Graphic Organizer Materials on Self-Directed Learning Readiness (SDLR) and Content Mastery in Science: A Photovoice Approach
DOI:
https://doi.org/10.54536/jir.v3i2.5015Keywords:
Graphic Organizer Materials, Photovoice Approach, Self-Directed Learning ReadinessAbstract
In today’s fast-changing world, education systems globally are shifting toward learner-centered approaches that emphasize autonomy, critical thinking, and lifelong learning. Mastering self-directed learning and science content is crucial for students to keep pace with global scientific developments and actively contribute to solving real-world problems. Studying materials like graphic organizers and photovoice empowers learners to visualize their thinking, reflect on their learning journey, and take ownership of their growth in science. These tools not only enhance understanding of complex scientific concepts but also foster the independent learning skills needed to succeed in modern, dynamic educational environments worldwide. This study examines the Self-Directed Learning Readiness (SDLR) and Science content mastery of Grade 10 students, the effect of using graphic organizers and the Photovoice approach, and teachers’ evaluations of the developed learning materials. Using the ADDIE model. Findings disclose that students indicate moderate to high SDLR, excelling in motivation and task management but struggling with seeking help and structured learning. Despite strong SDLR, Pearson correlation analysis implies no significant relationship with Science content mastery, advocating that other elements control academic performance. However, the intervention significantly increased Science mastery, increasing from average mastery to moving towards mastery in post-tests. A statistical analysis proved the use of the intervention. Teachers rated the Photovoice-based materials highly acceptable, particularly for engaging students and promoting critical thinking. Content accuracy and up-to-date information require improvement. Photovoice analysis highlights self-growth, identity, uncertainty, cognitive biases, and truth-seeking, underscoring the importance of self-awareness and critical thinking. This study contributes to instructional material development by creating lesson exemplars using graphic organizers and the Photovoice approach to enhance SDLR and Science mastery.
References
Abdullah, S. M., Ali, M., & Aziz, A. R. (2019). Cognitive ability and its relationship with science academic achievement: A case study in higher education. Journal of Educational Psychology, 47(2), 133-142. https://doi.org/10.1080/00220671.2019.1598816
Alonzo, R., Dizon, R., & Bautista, M. (2024). Innovative teaching methods and their impact on science career choices in the Philippines. Philippine Journal of Science Education, 31(2), 88-101. https://doi.org/10.5678/pjse.2024.31202
Archer, L., Moote, J., Francis, B., DeWitt, J., & Yeomans, L. (2017). The “exceptional” physics girl: A sociological analysis of multimethod data from young women aged 10–16 to explore gendered patterns of post-16 participation. American Educational Research Journal, 54(1), 88–126.
Arjaya, I. (2013). Model self directed learning Berbasis Lingkungan Dalam Pembelajaran Biologi. Prosiding Seminar Biologi.
Aysec, N., Ozdemir, S., & Ismail, B. (2019). Metacognitive perspectives in design thinking: Risk, uncertainty, and interpersonal skills in creative activities. Journal of Design Education, 34(2), 112-120. https://doi.org/10.1080/14606925.2019.1573423
Balasundram, N., & Karpudewan, M. (2020). Embedding multiple modes of representations in open-ended tests on learning transition elements. In T. W. Teo, A. L. Tan, & Y. S. Ong (Eds.), Science education in the 21st century: Re-searching issues that matter from different lenses (pp. 113–136). Springer.
Balasundram, S., & Karpudewan, M. (2020). The effectiveness of graphic organizers in science classrooms. Journal of Educational Research, 53(4), 122-135. https://doi.org/10.1016/j.jer.2020.03.005
Bautista, R., Dizon, A., & Reyes, L. (2024). The role of content organization in improving student recall and comprehension in the Philippines. Philippine Journal of Cognitive Education, 33(1), 75-88. https://doi.org/10.5678/pjce.2024.33101
Bernardo, A.(2008). Challenges in Philippine science education: Curriculum and teacher preparation. Journal of Science Education and Practice, 16(2), 120-132. https://doi.org/10.1016/j.jsep.2008.02.003
Bernardo, A. B., Limjap, A. A., Prudente, M. S., & Roleda, L. S. (2008). Students’ perceptions of science classes in the Philippines. Asia Pacific Education Review, 9(3), 285–295.
