Graphic Organizers Applied to Secondary Algebra Instruction for Native American Students

The purpose of this study was to investigate whether mixed ability, Native American secondary students who were taught to solve systems of equations with graphic organizers would perform better on related skill and concept measures than students instructed on the same material without graphic organizers.  A two-group comparison quasi-experimental design was used to investigate the effectiveness of using a graphic organizer to teach Algebra I students to solve systems of linear equations.  Results of immediate posttests for solving single linear equations indicated no statistically significant difference in student’s abilities to understand and solve single linear equations with one unknown.  However, after two weeks a retention posttest was administered, and students who worked with graphic organizers demonstrated better performance in solving single linear equations as well as understanding the process for solving single linear equations.  In a replicated study, results of immediate posttests for solving a system of two equations indicated the students who worked with the graphic organizers demonstrated better overall performance in solving systems of two equations as well as in procedures for solving these systems.  Graphic organizers should be considered when teaching higher level mathematics to Native American students.