Published Paper Details:

Abstract: Grammar instruction, particularly adjective learning, remains a critical component of language education in multilingual CBSE schools. Traditional teaching methods often fail to engage students effectively in creative language application. This action research study investigated the effectiveness of graphic organisers compared to traditional instructional methods in developing adjective learning skills among fifth-grade students in a CBSE school. Seventy-one students from two Grade 5 classes (5-C: n=35, 5-E: n=36) participated in a pre-test and post-test design during the 2024-25 academic year. Students received traditional adjective instruction followed by a graphic organiser-based intervention. Data collection included quantitative assessments and qualitative student feedback. Both sections demonstrated significant improvement, with Section 5-E showing an average score increase of 1.68 points (16.8%, p<0.001, Cohen's d=1.65), while Section 5-C showed improvement of 0.88 points (8.8%, p<0.001, Cohen's d=0.68). Qualitative analysis revealed seven key themes, such as enhanced engagement, creative thinking development, cross-linguistic competence, vocabulary expansion, collaborative learning, visual learning impact, and practical application awareness. Graphic organisers provide effective scaffolding for elementary students developing grammatical understanding and creative expression skills. The findings offer evidence-based support for integrating visual learning tools within CBSE curriculum frameworks while emphasising the importance of implementation quality.