The Effects on the Test Scores of Tenth and Eleventh Grade Constitutional History Students Who Have Received Instruction Using a Teacher-Guided Graphic Organizer
This study examined the effects of using a teacher-guided graphic organizer on tenth and eleventh grade constitutional history students' post-instructional quiz scores. Two classes of tenth and eleventh grade students were each assigned to read a section of a chapter about first amendment rights. One class participated in a discussion on the following day which included traditional discussion notes written by the teacher on an overhead transparency; the other class contributed to the completion of a blank graphic organizer as a means of taking discussion notes. On the third day both classes were given an identical multiple choice quiz over the material. Using the post-test only control group design and the 1 test for independent samples, it was found that the group which used the graphic organizer in the discussion and to study for the quiz achieved only slightly better scores on the quiz than the students who were not taught with the graphic organizer. The short duration of the study, students' readiness to accept a new strategy, and isolation of the strategy from other learning were identified as possible reasons for the lack of significant difference in the quiz scores. Further investigation of the use of graphic organizers in this context is warranted.
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Watson, John (2010)Advanced Placement (AP) Language and Composition, a nationally approved course for high school students, which allows students to obtain college credit and preparation, currently has no guide for educators who teach the ...