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Jigsaw method, metatextual knowledge, and prior subject knowledge in multiple documents reading comprehension

Morren, Milou (2019) Jigsaw method, metatextual knowledge, and prior subject knowledge in multiple documents reading comprehension.

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Abstract:This study investigated the effects of the cooperative jigsaw method, metatextual knowledge, and prior subject knowledge on multiple documents reading comprehension. In total, 49 students of secondary vocational education participated in this study and were divided in a jigsaw condition and an individual condition. The participants were tested on metatextual knowledge, prior subject knowledge, multiple documents reading comprehension, and quality of jigsaw cooperation. The materials consisted of four texts on broiler chicken, with different arguments for or against this. The results showed that reading just one text and next cooperate through the jigsaw method with students who each read another text, resulted in comparable multiple documents reading comprehension (as measured via content elements and main messages) as individual reading of all four texts. Furthermore, metatextual knowledge and prior subject knowledge did not have an effect on multiple documents reading comprehension, neither in the jigsaw nor the individual reading condition. It can be concluded that jigsaw is a promising method for multiple documents reading comprehension assignments, as it results in comparable multiple documents reading comprehension compared to an individual reading method where students have to read more documents and lack learning advantages on a social level. Keywords: multiple documents reading comprehension; jigsaw; metatextual knowledge; prior subject knowledge
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/77998
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