THE EFFECT OF GRAPHIC ORGANISERS ON STUDENTS’ READING COMPREHENSION IN ENGLISH: EVIDENCE FROM A JUNIOR HIGH SCHOOL IN GHANA

Aikins Addae

Abstract


This study examined the effect of graphic organisers on students’ reading comprehension in English using a quasi-experimental design. The study was guided by Dual Coding Theory (Paivio, 1986), which explains that learning improves when verbal and visual information are processed together. The study involved an experimental group and a control group of Basic Seven students. Both groups were pre-tested and post-tested after the intervention. The experimental group was taught using graphic organisers, while the control group was taught using conventional teaching methods. Data were analysed using descriptive statistics, independent samples t-test, and Cohen’s d effect size. Findings showed no significant difference at pre-test, confirming baseline equivalence. However, post-test results revealed that the experimental group performed significantly better (M = 71.5, SD = 6.9) than the control group (M = 49.6, SD = 7.8), t (28) = 8.12, p < .001. A very large effect size (d = 2.97) was recorded. The study concludes that graphic organisers significantly improve reading comprehension by enhancing cognitive organisation and meaning construction.

Keywords


graphic organisers, reading comprehension, English language, quasi-experimental design, effect size, Basic Seven students

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i3.6803

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