EFFECT OF ADVANCE ORGANIZERS ON STUDENTS’ ACHIEVEMENT IN GENERAL SCIENCE: AN EXPERIMENTAL STUDY

Abstract

This study examines how elementary school students' achievement in general science is impacted by advance organizers. Young students benefit much from science education in terms of developing critical thinking and conceptual comprehension, yet conventional teaching approaches sometimes fall short in offering the cognitive frameworks required for engaging learning. Advance organizers are teaching aids created to close the knowledge gap between old and new information, improving students' factual and conceptual understanding of scientific ideas. Elementary school pupils participated in the study's experimental design. Multiple-choice questions measuring factual and conceptual knowledge were used in pre-tests and post-tests to gather data.The research tool for evaluating achievement was the General Science achievement Test (GSAT), which was created and approved by professionals. Descriptive statistics, paired sample t-tests, one-way ANOVA, and effect size computations (Cohen's d and eta squared) were used to gather and evaluate pre-test and post-test results using SPSS (version 26). Throughout the investigation, confidentiality and informed consent were upheld as ethical principles. The results showed that using advance organizers greatly raised students' academic performance in general science at all levelshigh, average, and low. Pupils showed a deeper comprehension of conceptual information and an improved comprehension of factual knowledge. According to the study's findings, advance organizers are a useful teaching tool for improving elementary school science instruction.The study has important ramifications for Pakistani curriculum development, teacher preparation, and teaching methods since it encourages student-centered learning and early scientific literacy development.