Perception on the use of graphic organizer in teaching English for academic professional purposes

This study explored the perceptions of teachers and students on the use of digitized graphic organizers in teaching English for Academic and Professional Purposes (EAPP) among Senior High School learners in four public schools in Cagdianao, Dinagat Islands. Specifically, it aimed to describe the respondents’ demographic profiles, assess their knowledge, attitudes, and practices (KAP) toward graphic organizers, determine significant differences based on profile variables, and identify perceived advantages and disadvantages of their use. Utilizing a descriptive research design, the study involved 176 students and 10 teachers. Data were collected through a researcher-made survey comprising both closed and open-ended items. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and t-test, while qualitative responses were subjected to thematic analysis. Findings revealed that teacher-respondents were mostly mid-aged females with graduate-level education and substantial teaching experience, while student-respondents were predominantly 16-year-old males. Teachers demonstrated a “very high” level of knowledge, attitude, and practice, while students reported “high” levels across all components. Statistical analysis showed no significant differences in perceptions when grouped according to demographic variables, indicating a consistent acceptance of graphic organizers across groups. Both teachers and students acknowledged the instructional benefits of graphic organizers in enhancing comprehension, engagement, and collaboration. However, challenges such as time constraints, cognitive overload, and limited applicability were also noted. The study concludes that digitized graphic organizers are widely valued in EAPP instruction. It recommends strengthening support systems through teacher training, digital resources, and parental involvement, while encouraging further research on their long-term effectiveness across contexts.