Volume 7, Issue 4, December 2019, Page: 89-100
Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding
Ranulfo Friolo Cala, Biology Unit, Philippine Science High School-Central Visayas Campus, Cebu, Philippines
Received: Jul. 25, 2019;       Accepted: Aug. 13, 2019;       Published: Oct. 10, 2019
DOI: 10.11648/j.ijsedu.20190704.11      View  48      Downloads  12
Abstract
The study investigated the effect of graphic organizers on students’ levels of conceptual understanding, and the effect of students’ cognitive level on conceptual understanding. The control group (n=40) received a conventional classroom instruction while the experimental group (n=38) received an innovative classroom instruction, using graphic organizers. A mixed-method research design was employed. Pre-test, post-test, and Lawson’s Classroom Test of Scientific Reasoning were utilized to compare quantitative results within and between groups. Qualitative data were gathered using structured interview schedule to further corroborate the quantitative findings. In comparison, results show that the experimental group significantly outperformed control group based on post-test results: remembering (p=0.001), analysis (p=0.001) and thinking beyond (p=0.013), except for application (p=0.906) which is not statistically significant. Furthermore, the correlation results show that, overall, there are no strong and significant correlations between students’ concrete operational and transitional cognitive levels, and levels of conceptual understanding in both pre-test and post-test results for control and experimental groups. Since students’ cognitive levels have no significant effect in enhancing students’ conceptual understanding, therefore, the outperformance of the experimental group was due to the use of graphic organizers integrated in lesson packages.
Keywords
Cognitive Levels, Graphic Organizers, Levels of Conceptual Understanding
To cite this article
Ranulfo Friolo Cala, Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding, International Journal of Secondary Education. Vol. 7, No. 4, 2019, pp. 89-100. doi: 10.11648/j.ijsedu.20190704.11
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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