Graphic-organizer instruction produces higher productive word knowledge (VKS Stage 4) than the C(2)QU contextual process¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i2 On VKS Stage 4 (know it well, can explain and use it), the experimental group posttest mean was significantly higher than the control group's (M=11.89 versus M=8.67), d = .58. → İlter 2016

Evidence¶

İlter 2016¶

İlter, İ. (2016). The Power of Graphic Organizers: Effects on Students' Word-Learning and Achievement Emotions in Social Studies. Australian Journal of Teacher Education, 41(1). http://ro.ecu.edu.au/ajte/vol41/iss1/3

q2 · i2 · causal · r2

VKS format test pretest-posttest analysis in the quasi-experiment (N=48); Table 4 reports Stage 4 posttest F with d = .58, indicating the GOs group demonstrated more ability to use target words in grammatically and semantically appropriate sentences.

"another important finding in this study was that the mean scores in Stage 4 were significantly higher in the experimental group than in the comparison group (M=11.89 versus M=8.76; see Table 4)"

Discussion¶

Learner Variables¶

Vocabulary — outcome: instruction changes it

The GOs advantage on the VKS is mixed across self-report levels: significant on Stages 2, 3 and 4 but not on Stage 1 — related

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