Identifier

etd-06282013-234535

Degree

Master of Natural Sciences (MNS)

Department

Biological Sciences

Document Type

Thesis

Abstract

The purpose of this research is to determine whether graphic organizers foster better student achievement in science classrooms than guided note taking with PowerPoint presentations. The study was quantitative. Using approximately 69 high school Biology I students, two body systems were taught using graphic organizers as the main lesson plan tool and two body systems were taught only using a guided notes lecture with PowerPoint. A pre-test and a post-test were administered for each body system studied. Student test scores were evaluated to determine whether knowledge gains differed between the two types of lessons. It was found that the use of graphic organizer instruction was significantly better for student achievement when compared to the use of PowerPoint instruction and that there was much more interaction between student and teacher during the graphic organizer lessons. The delivery of the lesson by the use of graphic organizers seemed to promote more student success than the use of the PowerPoint lesson.

Date

2013

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Gleason, Evanna

DOI

10.31390/gradschool_theses.2725

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