Home⇛DAVAO RESEARCH JOURNAL⇛vol. 15 no. 4 (2024)

Enhancing News Writing Skills Of Grade 4 Students Through Graphic Organizer Strategy

Janna Marie C Ligasan | Joey Carlo L Doysabas

Discipline: Education

 

Abstract:

This study aims to enhance the news writing skills of Grade 4 pupils at Cateel Central Elementary School using a graphic organizer strategy. The respondents are selected through a complete enumeration sampling technique, with two sections serving as respondents. The Aiken’s V coefficient method and Cronbach’s alpha were employed to ensure the validity and reliability of the research instrument. The validation process yielded an impressive Aiken V coefficient of 0.75, indicating robust validity. Additionally, reliability testing resulted in Cronbach’s alpha values of 0.78 and 0.86, signifying satisfactory reliability levels. The pre-test results indicated that the students did not meet the expectations set by the K to 12 grading system, with a grade percentage of 66.60. Post-test results, however, revealed a significant improvement in the student’s performance, with a grade percentage of 88.33, indicating a very satisfactory level. The statistical analysis confirmed this difference as significant, demonstrating the effectiveness of the graphic organizer strategy in enhancing news writing skills among Grade 4 students. The significant improvement in students’ news writing skills after the implementation of graphic organizers highlights the effectiveness of this pedagogical tool, suggesting its wider adoption in curricula and the need for further teacher training to maximize i t s benefits for enhancing academic performance.



References:

