Enriching the Teaching of the Appropriate Use of Graphic Organizer through Guided Visual-Imagery

Zandro  O. Perez,; Cyril  Cabello,; Jingoy  D. Taneo,; Antonieta  Minyamin,; Leah Lonna  Ambrad,; Glenda  Barazona,; Ana Loren  Dinopol,; John Rey  Enario,; Julie Ann  Esparaguera,; Ma. Theresa  Gedorio,; Jessa Flor  Glinogo,; Henne Lonne  Lobrino,; Danielle  Mendez,; Michelle  Ocaña,; Jessa  Ocaña,; Geraldine  Salmeron,; Gellie Mae  Salmeron,; Rutche  Tabanao,; Chelcea Mae  Torino,; Maria Luz  Villanueva,; Myllen Grace  Villarubia,; Joanne  Yong,

Enriching the Teaching of the Appropriate Use of Graphic Organizer through Guided Visual-Imagery

Discipline: Education

Abstract:

Innovative pedagogical approaches need to be tested as it potentially affects teaching and transforming learners into competent individuals. In the works of literature, little to none focused on enriching classroom discussion pertaining to graphic organizer. This study evaluated the efficacy of guided visual-imagery as an innovative strategy in teaching the appropriate use of graphic organizer in text reading among the grade 6 learners of Alcantara Central Elementary School ? Alcantara, Cebu. There were two groups ? experimental and controlled group ? with 15 respondents each. This study utilized the quasi-experimental research design. The results displayed an equal mean (18) in pre-test for the two groups. The posttest result showed one-point differences between the controlled groups mean (21) and the experimental groups mean (22). The results between the two groups were found to be insignificant with p value of 0.7 in pre-test and a p value of 0.4 in post-test using the 0.05 significance level. This result demonstrated that not all new strategies postulated in a topic would make a significant difference. This study established that when teaching high average students about the appropriate use of graphic organizer in text reading using either a traditional teaching method or a guided visual imagery, the students will retain the same knowledge of the subject. It is recommended that further study can be instituted in order to validate the findings of this study.

References:

