GSJ: Volume 8, Issue 3, March 2020, Online: ISSN 2320-9186 www.globalscientificjournal.com Graphic Organizers and Students’ Achievement in Physics and Chemistry: Integrating Technology in Science Classroom Mary Felicia Opara 1 and AyanariIlaye Lami 2 Department of Science Education, Chukwuemeka Odumegwu Ojukwu University, Anambra State, Nigeria Email; fc.opara@coou.edu.ng . Email 2 : ilayelamirachael@gmail.com Abstract This study which investigated the effect of graphic organizers on students’ achievement in physics and chemistrywas conducted in three Education Zones in Bayelsa State, Nigeria. Three research questions and three hypotheses guided the study. 354 secondary school students participated in the study.The studyadopted a non-equivalent pretest-posttest control group design. Physics and Chemistry Achievement Test (PCAT)instrument used for the study was validated and trial-tested using Kuder-Richardson K-R 20 and the reliability was established at0.80. Descriptive statistics was used to answer the research questions and analysis of covariance ANCOVA was used to test the research hypotheses. Results revealed that the pretest mean achievement scores of experimental and control groups were 17.14 and 14.83 respectively, while the posttest mean achievement scores for experimental and control groups were40.4423.83respectively, with a mean gain of 23.3 for experimental group and 9.06 for the control group; the pretest mean achievement scores of both male and female students were 17.22 and 17.03 while the posttest mean scores were 40.1 and 40.9 respectively;the pretest mean achievement scores of urban and rural students were 17.72 and 15.25 respectively, whilethe posttest mean achievement scores for urban and rural students were 40.78 and 39.32 respectively.ANCOVA results showed thatstudents taught using graphic organizers had significantly higher achievement scores in selected topics from physics and chemistry than the students taught using conventional method.There was no significant difference in achievement of male and female students taught selected topics in physics and chemistry using graphic organizers. No significant difference was found between the mean achievement scores of urban and rural students taught selected topics in Physics and Chemistry using graphic organizers. Based on the findings of the study a few recommendations were highlighted. KEY WORDS: Graphic Organizers, Physics and Chemistry, Achievement, Technology Introduction Science education is an integrated field of study which considers both the subject matter of science disciplines such as Biology, Chemistry, Physics, Agriculture, etc as well as the process involved in the learning and teaching of science. It includes all education GSJ: Volume 8, Issue 3, March 2020 ISSN 2320-9186 247 GSJ© 2020 www.globalscientificjournal.com