  1. Abeysekera, I., Sunga, E., Gonzales, A., & David, R. (2024). The effect of cognitive load on learning memory of online learning accounting students in the Philippines. Sustainability, 16(4), 1686.  https://doi.org/10.3390/su16041686
  2. Abuhassna, H., & Alnawajha, S. (2023). Instructional design made easy! Instructional design models, categories, frameworks, educational context, and recommendations for future work. European Journal of Investigation in Health, Psychology and Education, 13(4), 715–735. https://doi.org/10.3390/ejihpe13040054
  3. Ahdika, A. (2017). Improvement of quality, interest, critical, and analytical thinking ability of students through the application of research-based learning (RBL) in introduction to stochastic processes subject. International Electronic Journal of Mathematics Education, 12(2), 167–191. https://doi.org/10.29333/iejme/608
  4. Agarwal, B., Agarwal, A., Harjule, P., & Rahman, A. (2023). Understanding the intent behind sharing misinformation on social media. Journal of Experimental & Theoretical Artificial Intelligence (JETAI), 35(4), 573–587. https://doi.org/10.1080/0952813x.2021.1960637
  5. Atoy, M. B., Jr, Garcia, F. R. O., Cadungog, R. R., Cua, J. D. O., Mangunay, S. C., & de Guzman, A. B. (2020). Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness. Journal of Librarianship and Information Science, 52(4), 1015–1027. https://doi.org/10.1177/0961000619898213
  6. Bahari, A., Wu, S., & Ayres, P. (2023). Improving computer-assisted language learning through the lens of cognitive load. Educational Psychology Review, 35(2). https://doi.org/10.1007/s10648-023-09764-y
  7. Campbell-Phillips, S. (2020). Education and curriculum reform: The impact they have on learning. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 1074–1082. https://doi.org/10.33258/birlev3i2.1036
  8. Carter, N. (2022). Sketchnoting in the classroom: A practical guide to deepen student learning. International Society for Technology in Education.
  9. Counsell, S. L., & Hyerle, D. (2023). Drawing out learning with thinking maps̈: A guide for teaching and assessment in Pre-K–2. Teachers College Press.
  10. Dalagan Jr., S. E., & Dagansan, E. J. V. (2023). Exploring teachers’ experiences with capability level in performing each objective of content knowledge and pedagogy domain. Davao Research Journal, 14(2), 93–102. https://doi.org/10.59120/drj.v14i2.115
  11. Del Mundo, D. C., & Caballes, D. G. (2022). Measuring cognitive load level in a multimedia learning environment towards the development of I-SIM. Sapienza: International Journal of Interdisciplinary Studies, 3(1), 268–283. https://doi.org/10.51798/sijis.v3i1.232
  12. Dereje, G. (2019). The effect of using graphic organizers on improving students’ writing performance: Injibara Secondary and Preparatory School in focus. https://doi.org/10.1007/s10648-024-09848-3
  13. Enario, J. R., Glinogo, J. F., Salmeron, G., Salmeron, G. M., Ocaña, M., Ocaña, J., & Minyamin, A. (2022). Enriching the teaching of the appropriate use of graphic organizer through guided visual-imagery. Psychology and Education: A Multidisciplinary Journal, 4(2), 195–202.
  14. Estacio, R. D., Quicho, R. F., Ibarra, F. P., Bustos, I. G., Collantes, L. M., & Ibañez, E. D. (2022). Graphic organizers in an online learning environment: Its influence on students’ cognitive load and knowledge gain. Pedagogika, 148(4), 207–228. https://doi.org/10.15823/p.2022.148.11
  15. Evardo Jr., O. J. (2024). Breaking down the enigma of out-of-field research teaching among private senior high schools in Davao City, Philippines: A transcendental phenomenological inquiry. Davao Research Journal, 15(1), 16–33. https://doi.org/10.59120/drj.v15i1.156
  16. Ganeh Badrabad, L., & Ghanizadeh, A. (2019). The impact of visualization and graphic organizers on EFL learners’ cognitive, emotional, and behavioral engagement and listening. Journal of Language and Translation, 9(3), 1–15. https://ttlt.stb.iau.ir/article_668975.html
  17. Garg, G. (2023). The art of connecting: Mastering communication skills for work and life. Gaurav Garg.
  18. Garnett, S. (2020). Cognitive load theory: A handbook for teachers. Crown House Publishing.
  19. Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732x18821125
  20. Gretter, S., & Yadav, A. (2016). Computational thinking and media & information literacy: An integrated approach to teaching twenty-first century skills. TechTrends: For Leaders in Education & Training, 60(5), 510–516. https://doi.org/10.1007/s11528-016-0098-4
  21. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542
  22. Harney, O. M., Hogan, M. J., & Quinn, S. (2017). Investigating the effects of peer-to-peer prompts on collaborative argumentation, consensus and perceived efficacy in collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12(3), 307–336. https://doi.org/10.1007/s11412-017-9263-9
  23. Hobbs, R. (2018). Expanding the concept of literacy. In Media literacy in the information age (pp. 163–183). Routledge. https://doi.org/10.4324/9781351292924-7
  24. Horkoff, T., & Horkoff, T. (2015). Chapter 1. Introduction to academic writing. In Writing for Success - 1st Canadian Edition. https://opentextbc.ca/writingforsuccess/chapter/introduc-tion-to-academic-writing/
  25. Horn, S., & Veermans, K. (2019). Critical thinking efficacy and transfer skills defend against ‘fake news’ at an international school in Finland. Journal of Research in International Education, 18(1), 23–41. https://doi.org/10.1177/1475240919830003
  26. Houston, B. (2023). Changing models for journalism: Reinventing the newsroom. Taylor & Francis. https://doi.org/10.4324/9781315719573
  27. Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education (Vol. 2). Brill. https://books.google.at/books?id=hTGbDwAAQBAJ
