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The Influence of Dominant Languages on the Effectiveness of Graphic Organizers in Computer-Based Instruction
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National Convention of the Association for Educational Communications and Technology,

Abstract

Students' academic achievement scores have been found to improve with the use of graphic organizers. Unfortunately, most previous research on graphic organizers has been constrained to English speakers in secondary and higher education. This study examines the effectiveness of graphic organizers when used by fourth grade students engaged in computer based instruction. Additionally, whether the learners's dominant language (Spanish or English) influenced the effectiveness of graphic organizers. Immediate and delayed gain in academic achievement scores of all students was analyzed. Statistically and educationally significant differences were found in scores favoring students who used graphic organizers. Results also indicated that when using computer-based instructional programs with embedded graphic organizers, Spanish and English speaking students, as groups, did not vary on learning style to the point of significantly impacting academic achievement scores according to tests measuring short-term and long-term recall. Limitations of the study and suggestions for future research are examined. Concepts are illustrated in two figures, and data is summarized in three tables. (Contains 23 references.) (Author/MAS)

Citation

Ritchie, D. & Gimenez, F. (1995). The Influence of Dominant Languages on the Effectiveness of Graphic Organizers in Computer-Based Instruction. Presented at National Convention of the Association for Educational Communications and Technology 1995. Retrieved December 10, 2019 from .

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