Abstract:
Many have come up with learning strategies that help in improving the learning experience of the learners such as advance organizers (Wegner, Claas & Minnaert, Lea & Strehlke, Friederike, 2013). Studies showed that advance organizers are a useful strategy in encouraging students to listen attentively while actively engaging in some form of note-taking process (Bohay, 2011), providing an organized structure of new ideas and concepts (Allen, 2014), and in attaining and retaining learning concepts better. (Atomatofa, 2013).\r\n The objective of the study was to determine the learning experience and performance of the Grade 11 students on the use of advance organizers. The research utilized a descriptive research design through a survey questionnaire with 89 randomly selected students. Data were analyzed through frequency count, percentage distribution, and weighted mean. The findings showed that most of the respondents used note-taking as a study technique to foster memory retention. In addition to this, the use of graphics/images in organizing their notes is much easier than compared to other advance organizers. Among the subjects offered in senior high school, Practical Research 1 frequently uses advance organizers. Furthermore, the use of advance organizers has improved the students’ performance through easier remembering of key concepts learned. Therefore, the findings suggested that teachers shall encourage the use of advance organizers on their learners to foster better learning experiences. The study highly recommends that advance organizers be used in the classroom to facilitate better retention of key terms and lesson details and enjoyment among the students.

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Keywords: Advance organizers, Learning strategies, Learning retention, Teaching strategies, Differentiated instructions, Teaching and learning