aimed to review master's and doctoral theses, articles and proceedings on the impact of concept maps on academic achievement and published between 2005 and 2017, and to analyze the common effect size with the meta-analysis method. In the study, the effect sizes reported in 78 studies on the effect of concept maps on academic achievement and the overall effect size reported in these studies were analyzed. The Comprehensive Meta-Analysis software was employed in data analysis. In the study, interpretations were conducted based on the effect size index published by Cohen (1988) [1]. The studies included in the meta-analysis were combined and it was determined that the structure was heterogeneous. Thus, the calculations were conducted with the random effects model in the study. The analysis findings demonstrated that the impact of the concept maps was 1.08 on academic achievement; thus, the effect was categorized as strong and positive based on Cohen's (Cohen, 1988) [1] classification. It was concluded that the concept maps were quite effective in the improvement of the academic achievements of the students and could be employed in education.

Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning. This study aimed to examine how the structure (i.e., the salience of the spatial relationship between individual concepts) and the complexity (i.e., number of nodes per sub concept) influence learning. Accordingly, a 2 (low vs. high salience of map structure) × 2 (few vs. many nodes) between-subject design was used (N = 122) to examine cognitive processes while learning with a concept map. No significant learning performance differences were found. Concepts maps with a low salience of map structure increased perceptions of disorientation. A serial mediation with learning performances as dependent variable revealed that the salience of the map structure is significantly associated with disorientation and extraneous cognitive load perceptions. By this, current attempts to measure extraneous cognitive load are questioned.

In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper describes three major aspects of these studies: what methods of analysis were used, what concept map characteristics were considered, and what conclusions about individuals’ knowledge or understanding were drawn. Twenty-five studies that used open-ended concept maps as a research instrument were found eligible for inclusion. In addition, the paper examines associations between the three aspects of the studies and provides guidelines for methodological coherence in the process of such analysis. This review underscores the importance of expatiating on choices made concerning these aspects. The transparency provided by this method of working will contribute to the imitable application of open-ended concept maps as a research tool and foster more informed choices in future open-ended concept map studies.”

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Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.

Abstract Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies conducted in the classroom, there is little understanding of the instructional efficacy of using different types of concept maps. In a between-subjects design, the present study investigates the effects of learning chemistry in a large undergraduate classroom with three concept mapping activities: static, fill-in-concepts, and fill-in-labels. Students reviewed a static map or completed a fill-in-the-blank concept map. Results show that students studying static concept maps outperformed those who engaged with the fill-in-the-blank concept maps. Further, prior knowledge was found to be a significant predictor of learning performance. Additional findings show that the accuracy of completing partial concept maps mediates the influence of concept map format on learning. Theoretical and practical implications of the findings are discussed.

Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.

Abstract Ototoxicity refers to the damage to structures and function of the auditory-vestibular system caused by exogenous agents such as pharmaceuticals, chemicals, and ionizing radiation. There are many potentially ototoxic substances. For example, depending on how ototoxicity is defined, there are 200 to 600 medications that can cause damage to hearing and/or balance. Ototoxicity encompasses cochleotoxicity, vestibulotoxicity, and neurotoxicity. A variety of professional disciplines are involved in determining causation, prevention, and management of ototoxic effects. Research to identify and develop otoprotectants and otorescue agents is emerging and will translate basic scientific discovery into applications for use in hearing conservation programs, safety operations, and clinical care. Original concept maps are presented here to visually represent knowledge pathways, domains, and relationships essential to the understanding of ototoxicity.

The approaches of “problem-based learning” and “writing to learn” are known for facilitating the apprehension of concepts and better retaining of knowledge. In educational research, concept maps are sometimes used to assess the learners’ level of knowledge. In this paper, the main aim is to investigate the validity of concept maps as an instrument for the assessment of learning. Therefore, six students were observed for more than a year and their learning process was documented in various ways. The concept maps were used in the form of a pre-post-test, and the different students’ results were compared in a cross-case analysis using a master concept map. The results presented in this study indicate that the validity of concept maps compared to interviews and reports are questionable. It is possible to measure some parts of the learning process with concept maps, but conceptual learning seems to be hidden from the instrument. Therefore, concept maps might not be the most useful tool to measure conceptual change.

