The effects of multiple graphic organizers on students\u27 comprehension of a chapter-length text

This experiment investigated whether a set of graphic organizers presented as adjuncts to text would be more effective than an equivalent set of outlines or no adjunct displays in helping students learn various types of information. College students read a 6500 word text on abnormal behavior either with or without a set of adjunct displays, and then were tested either immediately or two days later. Tests included both objective and essay items. Objective items measured knowledge of concept facts that either appeared (represented) or did not appear (nonrepresented) in the adjunct displays, knowledge of the hierarchical structure of concepts, and the ability to transfer knowledge of concepts by identifying novel examples. Essay items measured knowledge of between-concept comparisons and whether written expression of those comparisons involved the use of contrasting premises (comparing concepts along characteristics). Results revealed the following significant findings: (1) the graphic organizer group outperformed the text-only group on the comparisons measure, and (2) the graphic organizer group outperformed the outline group on the contrasting premises measure. Responses to a questionnaire also indicated that students rated graphic organizers as easier to understand than outlines. These findings suggest that graphic organizers, and not outlines, should be used when learning comparisons among concepts and organized writing is desired. Graphic organizers appear to have an advantage over linear displays, such as outlines and text, in making relationships among concepts more explicit, through visual argument (Waller, 1981). However, when text is long and multiple adjunct displays are used, graphic organizers do not appear to be useful for learning information that depends upon knowledge of facts contained in the displays due to a divided attention effect