Piper (1992) used KWL to evaluate the differences in the teachingpractices of two fifth-grade social studies teachers.
KWL learning seems to improve students' learning experience by developing their capacity for reflection (Emaliana, 2012).
According to (Nikolaos, et al., 2011) KWL learning is thus a flexible approach to course design that supports the merger of different times and places of learning, offering some of the convenience of fully online courses without the complete loss of face-to-face contact.
KWL is an acronym that stands for "What I know about this topic", "What I want to know", and "What I learned." The KWL Chart often used by teachers at the beginning of a unit to presses prior knowledge and at the end to measure whether students have learned essential concepts.
While research recognized a number of advantages in employing KWL learning, insufficient learning satisfaction has long been an obstacle to the successful adoption of this new educational approach (Iverson, et al., 2005).
This result was consistent with other studies in the literature that seem to indicate that KWL reporthigh levels of motivation and increasing student engagement over time (Carr, Ogle, 1987; Mcfarland, Hamilton, 2005; Shelley, et al., 1997).
KWL often took five to ten minuteslonger than the other teaching methods.Students in the KWL group wrote whatthey learned on their personal KWL charts and the control group wrote a few things theylearned or found interesting after reading each day.
Carr E, Ogle DM, 1987, KWL plus: A strategy for comprehension and summarization.
Ogle DM, 1986, KWL: A teaching model that develops active reading of expository text.
Shelley AC, Bridwell B, Hyder L, Ledford N, Pattrson P, 1997, Revisiting the KWL: What we knew; What we wanted to know; What we learned.