Concept maps are a well-known pedagogical tool for organizing and representing knowledge and developing a deep understanding of concepts. Unfortunately, the grading of concept maps tends to be manual and tedious thereby, posing serious limitation for an instructor to use them in class efficiently. To automate the assessment and grading, the topology and structural features of concept maps are utilized. However, they have never been explored for cybersecurity education. This paper evaluates the effectiveness of topological scoring of the concept maps for two cybersecurity courses: digital forensics, and SCADA system security. We create a dataset of 41 high-quality concept maps developed with expert knowledge. We utilize waterloo rubric to manually validate the quality of the concept maps based-on their contents and further compare the rubric outcome (obtained via manual analysis) with the automated topological scoring of the maps. The evaluation results show that the topological scoring is promising. However, it is not equally effective and warrants for advanced techniques to better utilize the topology of the maps. The dataset is made publicly available for further research on this topic.

Flipped classroom is an approach that has been increasingly used in K‐12 and higher education. Many studies on the flipped classroom have focused on student behaviors, with inadequate attention to student thinking, which is crucial to learning. Meanwhile, prior studies have examined the effects of visualization tools, such as concept map, on improving student learning through in‐depth thinking. Another related approach is knowledge graph, which presents a set of entities and their relationships in a graph as well as in a machine language for further processing and reasoning. It has a potential to support collaborative knowledge construction by automatic combination of individual knowledge graphs. To compare the effects of knowledge graph and concept map on student learning in a flipped classroom, we conducted an experimental study in fifth grade class at an elementary school. Students in the experimental group used a knowledge graph tool in the Learning Cell System, while those in the control group used a concept map tool, XMind, to support their learning of ancient Chinese poetry. The results showed that learning with knowledge graph resulted in better performance in the breadth and depth of subject knowledge as reflected in the students' learning products (ie, concept maps or knowledge graphs). Practitioner NotesWhat is already known about this topic The flipped classroom can improve student learning by enabling active participation and interactions.The concept map is an effective learning tool that can foster meaningful understanding and higher order thinking in both traditional and flipped classrooms.The knowledge graph is a related tool that presents a set of entities and their semantic relationships in a graph as well as in a machine language to support further processing.The knowledge graph can support collaborative knowledge construction by automatic combination of individual knowledge graphs.What this paper adds We conducted an experimental study to compare the effects of knowledge graph and concept map on student learning in a flipped classroom.Compared with concept map, learning with knowledge graph resulted in better performance in the breadth and depth of subject knowledge as reflected in the students' learning products (ie, concept maps or knowledge graphs).Implications for practice and/or policy Learning with knowledge graph fosters more cognitive engagement in exploring the relationships between concepts represented in both individual and converged knowledge graphs.The converged knowledge graph offers the teacher a big picture of the entire class in student understanding.Relevant training should be provided to students and teachers for effective use and learning with the knowledge graph tool. [ABSTRACT FROM AUTHOR] uracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Automated tools are increasingly being used to generate highly engaging concept maps as an aid to strategic planning and other decision-making tasks. Unless stakeholders can understand the principles of the underlying layout process, however, we have found that they lack confidence and are therefore reluctant to use these maps. In this paper, we present a qualitative study exploring the effect on users' confidence of using data-driven explanation mechanisms, by conducting in-depth scenario-based interviews with ten participants. To provide diversity in stimulus and approach we use two explanation mechanisms based on projection and agglomerative layout methods. The themes exposed in our results indicate that the data-driven explanations improved user confidence in several ways, and that process clarity and layout density also affected users' views of the credibility of the concept maps. We discuss how these factors can increase uptake of automated tools and affect user confidence.

