Abstract

• The main aim of this study was to investigate the effectiveness of key question star graphic organizer in teaching Grade Nine Science. The numbers of subjects in this study were (180) Grade Nine students from No, (1) and (3) Basic Education High Schools in Sagaing Township. The pretest-posttest non-equivalent control group design was used. The instruments for this study were pretest, posttest, and lesson plans. The sample schools were randomly selected, and the participants were chosen by the use of random sampling method. It took two weeks for the treatment. The experimental group was taught by using the key question star graphic organizer while the control group was taught by the traditional teaching method. To compare the means of the students’ pretest scores from both schools, independent sample t- test was used. As the means were different, the analysis of covariance (ANCOVA) was used to analyze and compare the results of the posttest scores. Based on the findings, there were significant differences between the total achievement scores of the two groups on the Bloom’s taxonomic levels of cognitive domain for the selected school, BEHS 3. Thus, it was found that the experimental classes did better than the control. However, there were no significant differences between the experimental and control groups of the school, BEHS 1.