ERIC Number: ED346435
Record Type: Non-Journal
Publication Date: 1992-Feb
Reference Count: N/A
Effects of Explicit Instruction in Notetaking on Sixth Graders' Lecture Comprehension and Attitudes toward Notetaking.
Huffman, Lois E.; Spires, Hiller A.
A study investigated the effect of explicit instruction in notetaking on sixth-grade students' notetaking skills and comprehension of lecture information, as well as on students' attitudes towards notetaking. Subjects, 41 students enrolled in two academically gifted and 47 students in two average ability language arts classes from a middle school in the southeast, were randomly assigned to explicit instruction or blind instruction (the control group) treatments involving the usefulness and procedures of split-page notetaking. All instruction was delivered daily in 50-minute sessions during a 2-week period. Pre- and posttreatment measures involved students writing a one-paragraph summary of a lecture they just heard and completing a cloze test based on the lecture. The Stanford Listening Comprehension subtest and a Notetaking Attitude Survey were also administered. Results indicated that: (1) students in the explicit instruction group scored higher on the cloze test and viewed notetaking more positively than subjects in the control group; and (2) there were no significant differences between explicit instruction subjects and control subjects on the listening test or the summarization measure. Findings suggest that explicit instruction in a specific notetaking strategy is beneficial to students as young as the sixth grade. (One table and two figures of data are included; the Notetaking Attitude Survey and 14 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A