Details
| Original language | English |
|---|---|
| Pages (from-to) | 293-302 |
| Number of pages | 9 |
| Journal | Science Education International |
| Volume | 34 |
| Issue number | 4 |
| Publication status | Published - 15 Dec 2023 |
Abstract
This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.
Keywords
- Astronomy, graphic organizers, online class
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Science Education International, Vol. 34, No. 4, 15.12.2023, p. 293-302.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - How a Digital Educational Game can Promote Learning about Sustainability
AU - Muenz, Thomas S.
AU - Schaal, Steffen
AU - Groß, Jorge
AU - Paul, Jürgen
N1 - This research was funded by “German Federal Environmental Foundation (Deutsche Bundesstiftung Umwelt, DBU)”, grant number 34851/01.
PY - 2023/12/15
Y1 - 2023/12/15
N2 - This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.
AB - This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.
KW - Astronomy
KW - graphic organizers
KW - online class
UR - http://www.scopus.com/inward/record.url?scp=85182355209&partnerID=8YFLogxK
U2 - 10.33828/sei.v34.i4.5
DO - 10.33828/sei.v34.i4.5
M3 - Article
VL - 34
SP - 293
EP - 302
JO - Science Education International
JF - Science Education International
SN - 2077-2327
IS - 4
ER -