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The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills
DISSERTATION

, The Florida State University, United States

The Florida State University . Awarded

Abstract

Many freshmen students enter colleges and universities without the essential academic skills needed to be successful. Colleges and universities are seeking instructional interventions to address these needs. This study explored the effect of the Social Annotation Modeling- Learning System (SAM-LS) (three instructional interventions including social annotation technology, Merrill's (2002) First Principles of Instruction, and team-based learning) on students' acquisition of reading comprehension, critical thinking, and meta-cognitive skills. RM ANOVA revealed multiple statistically significant (p<.05) effects showing both positive and negative changes in mean scores. Results showed that students most likely experienced extraneous cognitive load which decreased their initial performance during the instructional activities. However, where select interventions had negative initial effects on student performance, these same interventions showed positive delayed effects on students' performance. The results of the study suggest future directions for research.

Citation

Archibald, T.N. The effect of the integration of social annotation technology, First Principles of Instruction, and team-based learning on students' reading comprehension, critical thinking, and meta-cognitive skills. Ph.D. thesis, The Florida State University. Retrieved March 26, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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