Reading Comprehension, Critical Thinking, and Meta-Cognitive Skills Thomas Nielsen Archibald
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Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2010 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 Thomas Nielsen Archibald Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION 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 By THOMAS NIELSEN ARCHIBALD A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2010 TABLE OF CONTENTS LIST OF TABLES .............................................................................................................. v LIST OF FIGURES ........................................................................................................... vi ABSTRACT ..................................................................................................................... viii CHAPTER I INTRODUCTION ......................................................................................... 1 Students‘ Lack of Performance ....................................................................................... 1 Current Solutions ............................................................................................................ 1 Potential Solution ............................................................................................................ 2 CHAPTER II THEORETICAL BACKGROUND ............................................................. 3 Student Performance Variables ....................................................................................... 3 Reading comprehension. ............................................................................................. 3 Critical thinking. ......................................................................................................... 3 Meta-cognition. ........................................................................................................... 4 Three essential skills. .................................................................................................. 6 Solution Elements ........................................................................................................... 6 Social annotation technology. ..................................................................................... 6 Whole task strategy. .................................................................................................... 7 Collaboration strategy. .............................................................................................. 10 Integration of three learning solutions. ..................................................................... 12 Research Question ........................................................................................................ 12 CHAPTER III METHOD ................................................................................................. 13 Sampling ....................................................................................................................... 13 Instrumentation ............................................................................................................. 13 Reading comprehension skills instrument (RCSI). ................................................... 13 Critical-thinking skills instrument (CTSI). ............................................................... 14 Meta-cognitive skills instrument (MCSI). ................................................................ 14 Pre and delayed-tests................................................................................................. 15 Social annotation technology tool. ............................................................................ 15 Instructional Methods ................................................................................................... 16 Instructional strategies. ............................................................................................. 16 Instructional activities. .............................................................................................. 17 Instructional activity parts..................................................................................... 17 Variations of activities. ............................................................................................. 18 Procedures ..................................................................................................................... 18 Analysis......................................................................................................................... 21 CHAPTER IV RESULTS ................................................................................................. 23 ii Analysis......................................................................................................................... 23 Testing Basic Assumptions ........................................................................................... 23 Equality of pre-test means. ....................................................................................... 23 Equality of pre-test variance. .................................................................................... 27 Changes in Dependent Variables Before and After Interventions (Initial Effect) ........ 28 Reading comprehension (RC). .................................................................................. 28 Critical thinking- thesis identification (CT-TI)......................................................... 30 Critical thinking- thesis rationale and chunking response (CT-TRC). ..................... 34 Meta-cognition. ......................................................................................................... 36 Changes in Dependent Variables Before and After Intervention and Delayed Time Period (Delayed Effect) ................................................................................................ 39 Reading Comprehension (RC). ................................................................................. 39 Critical thinking- thesis identification (CT-TI)......................................................... 41 Critical thinking- thesis rationale and chunking (CT-TRC). .................................... 43 Meta-cognition. ......................................................................................................... 45 CHAPTER V DISCUSSION ............................................................................................ 48 Review of Results ......................................................................................................... 48 Significant initial effects. .......................................................................................... 48 Significant delayed effects. ....................................................................................... 49 Explanation of Significant Effects. ............................................................................... 50 Initial effects. ............................................................................................................ 50 Reading Comprehension (RC). ............................................................................. 50 Critical thinking- thesis identification (CT-TI)..................................................... 51 Critical thinking- thesis rationale and chunking (CT-TRC). ................................ 54 Meta-cognition (MC). ........................................................................................... 55 Delayed effects.......................................................................................................... 56 Reading Comprehension (RC). ............................................................................. 56 Critical thinking- thesis identification (CT-TI)..................................................... 57 Critical thinking- thesis rationale and chunking (CT-TRC). ................................ 58 Meta-cognition (MC). ........................................................................................... 58 Limitations .................................................................................................................... 58 Adequate time for tool familiarization. ..................................................................... 61 Adequate time and incentives for team forming, storming, norming, and performing. ......................................................................................... 61 More time engaged in instructional strategy. ............................................................ 62 Recommendations for Future Research ........................................................................ 62 Conclusion .................................................................................................................... 64 APPENDIX A PILOT STUDY RESULTS ...................................................................... 66 APPENDIX B APPROVAL OF HUMAN SUBJECTS ................................................... 67 Appendix B-1: Approval of Human