Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding

Ranulfo Friolo Cala

doi:doi:10.11648/j.ijsedu.20190704.11

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Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding

Ranulfo Friolo Cala

Published in International Journal of Secondary Education (Volume 7, Issue 4)

Received: 25 July 2019 Accepted: 13 August 2019 Published: 10 October 2019

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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.

Published in	International Journal of Secondary Education (Volume 7, Issue 4)
DOI	10.11648/j.ijsedu.20190704.11
Page(s)	89-100
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Cognitive Levels, Graphic Organizers, Levels of Conceptual Understanding

References

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APA Style

Ranulfo Friolo Cala. (2019). Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding. International Journal of Secondary Education, 7(4), 89-100. https://doi.org/10.11648/j.ijsedu.20190704.11

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ACS Style

Ranulfo Friolo Cala. Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding. Int. J. Second. Educ. 2019, 7(4), 89-100. doi: 10.11648/j.ijsedu.20190704.11

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AMA Style

Ranulfo Friolo Cala. Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding. Int J Second Educ. 2019;7(4):89-100. doi: 10.11648/j.ijsedu.20190704.11

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@article{10.11648/j.ijsedu.20190704.11,
  author = {Ranulfo Friolo Cala},
  title = {Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding},
  journal = {International Journal of Secondary Education},
  volume = {7},
  number = {4},
  pages = {89-100},
  doi = {10.11648/j.ijsedu.20190704.11},
  url = {https://doi.org/10.11648/j.ijsedu.20190704.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190704.11},
  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.},
 year = {2019}
}

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TY  - JOUR
T1  - Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding
AU  - Ranulfo Friolo Cala
Y1  - 2019/10/10
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190704.11
DO  - 10.11648/j.ijsedu.20190704.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 89
EP  - 100
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190704.11
AB  - 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.
VL  - 7
IS  - 4
ER  -

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Author Information

Ranulfo Friolo Cala

Biology Unit, Philippine Science High School-Central Visayas Campus, Cebu, Philippines

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APA Style

Ranulfo Friolo Cala. (2019). Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding. International Journal of Secondary Education, 7(4), 89-100. https://doi.org/10.11648/j.ijsedu.20190704.11

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ACS Style

Ranulfo Friolo Cala. Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding. Int. J. Second. Educ. 2019, 7(4), 89-100. doi: 10.11648/j.ijsedu.20190704.11

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AMA Style

Ranulfo Friolo Cala. Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding. Int J Second Educ. 2019;7(4):89-100. doi: 10.11648/j.ijsedu.20190704.11

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@article{10.11648/j.ijsedu.20190704.11,
  author = {Ranulfo Friolo Cala},
  title = {Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding},
  journal = {International Journal of Secondary Education},
  volume = {7},
  number = {4},
  pages = {89-100},
  doi = {10.11648/j.ijsedu.20190704.11},
  url = {https://doi.org/10.11648/j.ijsedu.20190704.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190704.11},
  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.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Integrating Graphic Organizers in Lesson Packages and Its Effect to Students’ Levels of Conceptual Understanding
AU  - Ranulfo Friolo Cala
Y1  - 2019/10/10
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190704.11
DO  - 10.11648/j.ijsedu.20190704.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 89
EP  - 100
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190704.11
AB  - 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.
VL  - 7
IS  - 4
ER  -

Copy | Download