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A Correlational Study of Graphic Org...

Clarke, William Gordon.

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A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners./
作者:	Clarke, William Gordon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	138 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3671854
ISBN:	9781321490237

A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners.
Clarke, William Gordon.

A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 138 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2015.

English language learners (ELLs) demonstrate lower academic performance and have lower graduation and higher dropout rates than their non-ELL peers. The primary purpose of this correlational quantitative study was to investigate the relationship between the use of graphic organizer-infused science instruction and science learning of high school ELLs. Another objective was to determine if the method of instruction, socioeconomic status (SES), gender, and English language proficiency (ELP) were predictors of academic achievement of high school ELLs. Data were gathered from a New York City (NYC) high school fall 2012-2013 archival records of 145 ninth-grade ELLs who had received biology instruction in freestanding English as a second language (ESL) classes, followed by a test of their learning of the material. Fifty-four (37.2%) of these records were of students who had learned science by the conventional textbook method, and 91 (62.8%) by using graphic organizers. Data analysis employed the Statistical Package for the Social Sciences (SPSS) software for multiple regression analysis, which found graphic organizer use to be a significant predictor of New York State Regents Living Environment (NYSRLE) test scores (p < .01). One significant regression model was returned whereby, when combined, the four predictor variables (method of instruction, SES, gender, and ELP) explained 36% of the variance of the NYSRLE score. Implications of the study findings noted graphic organizer use as advantageous for ELL science achievement. Recommendations made for practice were for (a) the adoption of graphic organizer infused-instruction, (b) establishment of a protocol for the implementation of graphic organizer-infused instruction, and (c) increased length of graphic organizer instructional time. Recommendations made for future research were (a) a replication quantitative correlational study in two or more high schools, (b) a quantitative quasi-experimental quantitative study to determine the influence of graphic organizer instructional intervention and ELL science achievement, (c) a quantitative quasi-experimental study to determine the effect of teacher-based factors on graphic organizer-infused instruction, and (c) a causal comparative study to determine the efficacy of graphic organizer use in testing modifications for high school ELL science.

ISBN: 9781321490237Subjects--Topical Terms:

2122779
Secondary education.

A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners.
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