EFFECTS OF GRAPHIC ORGANIZERS ON VOCABULARY ACQUISITION, READING PERFORMANCE, AND ENGLISH LEARNING ATTITUDE OF GRADE 8 STUDENTS
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Abstract
The outward display of learners’ struggles in advancing their literacy performance has been a grey spot in the pedagogical spectrum. Previous investigations emphasize that such difficulty is anchored by learners’ inefficient vocabulary, reading performance, English learning attitude, and unemployment of interactive instructional strategies. This quasi-experimental study investigated the effect of graphic organizers (GOs) on vocabulary acquisition (VA), reading performance (RP), and English-learning Attitude (ELA). Two sections of grade 8 learners of a public school in Isabela, Philippines were randomly selected to serve as the control group and experimental group of the study. In a span of one month, the control group (n = 33) employed a conventional strategy in learning while the experimental group (n = 34) applied GOs. Pre and post-assessments of their Vocabulary Acquisition, Reading Performance, and English Learning Attitude were administered. The data were analyzed using descriptive and inferential statistics. A paired samples t-test revealed that the control group did not exhibit a significant increase in VA, RP, and ELA from pretest to posttest. Conversely, the experimental group demonstrated a noteworthy increase in VA, RP, and ELA between the pretest and posttest assessments. Analysis of covariance showed that the experimental group outperformed the control group in all the variables. The employment of GOs provided the respondents with substantial assistance in improving their VA, RP, and ELA, highly suggesting the use of GOs in instruction.
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