ABSTRACT Meaningful learning occurs by relating new information to and revising prior knowledge, making it essential to understand student knowledge before helping them move toward a more scientific understanding. In this study, we characterise prior knowledge about cellular respiration in undergraduate students enrolled in introductory biology by analysing student-constructed concept maps (N = 182) and interviews (N = 9). Students were instructed to create concept maps from a bank of 20 concepts with the purpose of interconnecting the processes of cellular respiration, showing how pools of ATP are generated and used, and identifying where the events of cellular respiration occur. Student maps were analysed for content, quality and organisation of knowledge. Interviews were used to corroborate inferences made from concept maps. Students had a simplified understanding of cellular respiration and its processes as evident by cognitive structures with limited quantities of schemas that were vaguely connected and linearly organised. Furthermore, students had a better understanding of glycolysis than fermentation. Instructors can use these findings to help students build better knowledge of cellular respiration by focusing on incorporating relevant schemas, creating quality connections among schemas, and organising their knowledge of cellular respiration to reflect biological complexity.

AIM The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. BACKGROUND Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. METHOD A literature review was conducted using “concept maps, nursing education, and critical thinking” as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. RESULTS Seventeen articles were identified. CONCLUSION Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

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This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

Reading comprehension is a multifaceted skill that requires students to decode text, understand vocabulary, analyze sentence structures, and interpret deeper meanings. Traditional teaching methods often fall short in helping students, especially young learners, develop these skills effectively. This article explores the use of graphic organizers (GOs) as a powerful tool to enhance reading comprehension. Drawing on recent studiesthe article highlights how GOs help students visualize, organize, and internalize information from texts. The article also addresses challenges such as visual literacy issues and the need for proper instruction, offering practical strategies for teachers to implement GOs effectively. Findings from various studies demonstrate significant improvements in reading comprehension scores when GOs are used, particularly in diverse and resource-limited educational settings.

Proficiency in reading not only enhances one's knowledge but is essential for a good education. In the framework of education, students must read any written materials about any subject area to understand and become familiar with the source (Nair, 2020). It is common knowledge that proficient readers possess well-developed reading abilities (Hernández-Chérrez et al., 2020). Reading comprehension is thought to be a difficult activity that essentially requires two stages: decoding graphemes and extracting linguistic meanings (Tárraga-Mínguez & Sanz-Cervera, 2020). Along with this, reading comprehension is a necessary skill for deriving meaning from the text (Hasanah & Kholili, 2023). Reading comprehension is the capacity to comprehend and appropriately interpret the information included in a text (Grabe & Stoller, 2019),. Additionally, they pointed out that reading without comprehension is pointless, proving that the two are inextricably linked (Guo et al., 2023). Students must comprehend what they read and derive meaning from it; simply decoding words on a page is insufficient (Lai & Mukundan, 2023). Students who are unable to comprehend are considered to be reading a blank page (Imsa-ard, 2022). However, problems including visual literacy difficulties, unfamiliarity with GOs, poor cognitive level, and choosing the right GO all affect how effective graphic organizers are (Lai & Mukundan, 2023).

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The purpose of this study is to examine the effects of reading interventions using mobile graphic organizers on the reading comprehension of students with borderline intellectual functioning. The participants were three first-year male middle school students living in Seoul, and a multiple baseline design across subjects was used. The graphic organizer application utilized in this study was Xmind. When teaching the five steps of using graphic organizers to students, the instructional procedure followed teaching strategies including the introduction and demonstration phase, teacher-led practice phase, and independent performance The results of the study indicated that reading interventions using graphic organizers were effective in improving the reading comprehension of students with borderline intellectual functioning, and the effects were maintained even after the intervention ended. Furthermore, the mobile-based reading intervention had a positive effects on the reading attitudes of these students. Lastly, the limitations of the study were discussed, and based on these limitations, suggestions were made for expanding interventions using mobile graphic organizers and conducting follow-up studies with various text structure types.

