IMPACT OF VISUAL ORGANIZER ASSISTED SCIENCE INSTRUCTION ON STUDENTS’ ACADEMIC ACHIEVEMENT: A COMPARATIVE INVESTIGATION

Prabha Devi; Shalini Singh

doi:10.29121/granthaalayah.v14.i2.2026.6635

Authors

Mrs. Prabha Devi Ph.D. Scholar, Department of Teacher Education, V.M.L.G. College, Ghaziabad, Uttar Pradesh, India
Dr. Shalini Singh Associate Professor, Department of Teacher Education, V.M.L.G. College, Ghaziabad, Uttar Pradesh, India

DOI:

https://doi.org/10.29121/granthaalayah.v14.i2.2026.6635

Keywords:

Visual Organizer, Academic Achievement, Science Achievement Test

Abstract [English]

Profound educational change occurs when teaching methods move beyond traditional delivery and actively involve learners through structured, visual concept-focused approaches. This investigation looks at how visual organizers help secondary students improve academically in science. Based on constructivist theory, this method prioritizes clear concepts, connects prior and new knowledge, and promotes active participation in learning. Visual organizers, designed to match the curriculum, were used in an experimental group. A control group experienced standard teaching methods. The study used a pre-test and post-test design, measuring comprehension, retention, application, and overall performance through a standardized achievement test. The results showed significant improvement in post-test scores for students who used visual organizers, indicating that this method greatly enhances learning outcomes. The analysis showed positive academic growth for both boys and girls, proving it works effectively for all students. Besides increasing scores, the method also led to higher engagement, better organization of thoughts, and sustained interest in science. The study concludes that instruction using visual organizers has great teaching potential, offering a solid, meaningful path to academic success and a better experience in the classroom for secondary school students.

Downloads

Download data is not yet available.

References

Adcock, A. (2000). Effects of Cognitive Load on Processing and Performance.

Adesola, O. O., and Salako, E. T. (2013). Effect of Concept Mapping Instructional Strategy on Junior Secondary School Students' Knowledge of Multiculturalism in the Global 21st Century Social Studies Classroom. Journal of Education and Practice, 4(13), 123–131.

Akinbobola, A. O. (2008). Facilitating Nigerian Physics Students' Attitude Towards the Concept of Heat Energy. Scientia Paedagogica Experimentalis, 45(2), 353–366. https://doi.org/10.4314/afrrev.v2i2.41041 DOI: https://doi.org/10.4314/afrrev.v2i2.41041

Aljaser, A. M. (2017). The Effectiveness of Electronic Mind Maps in Enhancing Academic Achievement and the Attitude Towards Learning English Among Primary School Students. International Education Studies, 10(12), 80–95. https://doi.org/10.5539/ies.v10n12p80 DOI: https://doi.org/10.5539/ies.v10n12p80

Amar, M. (2019). The Effect of Graphic Organizers Strategy on Reading Comprehension of Students with Different Learning Styles. Language-Edu, 8(1).

Asan, A. (2007). Concept Mapping in Science Class: A Case Study of Fifth Grade Students. Educational Technology and Society, 10(1), 186–195.

Ausubel, D. P. (1978). In Defense of Advance Organizers: A Reply to the Critics. Review of Educational Research, 48(2), 251–257. https://doi.org/10.2307/1170083 DOI: https://doi.org/10.3102/00346543048002251

Chang, K. E., Sung, Y. T., and Chen, I. D. (2002). The Effect of Concept Mapping to Enhance Text Comprehension and Summarization. The Journal of Experimental Education, 71(1), 5–23. https://doi.org/10.1080/00220970209602054 DOI: https://doi.org/10.1080/00220970209602054

Cheema, A. B., and Mirza, M. S. (2013). Effect of Concept Mapping on Students’ Academic Achievement. Journal of Research and Reflections in Education, 7(2), 125–132.

Chen, B. (2007). Effects of Advance Organizers on Learning and Retention from a Fully Web-Based Class (Doctoral Dissertation, University of Central Florida).