referenceArchiveUUID: "9886f356-ea33-4173-aeda-7ee492fac4e3"
fullTitle: "Learner-Generated and Instructor-Provided Graphic Organizers as Aids to Learning from Text: A Meta-Analysis"
authors: ["Héctor R. Ponce","Richard E. Mayer","Ester E. Méndez"]
Graphic organizers improved performance on memory and comprehension of texts by roughly {g=0.6}. ☉
Q. Impact of having instructors provide the graphic organizer, vs. having learners write them?
A. Roughly the same effect (unlike outlining: Ponce et al. - 2023 - Effects of learner-generated outlining and instructor-provided outlining on learning from text) ☉
For learner-generated graphic organizers, the analysis yielded average effect sizes of g + = 0.59 for memory outcomes (p < .001, k = 44) and g + = 0.63 for comprehension outcomes (p < .001, k = 68), favoring the generative use of organizers. For instructor-provided graphic organizers, effect sizes were g + = 0.70 for memory (p < .001, k = 37) and g + = 0.53 for comprehension (p < .001, k = 49), indicating benefits as an instructional aid.