  28. Klepsch, M., & Seufert, T. (2020). Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load. Instructional Science, 48(1), 45–77. https://doi.org/10.1007/s11251-020-09502-9
  29. Kumashiro, K. K. (2015). Bad teacher! How blaming teachers distorts the bigger picture. Teachers College Press.
  30. Labangon, D. L., & Zabala, J. L. (2018). Towards a literate studentry: Media and information literacy implementation in the Philippines. In 17th Congress of Southeast Asian Librarians. https://www.researchgate.net/publication/326697376_Towards_a_literate_studentry_media_and_information_literacy_implementation_in_the_Philippines
  31. Lynch, D. (2015). Looking at the future of journalism education. Knight Foundation.
  32. Maranan, V. M. (2017). Basic process skills and attitude toward science: Inputs to an enhanced students’ cognitive performance. Online Submission. http://files.eric.ed.gov/fulltext/ED579181.pdf
  33. McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The challenge that’s bigger than fake news: Civic reasoning in a social media environment. American Educator, 41(3), 4. http://files.eric.ed.gov/fulltext/EJ1156387.pdf
  34. Mehta, S. R., & Al-Mahrooqi, R. (2015). Can thinking be taught? Linking critical thinking and writing in an EFL context. RELC Journal, 46(1), 23–36. https://doi.org/10.1177/0033688214555356
  35. Morales, P. (2023). Improving Grade 7 students’ news writing skills using worksheets assessed through online interviews. Davao Research Journal (DRJ), 14(1), 6–16. https://doi.org/10.59120/drj.v14i1.9
  36. Novelti, N., Epidarwati, E., & Putri, R. (2022). The effectiveness of CTL on the students’ news writing skill. AMCA Journal of Education and Behavioral Change, 2(2), 79–83. https://doi.org/10.51773/ajeb.v2i2.121
  37. Nurmaini, A. F., & Sukenti, D. (2024). Indonesia: The application of problem-based learning to the writing ability of news texts of Grade XI students. RETORIKA Jurnal Ilmu Bahasa, 10(1), 306–315. https://doi.org/10.55637/jr.10.1.9421.306-315
  38. Paron, K., & Güelfi, J. (2024). A news hound’s guide to student journalism (edition 1.1). McFarland. https://books.google.at/books?id=ZL34EAAAQBAJ
  39. Paul, R., Niewoehner, R., & Elder, L. (2019). The thinker’s guide to engineering reasoning: Based on critical thinking concepts and tools. Rowman & Littlefield.
  40. Rahmat, N. H. (2020). Information processing as learning strategy: The case of graphic organisers. European Journal of Education Studies, 0(0). https://doi.org/10.46827/ejes.v0i0.3023
  41. Sablan, J. R. B., & Roleda, L. S. (2024). Design, development, and implementation of the VLAFC model: Improving students’ cognition, engagement, and self-regulation. In Proceedings of the 2024 15th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4E ‘24) (pp. 49–54). Association for Computing Machinery. https://doi.org/10.1145/3670013.3670047
  42. Salma, M., Ahmed, U., & Warraich, S. K. (2023). Navigating the digital battlefield: Exploring the intersection of digital media and fifth-generation warfare in Pakistan. Annals of Human and Social Sciences, 4(2), 774–784. https://doi.org/10.35484/ahss.2023(4-II)71
  43. Sarmento, C. (2023). Framing the news from peripheral angles: An expansion of news agenda. In Palgrave Studies in Journalism and the Global South (pp. 113–146). Springer International Publishing. https://doi.org/10.1007/978-3-031-26999-8_5
  44. Sireci, S., & Faulkner-Bond, M. (n.d.). Validity evidence based on test content. Psicothema. https://doi.org/10.7334/psicothema2013.256
  45. Share, J., Mamikonyan, T., & Lopez, E. (2019). Critical media literacy in teacher education, theory, and practice. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1404
  46. Shin, J. K. (2022). Developing primary English learners’ visual literacy for a multimodal world. In Innovative Practices in Early English Language Education (pp. 101–127). Springer International Publishing. https://doi.org/10.1007/978-3-031-12922-3_6
  47. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7
  48. Sweller, J., & Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology: An International Journal of Evolutionary Approaches to Psychology and Behavior, 4(1). https://doi.org/10.1177/147470490600400135
  49. Van Nooijen, C. C. A., de Koning, B. B., Bramer, W. M., Isahakyan, A., Asoodar, M., Kok, E., van Merrienboer, J. J. G., & Paas, F. (2024). A cognitive load theory approach to understanding expert scaffolding of visual problem-solving tasks: A scoping review. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-024-09848-3
  50. Velarde, O. (2019). 15 different types of graphic organizers for education [2021]. Visme Blog. https://visme.co/blog/graphic-organizer/
  51. Wandera, S. N. (2019). Influence of teacher-preparedness on pupils’ performance at Kenya Certificate of Primary Examination English subject in public primary schools, Kenya. University of Nairobi. http://erepository.uonbi.ac.ke/handle/11295/109258
  52. Wallace-Segall, R. I. (2023). Fostering expertise, confidence, and passion in writing education: How a common sense, nonbinary education policy may serve to enrich teachers’ writing lives, shrink the divide between literacy educators, and finally improve literacy among New York City students. City University of New York (CUNY). https://academicworks.cuny.edu/gc_etds/5246/
  53. Yavich, R., & Starichenko, B. (2017). Design of education methods in a virtual environment. Journal of Education and Training Studies, 5(9), 176–186. http://files.eric.ed.gov/fulltext/EJ1151949.pdf
  54. Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET) writing. Creative Education, 7(4), 619–626. https://doi.org/10.4236/ce.2016.74064

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic