The effect of graphic organizers on cultivating higher-order thinking: Evidence from a meta-analysis

Abstract

Graphic organizers can pick out and organize key information to release students' cognitive effort from their lower-order thinking for their higher-order thinking (dispositions, cognitive processes, skills), but studies showed mixed results. Hence, this meta-analysis of 4824 students in 66 empirical studies with 72 effect sizes determine the overall effect size of graphic organizers on higher order thinking and moderators that explain the different results. Use of graphic organizers showed an overall positive link with higher order thinking (g = 0.778). The effect size is stronger (a) with mind maps, tapering for argument maps and concept maps; (b) in secondary school, tapering for primary school and university; (c) for cognitive processes and dispositions than outcome skills; (d) for divergent thinking than convergent thinking; (e) in countries with higher GDP per capita, and (f) in later publication years. Gender, academic subject and study duration showed no moderation effects. These results inform teachers' judicious use of graphic organizers to boost their students’ higher order thinking.