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

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Group differences on the VKS self-report levels were significant for Stage 2, Stage 3 and Stage 4, with effect sizes d = .34, .38, .41, and .58, but not significant for Stage 1 (do not know the word). → 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 · i1 · causal · r1

Univariate analyses of each VKS self-report level in the quasi-experiment (N=48); the article reports effect sizes "d= .34, .38, .41, and .58" for Stages 1-4 respectively and concludes the experimental group performed better overall despite the null Stage 1 contrast.

"the two different types of vocabulary instruction programs did not have a significant difference on Stage 1 (Do not know the word) between the treatment sections (F = 1.43, p > .05), whereas it was found to have a significant effect in Stage 2 (Have seen it, but don't know what it means) (F= 1.43, p < .01), Stage 3 (F= 1.43, p < .05) and Stage 4 (F= 1.43, p < .01)"

Discussion¶

Related Claims¶

• Graphic-organizer instruction produces higher productive word knowledge (VKS Stage 4) than the C(2)QU contextual process — related
• Graphic-organizer instruction lowers negative achievement emotions (anxiety, boredom, anger) relative to C(2)QU, but differences in shame and hopelessness were not significant — related