Perceptions of Diverse Students on Integrating Graphic Organizer into Weekly Guided Questions: Enhancing Learner Retention
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Abstract
Background and Aim: When the conceptual material is complicated, it is usually difficult to digest, and pedagogical tools are required to scaffold the understanding, memorization, and engagement of the student. Graphic organizers (GOs) are visual aids that make learners arrange information, demonstrate relations between ideas, and encourage metacognition. This is a systematic review of recent empirical research (2023-2025) on the effectiveness of GOs in various groups of learners and in various teaching situations, and assessed the effects on literacy, memory, motivation, and student-focused results.
Materials and Methods: A systematic review of peer-reviewed, quasi-experimental, and case-based studies was conducted within K-12, special education, and higher education settings. The important studies are those by Bacarro et al. (2024), which focus on students with intellectual disabilities, Endiape et al (2023), who address online astronomy learners, Petallar and Mosa (2025), who highlight the students of Grade 8 with EAPP, Gladys et al. (2025), who discuss trainees with diverse needs, and Mannag and Dagdag (2024), who describe Grade 8, English learners.
Results: The results have always shown that GOs promote conceptual learning, vocabulary learning, reading performance, and long-term memory. More significantly, better interaction, satisfaction, and self-efficacy were also found in EDD students (Bacarro et al., 2024), online astronomy students (Endiape et al, 2023), EAPS learners in senior high (Petallar and Mosa, 2025), and Grade 8 English students (Mannag and Dagdag, 2024). Such advantages are consistent with Dual Coding Theory (visual-verbal processing) and with Schemas Theory (knowledge structuring).
Conclusion: GOs are evidence-based resources that can be used to facilitate constructivist, student-centered pedagogy through enhancing cognitive organization, motivation, and collaboration. GOs need to be incorporated into curriculum design, especially in the inclusive and online setting, by teachers. The effect of digital go-over retention is suggested to be evaluated through future longitudinal studies.
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References
Bacarro, J. M., Galorport, A. E., Quimco, R. F. H., Rollon, M., Sua, A. J., Cabanilla, A., & Cortes, V. (2024). Graphic organizers, pedagogy, and retention skills of students with intellectual disability: A sequential explanatory mixed methods inquiry. CNU Journal of Higher Education, 18(1), Article 5. https://doi.org/10.70997/2546-1796.1157
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