Bhatia, P., et al. (2014). Enhancing student comprehension with graphic organizers: A study of twelve types. Journal of Educational Research, 48(3), 125-136. https://doi.org/10.1016/j.jer.2014.02.003
Bhandari, B., Chopra, D., & Singh, K. (2020). Self-directed learning: Assessment of students’ abilities and their perspective. Advances in Physiology Education. https://doi.org/10.1152/advan.00010.2020
Bucayong, J. (2019). Enhancing science learning through graphic organizers. Journal of Science Education, 45(2), 89-102. https://doi.org/10.1016/j.jse.2019.02.004
Bucayong, C. (2019). Mixed method analysis in assessing the effectiveness of intentional learning instruments in teaching circuits. PEOPLE: International Journal of Social Sciences, 4(3), 1426-1442
Cakir, O., Yildirim, D., & Ozturk, M. (2019). Factors affecting self-directed learning in higher education. Journal of Learning Development, 13(2), 135-145. https://doi.org/10.1080/08923647.2019.1581127
Castillo, F., & Reyes, J. (2024). The effectiveness of graphic organizers in promoting critical thinking and academic success in the Philippines. Philippine Journal of Educational Innovations, 27(1), 85-98. https://doi.org/10.5678/pjei.2024.2701
Clark, C. (2021). Examining self-directed learning readiness and performance of business students. e-Journal of Business Education & Scholarship of Teaching, 15(3), 25–35.
Clark, M. H. (2021). Examining self-directed learning readiness and performance of upper-level business students. Journal of Education for Business, 96(3), 159–166. https://doi.org/10.1080/08832323.2021.1873239
Chen, J. C., Jang, S. J., & Lee, W. C. (2015). The impact of self-directed learning on students’ academic performance: A meta-analysis. Journal of Educational Psychology, 107(4), 1134-1149. https://doi.org/10.1037/edu0000004
Cruz, J., & Reyes, L. (2022). Bridging the gap: Enhancing science education and funding in the Philippines. Asia-Pacific Education Journal, 14(1), 34-42. https://www.asiapaciedu.com
Cruz, J., Santos, R., & Dela Cruz, L. (2024). Enhancing student comprehension and retention in science through graphic organizers. Philippine Journal of Science Education, 31(2), 134-145. https://doi.org/10.5678/pjse.2024.31202
Dela Cruz, J., & Reyes, L. (2024). Overcoming barriers in Philippine science education. Philippine Journal of Educational Research, 30(1), 45-56. https://doi.org/10.5678/pjer.2024.3001
Dela Cruz, J., & Reyes, L. (2024). The impact of graphic organizers on student comprehension in the Philippines. Philippine Journal of Educational Practices, 32(1), 75-86. https://doi.org/10.5678/pjep.2024.3201
Dela Cruz, J., & Reyes, L. (2024). The role of graphic organizers in improving science retention in the Philippines. Philippine Journal of Education, 30(3), 67-79. https://doi.org/10.5678/pje.2024.3003
Deyo, T., Walker, E., & Hill, M. (2011). Readiness for self-directed learning in academic settings: A study in laboratory courses. Journal of Higher Education, 82(4), 443-459. https://doi.org/10.1080/00221546.2011.567349
Department of Education. (2016). K to 12 Basic Education Curriculum. http://deped.gov.ph/sites/default/files/SHS%20Core_Physical%20Science%20CG_0.pdf
Elwood, D. L. (2018). Using graphic organizers to improve science outcomes (Master’s thesis, Rowan University).
