Blog Junkie

Were the research questions answered?  What was the result?

I looked at three research questions:

1. What impact does the use of a computer-based graphic organzier for note-taking have on increasing student retention of factual information?
2. What does the use of a computer-based graphic organizer do to enhance skills such as developing and organizing ideas; seeing relationships and categorizing concepts?
3. How does the use of graphic organizers support cognitive learning theories such as dual-coding theory?

I created a research project on Nepal with the students for two reasons: one students enjoy learning about other countries and I felt it was a country they knew very little about. I conducted the Nepal research on two classes of gr 6/7’s – 58 students total.  To create a baseline to record prior knowledge I gave them a ten question pre-test about Nepal.  Both class averages were 1/10 demonstrating they knew little about Nepal.

Britannica On-line encyclopedia was used as our information source.  Students took notes on paper using a key-word note-taking system. They created an Inspiration web using version 7.5.  The nodes were coloured coded and linked together with some students decided to use shapes as well as colour.

Some used coloured backgrounds and linear webs.

Some students used a more clustered web, no coloured backgrounds.  Each student seemed to have his/her own preference.

I gave the students a post-test of 14 questions on Nepal based on the research subtopics.  First class average was 9/14 and the second class average was 12/14.  This supported the factual recall claim by Inspiration Software.

I repeated the process with new subtopics and made instructional changes.  I changed from on-line reading to reading on paper, added words to the links, demonstrated this on a paper web, changed note-taking to a phrase system instead of the key-word system. First class received the instructional change, second class missed a class and did not receive the instructional change. Second post-test administered.  Results: first class average dropped to 8/14 and second class average dropped to 10/14.  Most information recalled  was from information from first set of subtopics researched.  Most new information was not recalled.

After pondering on this in the usual glacier manner as well as surviving considerable stress over the entire matter and then reading more research articles I concluded that the drop in recall was due to several variables.  One: moved too quickly and hurried the students, Two: no time given for editing  the web, Three: words needed to be added to the links, Four: good instruction was lost in time crunch.

I firmly believe that had I not run out of time, kept to my modified instructional plan, recall would have increased or remained a the previous level.  I think that changing the note-taking system was a mistake. It appeared that students understood what the key words were, but did not comprehend what they read.  Now I’m not sure that is true.

The students’ abilities to use the software to organize and categorize information is apparent in the webs. The final project given to the each class involves synthesizing the information into either a formal essay or a visual poster about Nepal.  The students writing the formal report were easily able to write their paragraphs using the web clusters (rather the the outline feature).  Most interesting was working with the a student from one of the classes who is on an adapted program.  The student was able to use the web to write a topic sentence, create supporting details using the web nodes and write a “clincher” at the end without either my assistance or that of the teacher-aide who works with the class.  Impressive.  Supports the claims and research I read about Inspiration concept webs being valuable and successful with students who have learning disabilities.

Did Inspiration Software support the dual-coding theory? I believe it did, but it is too long to post.

I believe Inspiration Software holds up to its claims for recall and I think it is a valuable tool for students with learning disabilities.  If I was a classroom teacher I would most definitely be using this program consistently for Social Studies, Science and Lang. Arts.   I would absolutely be using it with all LD students/struggling students.  Its easy editing features are great.