When actively self-generating graphic organisers hinders undergraduates’ learning

Background and Purpose. The literature on teaching statistics at the university level provides support for the use of tools such as graphic organizers to help students understand the often confusing and sometimes complex process of selecting the appropriate statistical test for a given research question or design. This is the first of 2 reports that present several graphic organizers (also known as decision trees or flow charts) as decision-making guides for students to aid in the selection of appropriate statistical tests representative of those commonly used in physical therapy. Method/Model Description and Evaluation. To use the graphic organizers, the student learns 4 fundamental statistical concepts and then follows a decision-making process that leads to an appropriate statistical analysis. A prospective 2-group, reverse-design study on students who were familiar with the statistical textbook but not with the graphical organizer showed significant differences between the graphical organizer and textbook in both the time taken to select an appropriate statistical test and student preference. The graphic organizer led to correct statistical selection 3 times more often than the textbook. Outcomes. For 4 years, we have used the graphic organizer in the curriculum for students enrolled in a Master of Physical Therapy (MPT) program, receiving excellent student feedback. Discussion and Conclusion. The graphic organizers presented in this publication can be used to simplify the decision-making process for professional (entry-level) or postprofessional physical therapist students in choosing a statistical analysis for research questions that investigate group differences. The graphic organizers are convenient to use and can provide a visual organization of the decision-making process while highlighting the concepts discussed in a traditional statistics course. Key Words: Graphic organizer, Statistics, Research design, Group differences. BACKGROUND AND PURPOSE This is the first of 2 reports that presents a decision-making guide for the appropriate matching of statistical tests to research designs. The article presents several graphic organizers (also known as decision trees or flow charts) that focus on research designs and statistical approaches representative of those commonly used in physical therapy. We based the content of the graphic organizers on a compilation of statistical analyses reported in Physical Therapy and the Journal of Orthopedic and Sports Physical Therapy from January 2001 through June 2002. This analysis showed that approximately 65% of articles examined group differences, while approximately 35% were correlation/ regression designs (Table 1). This paper will focus on statistics for the former. The literature on teaching statistics at the university level provides support for the use of tools such as graphic organizers to help students understand the often confusing and sometimes complex process of selecting the appropriate statistical test for a given research question or design. As suggested by Pan and Tang,1 the use of a statistics cheat sheet can decrease graduate students' statistics anxiety without damaging the learning process, since the students must know the concepts in order to use the information. Additionally, an illustration that is clear, self-contained, easily grasped, and provokes reflection may enhance the Aha! experience of the statistics student.2 Several authors3-6 have noted that even though students can learn how to use statistical analysis, they often do not know how to apply the analysis to research scenarios. Statistical tests are commonly taught 1 test at a time without selection skills;7 the integration of selection skills could enhance the practical application of that knowledge.3-6,8 Manual computational procedures may not be as necessary to learn with the availability of computer programs, but instructors still need to help students develop skills necessary to select the appropriate statistical test. …

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

Graphic organizers are used in English teaching and learning process to help the students explore knowledge better.It refers to the way that the students use graphic organizers in English reading comprehension.The purpose of this review paper is to introduce some of useful graphic organizers and consider the effect of them on students' reading comprehension ability.The result of the previous studies show that there is a significant role in utilizing graphic organizers in reading text teaching.The students who are taught by using graphic organizers are better than the students who are taught using conventional strategy.The students perform better on reading approach quality in terms of content, vocabulary, and mechanics.It can be counseled that graphic organizers have a significant effect on students' reading comprehension quality.It is effective to be used in order to help the students read better.The students are successful in generating the ideas of the text and it can create a social community.We recommend for the future researchers to realize various graphic organizer models into research.

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.

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

Teachers have used graphic organizers successfully in teaching the writing process. This paper describes graphic organizers and their potential mathematics benefits for both students and teachers, elucidates a specific graphic organizer adaptation for mathematical problem solving, and discusses results using the four-corners-and-a-diamond graphic organizer with 186 inner-city, minority middle school students.

The objectives of this study were 1) to investigate the EFL students’ writing ability after implementing genre-based approach with graphic organizers on argumentative writing, and 2) to explore the EFL students’ perceptions toward genre-based approach with graphic organizers on argumentative writing. The sample were 30 eleventh grade students from a public school in Nakhon Nayok who enrolled in English Mastery course. The study employed a one-group pretest-posttest quasi-experimental design to measure the effects of the instruction. The data were collected quantitatively and qualitatively by using writing pretest and posttest, questionnaire, and semi-structured interview. A paired-sample t-test to compare students’ ability before and after the treatment. The data from questionnaire and interview were analyzed by using means, standard deviations, and content analysis. The findings revealed that students’ argumentative writing ability significantly improved after the implementation of the writing instruction at the significant level of .05 and students had positive perception towards the writing instruction. Students expressed that genre-based approach with graphic organizers could help them in characterizing the structure of argumentative writing and formulating their ideas. Participating the activities in GBA cycle with friends and teacher encouraged them to share their perspectives about the topics. The feedback students received could help to better their outlining. Nevertheless, some students were different in English proficiency and vocabulary knowledge so that could lead to the limitation in producing the arguments. Additionally, there was a difficulty in learning due to technology problems that the instruction was conducted online.

Fourth graders were asked to read a text and either to fill in a compare-and-contrast graphic organizer, answer a set of structured questions, take notes, or simply read the text. Both the graphic organizer and questioning groups outperformed the read-only group on a comprehension test ( d = 1.24 and 1.22, respectively) and a memory test ( d = 0.54 and 0.53, respectively). No significant differences were found between the notetaking and read-only groups on the comprehension test ( d = 0.30) or the memory test ( d = 0.20). Results showed more integrative eye movements between paragraphs for the graphic organizer ( d = 1.53) and the questioning groups ( d = 1.90) than the read-only group, but not for the notetaking group ( d = −0.06). On all three measures, the graphic organizer group and the questioning group exhibited a generative learning strategy, whereas the notetaking and read-only groups exhibited a linear learning strategy.

