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ERIC Number: ED237966
Record Type: RIE
Publication Date: 1983-Nov
Pages: 27
Abstractor: N/A
Reference Count: 0
Direct Instruction in Metacognitive Strategies: Cumulative Instruction in Summarization and Graphic Organizer Construction vs. Graphic Organizer Alone vs. an Outlining Strategy in 10th Grade World History. Technical Report No. 6.
Bean, Thomas W.; And Others
To compare both the effect of and the student attitude toward instruction in outlining and graphic organization, 72 grade 10 world history students were divided into three treatment groups. Two groups, one of which had previously received 14 weeks of summarization training, were instructed in a three-step procedure for creating a graphic organizer of history lesson concepts, while the third group generated traditional outlines on lesson information. Student scores on six multiple choice quizzes, the final one of which was administered after the 14-week strategy instruction period, were compared using one way analysis of variance. No significant differences emerged for the three groups on the first five quizzes, but on quiz six students in the graphic organizer group with summarization training achieved significantly higher scores than either of the other groups. This group also received significantly higher scores in a summarization exercise with text materials of college-level difficulty. A six-item Likert scale, administered to 68 students in the three groups, revealed that the two graphic organizer groups displayed significantly more positive attitudes toward the strategy they were taught than the outlining group. (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Learning from Text Project, Riverside, CA.
Identifiers: Outlining; Summarization
Note: Paper presented at the Annual Meeting of the California Reading Association (17th, Sacramento, CA, November 3-5, 1983).