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Abstract
In response to weaknesses identified in past organizer research studies, the purpose of this study was to determine whether the use of specially written cognitive organizers would produce significant effects on immediate and delayed mathematics learning. Another purpose was to examine the learning variables for the possible interactive effect of the organizers with mathematics ability (Scholastic Aptitude Test‐Maths). Each of 60 subjects was randomly assigned to one of the cells of a 2 x 2 factorial design which determined the administration of a written advance organizer (AO), a post‐organizer (PO), and/or a control historical passage (HP) in conjunction with a controlled lecture in statistics. Measures of learning from immediate cued free‐recall as well as immediate content recognition on an objective test and a measure of two‐week delayed free‐recall were taken. Three independent judgements of learning on each free‐recall passage were found to be in concordance statistically. The data analysis revealed that the PO had a significant facilitating effect on immediate free‐recall, but not on immediate content recognition or delayed free‐recall.