This study examines the effectiveness of using graphic organizers through Facebook Messenger as a tool for enhancing students' writing skills, particularly in coherence, emphasis, variety, content, and mechanics. Writing proficiency is crucial for effective communication and academic success; numerous students find it challenging to organize their thoughts and structure their writing. The study utilized a quasi-experimental pretest-posttest design and involved 30 college students. They were divided into two groups: the experimental group used graphic organizers via Facebook Messenger, while the control group received traditional instruction. The quantitative results showed a statistically significant improvement in the experimental group's posttest scores, indicating that the intervention was effective in improving writing structure, organization, and clarity. It advises that technology-driven strategies in language instruction should continue to be explored further to improve students' writing proficiency in digital learning environments.

This study was undertaken to examine two fundamental questions related to the use of graphic organizer instruction with fifth-grade, normal-achieving students: (a) Does graphic organizer instruction facilitate comprehension, recall, and transfer of information contained in an expository textbook? and (b) To what degree is explicit instruction necessary for independent generation and use of graphic organizers by students? In four experimental conditions, participants read social studies information with or without the graphic organizer. The conditions were further separated by the presence or absence of explicit instruction. Participants in the control condition received traditional basal instruction, as prescribed by the teacher's manual of the district-adopted textbook. Participants in all groups performed comparably on acquisition and retention measures. However, when required to read and recall novel social studies content, participants receiving the graphic organizer and explicit instruction ...

This study was conducted under the considerations of the observation in SMPN 20 Kendari that many students found difficulties in understanding vocabulary. The objectives of this study were to find out the significance of the use of the graphic organizers on vocabulary achievement and to find out whether the use of graphic organizers for teaching vocabulary of recount text is effective to the eighth graders of SMPN 20 Kendari. To gain the objectives, the writer did a quasi experimental research by using non- randomized control group pretest-posttest design. The subjects of this study were the students in class 8A and 8H of SMPN 20 Kendari. 8A was the control group and 8H was the experimental group. In this study, the writer gave the students pre-test, treatment, and post-test. The pre-test was given to both groups using the same instrument. They were asked to answer some questions of vocabulary test. The treatment was given in three meetings. The treatment in the experimental group was using graphic organizers, while the treatment in the control group was lecturing. The post-test was conducted after the treatment given to both groups using the same instrument as the pre-test but the position of question numbers were reshuffled. The result of the analysis using t-test showed that the experimental group got better score than the control group. In the pre-test, the average score of the experimental group was 68.87 and the control group was 68.39. In the post-test, the average score of experimental group was 83.55 and the control group was 74.52. tTe result of the t-test was 2.14 and t-table was 2.00. It means that the t- value was higher than t-table (2.14&gt;2.00). In conclusion, graphic organizers were effective to improve students‟ mastery of vocabulary in recount text. Moreover, the writer hopes that the other English teachers would use graphic organizers as one of strategies in teaching vocabulary.

The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment. Accordingly, a specific software that prepared based on problem-solving and algorithmic thinking in preschool education was used. Case study method was employed in order to state children’s use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey. Classroom interaction video records, and flowcharts prepared by children are data collection tools. The results revealed that, problem-solving activities prepared with graphical organizers and ICT-supported environment are appropriate for preschool children. Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.

Literacy instruction in the 21st century must bolster students’ ability to critically process text and craft well-reasoned written argumentation. The authors investigated changes in fourth-grade students’ (N = 28; 15 girls) written argumentation as they used a researcher-developed graphic organizer (i.e., Quality Talk graphic organizer [QTGO]). The authors also examined the extent to which students’ graphic organizer performance predicted their written argumentation and whether such prediction was sustained across genres. Both QTGO responses and written argumentation essays were scored for quantity and quality. Multilevel modeling analyses reveal that (a) both quantity and quality of students’ written argumentation essays statistically significantly improved after students used QTGO and (b) students’ graphic organizer performance seemed to attenuate the effect of genre on their written argumentation for both quantity and quality. Results suggest that QTGO facilitated students’ written argumentation, making it easier for fourth-grade students to write about both narrative and expository texts.

A graphic organiser is one of the teaching methods that can assist learners to organize information, structuring the information and relating the concept to another. Secondary school students perceived computer networks as one of the difficult concepts in computer studies. This study examines the potency of graphic organisers in learning computer networks in the newly implemented ICT curriculum in Nigeria. This study employed a quantitative research approach. The data collected was analysed with ANCOVA with pre-test scores as the Covariate. The results from the study reveal that students in the experimental Journal Plus Education Vol. XXXIV No.2/ NOVEMBER, 2023 p.247-266 248 group performed better than their counterparts in the control group due to the intervention they had. Thus the results show that there is a significant difference in the performance of students taught computer networks using the two methods- graphic organisers and lecture method irrespective of their gender. This study is unique because it relies on the testing of visual and graphical representations of contents in reducing the hitches in the study of computer networks which justifies the adoption of the graphic organisers in learning ICT.

Teachers who use graphic organizers find that students' memory of important material is strengthened. Graphic organizers also lend themselves to the presentation of material in an interdisciplinary fashion. An example of a successful graphic organizer from religion and ancient history is the image of Nebuchadnezzar's dream that was interpreted by Daniel. Controversies and ambiguities surrounding interpretation of this image have not lessened its durability over time.