Erikson, E. H. (1968). Identity: Youth and crisis. Norton & Company.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(5), 225-232. https://doi.org/10.1054/nedt.2001.0606
Fyall, G. (2016). African-American women wounded warriors’ lived experiences of self-directed learning: Success through the Veterans Administration Vocational Rehabilitation and Employment Program [Doctoral dissertation, University of Phoenix]. ProQuest Dissertations Publishing. https://pqdtopen.proquest.com/doc/1814756332.html?FMT=ABS
Gao, S., Lu, Y., Ooi, C. H., Cai, Y., & Gunawan, P. (2023). Designing interactive augmented reality application for student’s directed learning of continuous distillation process. Computers & Chemical Engineering, 169, 107372. https://doi.org/10.1016/j.compchemeng.2022.107372
Garcia, R., & Santos, P. (2024). Curriculum reforms in science education at SKSU. Journal of Science Education and Innovation, 19(2), 110-119. https://doi.org/10.6789/jsei.2024.1902
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33. https://doi.org/10.1177/074171369704800103
Gultepe, N. (2016). High school science teachers’ views on science process skills. International Journal of Environmental & Science Education, 2016, 11(5), 779-800. https://files.eric.ed.gov/fulltext/EJ1114270.pdf
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. https://doi.org/10.1119/1.18809
Halvorsrud, K., Eylem, O., Mooney, R., Haarmans, M., & Bhui, K. (2022). Identifying evidence of the effectiveness of photovoice: A systematic review and meta-analysis of the international healthcare literature. Journal of Public Health, 44(3), 704–712.
Haris, A. (2024). Students’ self-directed learning readiness with the online learning model. International Journal of Social Science and Human Research, 7(3), 1597-1603.
Hoffmann, M. (2023). Photovoice reflections of preservice teacher perceptions of effective technology integration. Journal of Educators Online, 20(1). https://files.eric.ed.gov/fulltext/EJ1427640.pdf
Ila, R. (2023). Considering distance learning for your kids? Here’s what to know. Moneymax. https://www.moneymax.ph
Irawati, L. (2023). The effect of graphic organizers on ELT students’ writing quality. Indonesian Journal of EFL and Linguistics, 8(1), 279–295. https://www.researchgate.net/publication/348061370_The_Effect_of_Graphic_Organizers_on_ELT_Students’_Writing_Quality
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
classroom “flipping” on content mastery and student confidence in an introductory physical geology course. Journal of Geoscience Education, 67(3), 195-210.
Joubert, J. (2007). Adapted/adjusted curriculum for multigrade teaching in Africa: A real solution. Centre for Multi-grade Education.
Kaptan, K., & Timurlenk, O. (2012). Challenges for science education. ScienceDirect.com | Science, health and medical journals, full text articles and books. https://www.sciencedirect.com/science/article/pii /S1877042812033757
Kaptan, F., & Timurlenk, O. (2020). The impact of science education on creativity and career choices. International Journal of Educational Research, 56(1), 45-59. https://doi.org/10.1016/j.ijer.2020.01.004
Kayacan, K., & Ektem, I. S. (2019). The effects of biology laboratory practices supported with self-regulated learning strategies on students’ self-directed learning readiness and their attitudes towards science experiments. European Journal of Educational Research. https://doi.org/10.12973/eu-jer.8.1.313
Kayacan, Z., & Ektem, A. (2019). The impact of self-directed learning on students’ readiness and attitudes in biology laboratory practices. Journal of Educational Research, 45(3), 221-229. https://doi.org/10.1016/j.jedu.2019.01.004
López, J. (2022). Reading comprehension through the use of graphic organizers. Revista Espirales, 6(54), 1–16.
Lopez, V. (2020). Duterte suspends classes in Metro Manila from March 10 to 14, 2020. https://www.gmanetwork.com/news
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2020). Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning. Educational Psychology Review.
Malett, D. (2020). The role of graphic organizers in visual learning and knowledge retention. Journal of Cognitive Education, 29(4), 203-214. https://doi.org/10.1016/j.jce.2020.02.007
McGill, J. (2019). Why students need content mastery to grasp learning material. https://www.leadfuze.com/content-mastery/
Miller, R., & Davis, M. (2019). Self-directed learning and the digital age: Navigating the landscape. Educational Research Review, 23(1), 78-85. https://www.eduresearchreview.com
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B. J. (2015). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 50(3), 199-206. https://doi.org/10.1080/00461520.2015.1035356
Zulnaidi, H., & Zakaria, E. (2010). The effect of information mapping strategy on mathematics conceptual knowledge of junior high school students. US-China Education Review, 7(12), 26-31.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kimberly Leorito, Allan Leorito
This work is licensed under a Creative Commons Attribution 4.0 International License.
