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The Effect of Graphical Processing on Multiple-Text Use

Dulst, Daphne van (2021) The Effect of Graphical Processing on Multiple-Text Use.

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Abstract:Students face difficulties when they have to integrate multiple texts into one coherent whole. When they do not succeed in integrating information into a unity, comprehension and deeper understanding of the information from multiple texts will not take place. In this study, the use of a graphical, instructional strategy was compared to a non-graphical strategy in order to investigate whether graphical processing may be beneficial for multiple- text integration and comprehension of third-grade, pre-university track students (3 VWO). 22 students processed the information graphical, by generating a concept map and 29 processed the information non-graphical, by generating a traditional summary in the control group. Difference of integration between the conditions has been compared with the number of propositions between definitions originating from the texts. Comprehension of the information presented in the multiple texts was compared among the conditions with a post test. There was no difference found in scores on integration and comprehension between the two conditions, graphical processing did not affect students’ integration and comprehension. Further research is necessary to gain more knowledge on how and with what tools multiple- text integration and comprehension can be improved.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/85506
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