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Abstract

This study investigated the effect of using graphic organizers on 316 regular tracked ninth grade students in social studies. Posttest 1 was an immediate recall test. Posttest 2 was a delayed recall test, which was given three weeks after posttest1. The results indicated that the graphic organizers and/or elaboration SQ3R and SQ3R with metacognition (were the two most effective learning activities used by students. These specific graphic organizers positively affected achievement of ninth grade social studies students. This study also found that the Conventional Method of Teaching: introducing vocabulary, reading chapter questions, reading the chapter and answering the questions in word or sentence form was the least effective way of improving the achievement of ninth grade social studies students.

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Student Performance in High School Social Studies Using SQ3R and SQ3R with Metacognition

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