Graphic Organizers and Reading Comprehension of Narrative Texts among Grade 1 Pupils

Abstract

Introduction

Utilizing graphic organizers can be incredibly useful for learners and educators. It rearranges the instructing and the learning procedure while making it increasingly pleasant and intuitive for everybody. The utilization of graphic organizers considers a more profound comprehension of the substance. The pictorial portrayals empower learners to separate greater thoughts or ideas into less difficult representations that are effectively grasped.

Methods

This quasi-experimental study attempted to determine whether or not the use of graphic organizers is an effective tool in developing reading comprehension of Grade I pupils using narrative texts. The study also examined the attitudes of Grade I pupils towards graphic organizers. Twenty-six pupils in both groups were taught using the same lesson plans, same teaching procedure, the same set of activities, same stories, and the same evaluation activities. The experimental group was taught with the use of graphic organizers. Both groups were taught from November 2010 to January 2011. Fifteen lessons covered the third grading period.

Results

Matching only pretest-posttest control group design was used to answer these research questions. Two intact heterogeneous Grade I pupils in one of the public schools in Urdaneta City were randomly assigned as experimental and control groups. Both groups were taught by the researcher. The experimental group was taught with the use of graphic organizers while the control group was taught with the same lessons but without the use of graphic organizers. Based on the Phil-IRI Oral Test (Filipino) pretest percentage scores, the subjects were matched to establish equivalence between the two groups. Pupils' performance was assessed using the Phil-IRI Oral Test (Filipino) pretest/posttest and the results of the fifteen (15) formative tests/assessments in the fifteen(15) lessons. Results of the test showed that although there was a difference in reading comprehension when graphic organizers were used, the difference was not significant. Also, both groups showed an increase and considerable difference in the result of the Phil-IRI pre-test and post-test.

Discussions

Based on the observations made by the teachers and the school head, the Grade I pupils had positive attitudes toward graphic organizers. This finding suggests that the reading comprehension of Grade I pupils on narrative texts using graphic organizers is not only the primary factor to consider in developing and improving their reading comprehension.