The Basic Education Core Curriculum B.E. 2551 (2008) focuses on developing the reading ability of students to communicate effectively with others. This research responds to the reading policy through the experimental research. The sample for this study consisted of 40 seventh-grade students from Sarakhampittayakhom School, using cluster random sampling during the second semester of the academic year 2023. The research tools for data collection were a lesson plan based on CIRC with graphic organizers, an English reading comprehension test, and a student satisfaction questionnaire. The statistics for data analysis included percentage, mean, standard deviation, and dependent samples t-test. The results indicated that the efficiency of CIRC with graphic organizers in developing English reading comprehension was 82.29/82.08 which met the 80/80 criteria. When pretest and posttest scores were compared, the posttest scores of English reading comprehension ability of the students was higher than the pretest with a statistical significance at a level of 0.05. Students’ satisfaction with the English reading comprehension learning activity with the CIRC with graphic organizers was at a high level (x̅ = 4.46, SD = 0.29).

This study examined the effectiveness of digital storybooks and graphic organizers integrated with the ESP framework in enhancing narrative reading comprehension among vocational high school students in Digital Business field. Employing a quasi-experimental design, the study included 61 eleventh-grade students divided into experimental and control groups. Data were obtained from pre-test and post-test scores and analyzed through paired-sample and independent-sample t-tests. The experimental group, which received treatment, presented a significant mean score increase from 46.13 to 70.77, while the control group slightly improved from 41.50 to 50.63. These results indicate that the integration of digital storybooks and graphic organizers could effectively enhance students’ reading comprehension. Grounded in Multimedia Learning Theory and visual scaffolding, combining interactive digital tools with structured visual aids is an effective strategy for teaching narrative texts which support learners’ comprehension through multimodal input and structured visual representation. This research contributes to ESP pedagogy by demonstrating the integration of digital storybooks and graphic organizers within vocational Digital Business contexts supports narrative reading comprehension tailored to students’ occupational needs. Future studies could further explore the long-term impact of such tools, their application across different text genres, and their potential for enhancing other language skills.

Reading comprehension is one of the fundamental skills that students need to master in order to succeed academically. However, many students at Grade XI SMA 2 Sungai Lala face significant difficulties in understanding English reading texts. Graphic organizers are visual tools that have been widely recognized as effective instructional strategies to enhance reading comprehension. This study aimed to analyze the use of graphic organizers on students’ reading comprehension at Grade XI SMA 2 Sungai Lala. This research employed a qualitative method with a descriptive approach. The participants of this study were 30 students of Grade XI and one English teacher. Data were collected through classroom observation, in-depth interviews, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the use of graphic organizers significantly helped students in identifying main ideas, understanding text structure, and making connections between concepts in reading texts. The teacher applied several types of graphic organizers including story maps, Venn diagrams, concept maps, and KWL charts. Students demonstrated improved engagement and comprehension when graphic organizers were employed during the reading process. It was also found that graphic organizers facilitated students in organizing and retaining information more effectively. This study concludes that graphic organizers are beneficial tools in improving students’ reading comprehension and it is recommended that teachers incorporate them consistently into their instructional practices.  

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Reading comprehension in L2 is perhaps the skill whose requirements have changed most and most rapidly due to the demand of the information society. Readers not only need to interpret words and sentences in articles or books: sometimes they have to make a meaning out of disconnected pieces of information in pouring messages on websites, and social networks. The purpose of the present study is to explore the possibilities of mind-mapping techniques in order to foster the reading comprehension abilities in students of English as L2 by working under the assumption that the latter can be improved when apparently loose pieces of written information are connected by means of images and lines. The experiment in the project involved a total of 84 participants of two consecutive academic levels: first and second year of post-compulsory secondary education. Different sessions and two parallel procedures were scheduled in order to provide us with contrasting data that could be systematized numerically. Even though the sessions that could be scheduled were limited in number, the analysis of the data suggests some noticeable improvement in the reading comprehension abilities in most participants and some perception of progress in a majority of them. Their positive feedback, suggests that sustained work in this field could improve their reading comprehension skills in a significant way.

