Vol. 18 (2024): CNU-JHE
Articles

Graphic Organizers Pedagogy and Retention Skills of Students with Intellectual Disability: A Sequential Explanatory Mixed Methods Inquiry

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  • Jerrianne Mae Bacarro,
  • Andrea Ellaine Galorport,
  • Rabi Faith Hope Quimco,
  • Melrose Rollon,
  • Althea Joy Sua,
  • Angelito Cabanilla ,
  • Venus Cortes
Jerrianne Mae Bacarro
Cebu Normal University
Andrea Ellaine Galorport
Cebu Normal University
Melrose Rollon
Cebu Normal University

Published 03-06-2024

Keywords

  • Graphic Organizers,
  • Intellectual Disability,
  • retention,
  • English Lesson,
  • quasi-experimental

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.

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