Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

Abstract

This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.