This research aimed to review previous relevant studies to see the contribution of graphic organizers method in reading comprehension. This research was conducted using a systematic review qualitative research method. The object in this study were five previous relevant studies that have been selected using inclusion and exclusion criteria.  The method used to collect the data in this study were internet searching (Google Scholar), manual searching, and Zotero software. The data was analyzed by thematic analysis. The results of the review showed that overall the students’ achievement after applying graphic organizers had improved such as: (1) students more creative in make their own graphic organizers, (2) it help them to separate relevant details from what is fascinating but not necessary for instance, (3) store vocabulary, (4) summarize reading text, (5) students’ confidence had improved, (6) the knowledge of student’s text structure had improved and (7) deepen understanding. That’s mean graphic organizers gives such a positive contribution to the students in reading comprehension.

The background of this research is the students who their achievement is still under the minimum standard (KKM) of learning success and most of them are unwilling to pay serious attention to the text they are reading. This research aims to solve students’ problem in learning process especially reading comprehension using graphic organizer. The method used is classroom action research (CAR). The data were collected trough reading test, observation, field note and interview. The result showed that students’ reading comprehension is improved by using graphic organizer technique. The average of their reading test in pre-test is 61, 67, 71.25 is in cycle one and 78.75 is in cycle two. Furthermore, graphic organizer also gives significant effect such as students are more active and confidence in teaching and learning process and they could comprehend text well.

Numerous educators and scholars have cited graphic organizers (hereafter GOs) as instructional tools that are highly recommended for use in contemporary classrooms. A graphic organizer is a visual and graphical representation of the relationships between facts, terms, and/or concepts in a learning task. Additionally, graphic organizers are referred to as knowledge maps, concept maps, storey maps, cognitive organizers, advanced organizers, and concept diagrams. The purpose of this study was to ascertain students' perceptions of the effect of GOs on their reading comprehension abilities. Fifty freshmen in two reading classes of a private university in Ho Chi Minh City who were undertaking the English Preparation Course with the reading skills took part in this study. In order to understand students' perceptions of the use of GOs on reading comprehension, quantitative and qualitative data were collected and analyzed in a survey and a post-interview. The findings indicated that students found GOs practical and helpful for improving their reading comprehension skills and other abilities such as summarizing the long texts, comparing and contrasting two concepts or notions, especially their critical thinking skills in questioning themselves. Also, some recommendations regarding the assessment scheme and how to use GOs more effectively in the learning process were offered by students to increase the potentially actual value of GOs for the EFL students in reading comprehension skills as well as in their future majored course.

The present study deals with the impact of graphic organizers (GOs) on reading comprehension of intermediate level English learners. The study specifically focused on the teaching of English drama through graphic organizers. The study also explored participants’ perceptions about using these graphic organizers. A quasi-experimental design was used in this study. Forty intermediate level students participated in this study. The twenty students of the experimental group received the GOs treatment, while the twenty participants of the control group were taught through the traditional method. A pre-test and post-test were conducted from both groups to test the impact of participants’ reading comprehension with five weeks’ treatment. The collected data were analyzed through a t-test. A significant difference was observed in the mean score of both groups and results revealed that the use of GOs had a positive impact on the comprehension of the students. The semi-structured interviews analyzed qualitatively through themes and subthemes showed a positive perception towards the use of GOs. The graphic GOs could help in increasing reading comprehension as well in understanding the text structure with a positive perception of their use.

It is widely known that effective readers are those who have appropriately developed reading skills. If those skills are not developed, the readers will not achieve the levels of perception needed to solve problems or pass academic tests, neither in their mother tongue nor in a foreign language. For this reason, it is imperative to find the right strategies to enhance reading comprehension in English as Foreign Language (EFL) learners. One of those strategies is the use of graphic organizers, and this study aimed to measure the extent to which it influences the development of reading comprehension of Unidad Educativa Joaquin Lalama students, in Ambato-Ecuador. 40 students in the control group and 35 students in the experimental group constituted the sample. The data was collected through the observation technique and the comparison of results from a reading comprehension pre-test and post-test. Finally, this study found the use of graphic organizers to be effective for developing reading comprehension in the subjects observed.

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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.

As one of the tools that can be applied in teaching and learning process, a graphic organizer is the most effective strategy that recommended by researchers not only in improving students’ English necessary skills but also in reducing students’ negative attitude on learning English. This study was conducted to find out the positive and significant influence of graphic organizer as the delivery strategy towards the students’ reading ability as well as to figure out the positive and meaningful interaction between graphic organizers, language aptitude and students’ attitude towards students’ English learning achievement. Quasi-experiment with a nonequivalent control group design was applied by involving 160 students as the subject of the study. The results showed that there was a positive and significant effect among Graphic Organizers and language aptitude as the main effect, and there were significant interaction effects among them in improving students’ reading ability.

Graphic Organizers are visual and graphic display that illustrates the correlations between facts, terms, and ideas with a learning task. Integrating Graphic Organizers can enhance the efficiency of the teacher's delivery of lessons and students' learning. However, no study had been conducted in using graphic organizers in the process of teaching and learning. Therefore, this explanatory mixed-method study aimed to investigate the effectiveness of Graphic Organizers in teaching Chemical Bonding to grade nine (n=98) students in Samtse Dzongkhag, Bhutan. The study's main objective was to compare the academic achievement of the control group (n=53) and experimental group (n=45) and also to investigate students' and teachers' (n=6) perceptions of using Graphic Organizers in teaching and learning Chemistry over four weeks. Learning achievement tests (pre-test and post-test), semi structured interviews, and survey questionnaires were used to collect the quantitative data and qualitative data. The independent sample t-test analysis of the post-test scores revealed a statistically significant difference between the control group and the experimental group with a mean difference value of 1.17 (p=0.017), indicating that the use of Graphic Organizers improved the students' learning achievement which was also reflected in the qualitative data gathered through interview and survey questionnaire. As a result, this study strongly suggests the use of graphic Organizers as a teaching and learning tool to improve students' academic performance in Chemistry.

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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.

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This study aims at uncovering on how a language skill could properly be embedded to import another skill’s impact. The effectiveness of GOs with patterned structures and their functions can facilitate English spoken proficiency in class presentation. In order to obtain the formulated research purpose, non-participation observation had been carried out in support with video-recording. The positive effectiveness of GOs could be varying towards certain English proficiency levels; however, the negative impacts produced by the elementary learners indicate the psychological problems and the technical problems. GOs could worthily be as recommended ELL media, since they can effectively stimulate EFL intermediate learners’ intrinsic elements of learning achievement. Those therefore could effectively scaffold the intermediate learners through questioning technique in form of guided-Graphic Organizers (GOs). GOs could dynamically be incorporated into multimodal ways; by re-writing, chronological overview, and note-taking which would be employed by the upper intermediate learners. There are three situations which must be required for advanced learners; experiences-associated learning, topic-based selection, and the comprehensive understanding of GOs concepts and the topics of reading passages. Thereby, GOs can be regarded as marvelous strategies that can positively contribute to induce EFL learners’ psychological achievements and effectively promote English speaking performance.

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.

This research paper aims to evaluate the effectiveness of methods based on graphic organizers in the development of communication skills of students with hearing disabilities, namely in functional communication, verbal interactions, receptive language and expressive language. Starting from the general objective of the paper, which is to evaluate the formative role of graphic organizer-based methods in the development of communication skills of students hearing disabilities, I aimed to select a series of graphic organizers used in interactive teaching methods, to integrate them in specific activities of complex and integrated educational therapy and to evaluate the results obtained by the children as a result of the intervention.

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Proportional reasoning and knowledge of fractions are critical skills for completing algebra successfully, yet many students with mathematics learning disabilities (MLD) enter algebra classes without adequate prior knowledge of these skills. This study used a single-subject/case research, combined multiple-baseline and alternating-treatment design to determine the functional relation between the use of varied technology-based interventions (i.e., a virtual manipulative [VM], a technology-based graphic organizer [TBGO], and a combination of both [VM+TBGO]) and student accuracy in solving proportion word problems. Additional dependent variables included student independence and duration. Three high school students with MLD solved proportion word problems without assistance in the baseline phase and then randomly alternated between the three treatments during intervention. Overall, student accuracy and independence increased, and the time required to solve word problems decreased. All students preferred using technology to solve word problems and the VM+TBGO. Limitations, implications for practice, and suggestions for future research are discussed.

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The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process of students with learning disabilities (dyslexia). This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance  with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.

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Based on 52 studies with samples mostly from English-speaking countries, the current study used Bayesian network meta-analysis to investigate the intervention effectiveness of different reading comprehension strategy combinations on reading comprehension among students with reading difficulties in 3rd through 12th grade. We focused on commonly researched strategies: main idea, inference, text structure, retell, prediction, self-monitoring, and graphic organizers. Results showed (1) instruction of more strategies did not necessarily have stronger effects on reading comprehension; (2) there was no single reading comprehension strategy that produced the strongest effect; (3) main idea, text structure, and retell, taught together as the primary strategies, seemed the most effective; and (4) the effects of strategies only held when background knowledge instruction was included. These findings suggest strategy instruction among students with reading difficulties follows an ingredient-interaction model—that is, no single strategy works the best. It is not “the more we teach, the better outcomes to expect.” Instead, different strategy combinations may produce different effects on reading comprehension. Main idea, text structure, and retell together may best optimize the cognitive load during reading comprehension. Background knowledge instruction should be combined with strategy instruction to facilitate knowledge retrieval as to reduce the cognitive load of using strategies.

This meta-analysis examined 137 thesis studies on writing interventions in Turkish schools. After removing outliers, overall effect sizes were calculated from 129 studies (627 test results) for writing outcomes, 103 studies for quality, and 32 studies for attitude. Robust variance estimation was used to address dependency in studies reporting multiple effect sizes. Results showed large effects on writing outcomes (g = 1.17) and quality (g = 1.43), with moderate effects on attitudes toward writing (g = 0.59). Among interventions, Self-Regulated Strategy Development, graphic organizers, pre-writing strategies, process approach, strategy teaching, text-based teaching, and various text structure instructions had larger effects. Meta-regression models revealed genre instruction studies had larger effects on quality, while studies with two different teacher implementers showed larger effects on attitude. Grade level+genre-based and pilot study+genre-based+grade level models explained 16% of variance in writing quality. These findings provide an evidence-based framework for effective writing instruction.

This meta-analysis includes experimental and quasi-experimental studies of reading interventions for English learners (ELs) coupled with four specific instructional strategies. The purposes of this meta-analysis were two-fold: (1) to identify the effects of the four instructional strategies (i.e. scaffolding, graphic organizers, interactive read aloud, and leveled questions) on ELs’ reading comprehension; and (2) to evaluate the combined effect of these four strategies when used together on ELs’ reading comprehension. In addition to considering that different studies might have varying effect sizes on ELs’ reading comprehension, we also conducted moderator analyses to explore potential moderators that might affect the variation between selected studies. Our moderators were school level, intervention duration, language learning context, and sample size. After an extensive search of research literature, 23 studies were identified that met the inclusion criteria of this meta-analysis study with a total of 2,284 participants. Mean effect sizes among these studies ranged from –.05 to 2.23, depending on instructional strategies. These studies were associated with increased reading comprehension across varied school levels, methodological features, and settings. Our findings showed that each of the four instructional strategies is beneficial for ELs’ reading comprehension. We also found an additional potential benefit on ELs’ reading comprehension when these four instructional strategies are used together throughout a lesson. Our findings also revealed that intervention duration was the only significant moderator, suggesting that the longer the treatment is, the greater the impact will be on ELs’ comprehension.

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This systematic review examines the evidence of reading comprehension strategies in improving the literacy proficiency of Junior High School (JHS) students in the Philippines where there has been a consistent finding in national assessment data that there is indeed a serious literacy chasm. Based on twenty empirical studies conducted in 2020-2025, the study integrates the results on such strategic interventions as reciprocal teaching, guided reading, SQ3R, graphic organizers, and multisensory methods. Meta-synthesis and thematic analysis were used in the review to find any pattern that had been applied in strategy implementation, instructional design and learner response in different educational settings. Results highlight important findings that highlight considerable interventions gains with regard to structured implementation of evidence-based programs, especially when mediated by trained teachers who may be allowed to make a responsive instruction. Additionally, the level of involvement of students, relevance, appropriateness, and the use of technology arose as an empowering factor in realizing efficient reading instructions. The meta-theme of Pedagogical Responsiveness and Inclusive Literacy Design is central to the synthesis as it brings into its focus the necessity of instruction that is convergent to the cognitive profile of learners and also inclusive of different socio-cultural orientations of learners. Certain systemic barriers that are also discussed in the review include unequal access to resources, inadequate teacher preparation, and uneven program implementation. The paper has important implications to teachers, curriculum designers, and policy holders, who seek to change literacy education across the Philippines. It proposes equity-based, research-based interventions which must match the strategies, teacher growth and policy facilitation. Finally, the review suggests that reading comprehension should be re-conceptualized not just as the skill that needs to be taught to the learners, but a basic right which will empower learners and strengthen the national progress.

This meta-analysis examines the effectiveness of pictorial and graphic representations (PGR) in enhancing reading comprehension among K-12 students with autism spectrum disorder (ASD). Through synthesizing findings from five single-case experimental design studies, the analysis explores how different modalities, age groups, instructional contexts, and task types influence comprehension outcomes. Results indicate that interventions utilizing PGR show moderate-to-strong positive effects overall (Tau-U = 0.85), which means they significantly improve reading comprehension in students with ASD. However, variability was observed across modalities, with technology-based interventions demonstrating strong but varied effectiveness, and paper-based interventions exhibiting more consistent outcomes.The findings highlight the importance of carefully selecting appropriate visual supports and comprehension measures tailored to students' cognitive profiles and instructional needs. Future research should expand sample sizes, explore group instructional settings, and further investigate the relative effectiveness of various visual modalities to optimize educational strategies for enhancing reading comprehension in students with ASD.

This study investigates how graphic organizers influence critical thinking development and knowledge retention among lower basic six pupils in mathematics learning in the education zone C area of Benue State, Nigeria. 200 basic six learners selected from 10 purposive randomly sampled lower basic schools were split into experimental group of 100 learners and control group of 100 learners. Three research questions and three hypotheses were formulated to guide the research. The researchers’ self-constructed instruments (CriTaRT) with a reliability coefficient of 0.73 were administered at three stages (Pretest, Posttest, and Delayed-Posttest) to obtain data for analysis. Using the 2 3 mixed-design repeated measures ANOVA, the research compares an experimental group taught with graphic organizers such as concept maps, flowcharts, and matrix charts against a control group taught with conventional teaching methods. The study finds that Graphic Organizers significantly improved learners’ scores and enhanced long-term retention compared to the Conventional method. The intervention is effective and recommended for implementation.