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The effectiveness of graphic organizers and Baxendell's guiding principles for instructional practices with special needs students

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par Milien Yvon
The School of Education, The City College, The City University of New York - Master of Science in Education  2004
  

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CHAPTER IV

FINDINGS

The findings are presented in two main sections. The first is a brief descriptive report of the demographic characteristics and the background factors: age of participant, sex, and reading level, and the themes, categories, and patterns. The second section focuses on the data concerning the research questions posed at the end of chapter two.

However, before proceeding with the material outlined above, evidence of participants having difficulties learning new concept or solving a given problem and retaining new information when information is not structured, or arranged in a labeled graphic pattern to help them see the organization within a text or concept merit mention. Learners' performance when graphic organizers are not used is illustrated in Table 1 and 2.

Table 1

Performance without the use of graphic organizers - Mathematics

 

Case 1

Case 2

Case 3

Case 4

Case 5

Case 6

Case 7

Case 8

Case 9

Case 10

Case 11

Case 12

 

%

Rat*

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

%

Rat

Level of Accuracy in relevant Information

60

3

55

2

60

3

55

2

45

2

35

2

60

3

20

1

20

1

15

1

20

1

15

1

Level of Accuracy in building Connections

35

2

25

1

55

2

30

2

25

1

25

1

40

2

10

1

10

1

5

1

15

1

15

1

Level of Accuracy in integrating new Information

35

2

30

1

45

2

25

1

10

1

35

1

35

2

5

1

5

1

5

1

5

1

10

1

Level of Independence

15

1

10

1

60

3

15

1

5

1

20

1

20

1

5

1

5

1

5

1

5

1

5

1

*Rat = Rating

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