The Role of Graphic Organizers on Learning Outcomes of Trainees with Diverse Learning Needs

Killy Jebet Gladys, Collins Ogogo and Clement Mbatha
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Killy Jebet Gladys: Corresponding author | Machakos University
Collins Ogogo: Faculty member, Department of Educational Communication Technology & ECE, Machakos University
Clement Mbatha: Faculty member, Department of Educational Communication Technology & ECE, Machakos University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 5383-5387

Abstract: Education is a fundamental right for all children, including those with diverse learning needs, and plays a critical role in achieving the Sustainable Development Goals. The integration of Information and Communication Technology in education has brought particular benefits to learners with diverse needs, including visual presentations, self-paced learning, engaging graphics, and greater autonomy in the learning process. Despite these advancements, there is limited research on the development of inclusive Graphic Organizers, ensuring that all learners feel supported and valued. This study aimed to address this gap by examining the effect of Graphic Organizers on learning outcomes of learners with diverse needs. The study adopted a mixed-methods approach within an experimental research design. The target population comprised 52 participants: the Centre Manager, seven instructors, and 44 trainees with diverse learning needs, all selected purposively from the Kenyatta Industrial Vocational Rehabilitation Centre in Nairobi County. A census approach was used, with all 44 trainees participating in the study. These trainees were evenly divided into two groups: 22 in the experimental group and 22 in the control group. The experimental group received instruction using Advance Organizer treatments over a two-week period, while the control group received conventional instruction from their regular instructor during the same timeframe. After the instructional period, a post-test was administered to both groups to assess learning outcomes. Additionally, structured questionnaires were distributed to the trainees with clear guidance on how to complete them. A key informant interview was also conducted with the Centre Manager to gather in-depth qualitative insights. The findings revealed a significant improvement in the performance scores of trainees in the experimental group following the use of Graphic Organizers. Based on these results, it is recommended that the Ministry of Education formally integrate Graphic Organizers into instructional design for special education programs to enhance inclusivity and learning outcomes for all learners.

Date: 2025
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