Effect of SAM-LS 1 Running head: EFFECT OF SOCIAL ANNOTATION MODELING-LEARNING SYSTEM The Effect of the Social Annotation Modeling-Learning System on Students ’ Reading Comprehension, Critical Thinking, and Metacognitive Skills: A Study Spanning Two Semes

This study intended to test the effect of the Social Annotation Modeling-Learning System (SAM-LS) on students ‘ reading comprehension, critical thinking, and metacognitive skills. Three elements make up the SAM-LS: the social annotation software, an effective instructional strategy (First Principles of Instruction (Merrill, 2002)), and team-based learning principles. Two studies, spanning Fall and Spring semesters at Tallahassee Community College (TCC), were conducted in multiple English 1102 courses. The first study, Fall 2007, consisted of a Latin square, repeated measures design wherein only the social annotation software, Hylighter, was tested by manipulating various permissions within the program. In the second study, Spring 2008, the additional two elements of the SAM-LS were employed—First Principles of Instruction (Merrill, 2002) and team-based learning strategies. The additional instructional strategies were integrated within Hylighter and the learning activities to see if the additional strategies further affected students ‘ reading comprehension, critical thinking, and metacognitive skills. The results from semester one revealed a slight increase in metacognitive skills when students did not engage in the Hylighter program. The results from semester two revealed significant changes in student performance in reading comprehension, and critical thinking skills, but insignificant changes in metacognitive skills