Abucejo, C. M., Amodia, J. B., Calorin, R., Deo, N. F., Fuentes, M. J., Lamila, K. N., ... & Minyamin, A. (2022). Going Back to Elementary Years: The Parents Lived Experiences in Modular Distance Learning. Psychology and Education: A Multidisciplinary Journal, 2(6), 477-489. doi: 10.5281/zenodo.6791851
Anderson, R. c., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. David Pearson (Ed.), Handbook of Reading Research (pp. 255-291). New York, NY: Longman Inc. https://doi.org/10.1016/0742-051X(90)90013-U
Ando, K., Basilisco, J., Deniega, A., Gador, K., Geraldo, P. J., Gipulao, W. E. M., ... & Azkalia, R. (2018). Visual Imagery Strategy as Effort to Acquire Comprehension. Jurnal Profesi Keguruan, 4(2), 135-141. DOI. 10.7290/jpk.v4i2.17374
BAHINTING, M. A., Ardiente, M., Endona, J., Herapat, M. A., Lambo, D., Librea, H. J.,... & Minyamin, A. (2022). Stronger than the Internet Connectivity: A Phenomenology. Psychology and Education: A Multidisciplinary Journal, 2(6), 465-476. doi: 10.5281/zenodo.6791820
Bernhardt, T. M. (2010). Using graphic organizers to enhance reading comprehension (pp. 1-158). University of California, Davis.
Cabello, C. A. (2022). Higher Education Professors in Blended Learning Modality of Teaching: The Silent Tears of Heroes Towards Resiliency. Journal of Positive School Psychology, 6(3), 6171-6183.
Cabello, C. A., & Bonotan, A. M. (2021). Designing and Validating an Instrument to Assess the Wellness of Business Process Outsources’ Customer Service Associates. Asia Pacific Journal of Multidisciplinary Research, 9(1), 1-11.
Gambrell, L. B., & Bales, R. (1986). Mental imagery and the comprehension monitoring performance of fourth and fifth-grade poor readers. Reading Research Quarterly, 11, 454-464. https://doi.org/10.2307/747616
Gambrell, L., & Bales, R. (1987). Visual imagery: A strategy for enhancing listening, reading and writing. Australian Journal of Reading, 10 (3), 147-153. https://search.informit.org/doi/10.3316/aeipt.37636
Gambrell, L., & Jawitz, P. (1993). Mental imagery, text illustrations and children's story comprehension and recall. Reading Research Quarterly, 28, 265-275.
Hart, J. (2008). Guided imagery. Alternative and complementary therapies, 14(6), 295-299. https://doi.org/10.1089/act.2008.14604
Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The reading teacher, 56(8), 758-770.
Karsa, M. N. (2022). The Effectiveness Of Using Visual Imagery Strategy Toward The Student’s Reading Comprehension In Report Text Of The Third Grade Student’s At Smpn 1 Srengat.
Lajeunesse, A., Potvin, M. J., Labelle, V., Chasles, M. J., Kergoat, M. J., Villalpando, J. M., ... & Rouleau, I. (2021). Effectiveness of a Visual Imagery Training Program to Improve Prospective Memory in Older Adults with and without Mild Cognitive Impairment: A Randomized Controlled Study. Neuropsychological Rehabilitation, 1-29. https://doi.org/10.1080/09602011.2021.1919529
Minyamin, A. (2022). Learning without Learning in the New Normal: College Education Students Lived Experiences in Blended Learning Modality. Psychology and Education: A Multidisciplinary Journal, 2(6), 455-464. doi: 10.5281/zenodo.6791799
Olleras, J. L., Dagwayan, M., Dejacto, A. M., Mangay, J. R., Ebarsabal, M., Diaz, D. J.,... & Minyamin, A. (2022). The Life of the Laters: Students Procrastination in Accomplishing Academic Deadlines in Online Learning. Psychology and Education: A Multidisciplinary Journal, 2(5), 444-454. doi: 10.5281/zenodo.6791776
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & education, 55(3), 1321-1335. https://doi.org/10.1016/j.compedu.2010.06.002
Perez, Z. O., Minyamin, A. V., Bagsit, R. D., Gimena, G. B., Dionaldo, W. V., Padillo, E. S., ... & Cabello, C. A. (2022). Research Capability of Faculty Members in Higher Education Institution: Basis for Research Management Plan. Journal of Positive School Psychology, 6(3), 6215-6226.
Praveen, S. D., & Rajan, P. (2013). Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students. English language teaching, 6(2), 155-170. https://doi.org/10.5539/elt.v6n2p155
Riconalla, P. G., Quiñanola, K. K., Devila, J., Zozobrado, J., Estoque, R. M., Capito, N.,... & Minyamin, A. (2022). The Lived Experiences Aged Instructors in Online Classes: Their Struggles and Coping Mechanisms. Psychology and Education: A Multidisciplinary Journal, 3(1), 1-11. doi: 10.5281/zenodo.6810776
Siagian, S. W., & Katemba, C. V. (2016). Comparative Study Between Think Aloud and Visual Imagery in Enhancing Students’ Reading Comprehension. Acuity: Journal of English Language Pedagogy, Literature and Culture, 1(2), 36-51. https://doi.org/10.35974/acuity.v1i2.602
Slavin, R. E. (2011). Educational Psychology: Theory and Practice. NY: Pearson.
Subramani, P. N., & Iyappan, V. (2018). Innovative methods of teaching and learning. Journal of applied and advanced research, 3(1), 20.
Vargas Vásquez, J. M., & Zuñiga Coudin, R. (2018). Graphic organizers as a teaching strategy for improved comprehension of argumentative texts in English. Actualidades Investigativas en Educación, 18(2), 32-54. http://dx.doi.org/10.15517/aie.v18i2.33028
Woolley, G. (2010). Developing reading comprehension: Combining visual and verbal cognitive processes. Australian Journal of Language and Literacy, The, 33(2), 108-125.
Cheung, A. C., & Slavin, R. E. (2011). The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis. Center for Research and reform in Education.