ERIC Number: ED249246
Record Type: RIE
Publication Date: 1984-Feb
Differential Effects of Note Taking Ability and Lecture Encoding Structure on Student Learning.
Hult, Richard E., Jr.; And Others
The study examined the encoding function in student note taking in relationship to learning from a university lecture. It was expected that note taking effectiveness would be positively related to learning; and, that the notes of high and low effective note takers would differ significantly. After pretesting, a 551-word lecture on research methods was presented to an undergraduate human development class at the University of South Carolina. Immediately following the lecture, the notes of all 49 students were collected and a 10 item objective posttest was administered. The notes were examined on three measures of the lecture's 26 idea units and four encoding transformation indicators. The notes of high and low effective notetakers were compared. Results indicated support for both hypotheses suggesting that effective note taking as an activity, and independent of note review, is positively related to learning and does involve a semantic encoding function which appears to be required for comprehension level learning. (Author/BS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (West Palm Beach, FL, February, 1984).