Abstract
Retention is the capacity to hold information in the mind. It is crucial for learning, especially in transferring knowledge to long-term memory. This study examines the impact of Graphic Organizers (G.Os) on information retention among students with intellectual disabilities (I.D.) at Guadalupe SPED Center in Cebu City, Philippines. Using purposive sampling, ten (10) students with I.D. enrolled in the upper-level SPED center were selected and divided equally into control and experimental groups. A pretest-posttest design, validated lesson plan with G.Os, assessment questionnaires, and semi-structured interviews were employed. Results show significant benefits of graphic organizers, including improved comprehension, enhanced memory retention, increased appreciation for visual learning, and a preference for these methods over conventional pedagogy as themes emerged. Several recommendations are derived to optimize the use of G.Os for students with I.D. Teachers should increase the number of item questions to assess G.O. effectiveness better and seek regular feedback from students to refine their use. Given the positive effects on retention, teachers are encouraged to incorporate lesson exemplars with G.Os into English instruction.
Recommended Citation
Bacarro, Jerrianne Mae; Galorport, Andrea Ellaine; Quimco, Rabi Faith Hope; Rollon, Melrose; Sua, Althea Joy; Cabanilla, Angelito; and Cortes, Venus
(2024)
"Graphic Organizers Pedagogy and Retention Skills of Students with Intellectual Disability: A Sequential Explanatory Mixed Methods Inquiry,"
CNU Journal of Higher Education: Vol. 18:
Iss.
1, Article 5.
DOI: https://doi.org/10.70997/2546-1796.1157
Available at:
https://jhe.researchcommons.org/journal/vol18/iss1/5