The effect of graphic organizers on facilitating learning in Biological Science: an analysis

• 主要作者: Abalon, Teresa M.
• 格式: text
• 語言: English
• 出版: Animo Repository 1998
• 主題: Learning ability; Teaching effectiveness; Science > Study and teaching; Teaching > Aids and devices; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research
• 在線閱讀: https://animorepository.dlsu.edu.ph/etd_masteral/1963
• 機構: De La Salle University

The main aim of the study is to find out the effect of using graphic organizers as a means to enhance learning among students enrolled in Biological Science. Significant differences in achievement between students of different mental ability levels and interaction effects among different methods of instruction are also determined. The experimental research was conducted at the Bicol University College of Education, Legazpi City, during the first semester of school year 1998-1999. The design is the non-equivalent control group design. The control group was exposed to the usual lecture method whereas the experimental group was exposed to the use of graphic organizers. The study consisted of two phases: the first six weeks and the second six weeks. During the second six weeks the control group became the experimental group and the experimental group became the control group. This was done to equalize certain variables in the study. Both the control group and the experimental group were composed of 65 students. During the first six weeks, ANCOVA computations indicated that at the 0.05 level of significance, there was no significant difference in the achievement between students who were taught with graphic organizers and those with the lecture method. It was also found out that there was a significant difference in the achievement of high, average and low ability students exposed to graphic organizers and lecture method of instruction. Findings also showed that there was a significant interaction between the method of teaching and students' ability with achievement. On the second six weeks, it was revealed that there was no significant difference in achievement among students exposed to graphic organizers and to lecture method of instruction. It was also found that there was no significant difference in achievement among the group of high, average and low ability students exposed to graphic organizers and to the lecture method of instruction. There was no significant interaction between the method of teaching and the students' ability on achievement.