ERIC Number: ED431034
Record Type: RIE
Publication Date: 1999-Apr-22
Effects of Notetaking Format on Achievement When Studying Electronic Text.
Katayama, Andrew D.; Crooks, Steven M.; Nelson, Charles E.
Two experiments were conducted to investigate the effects of notetaking on achievement while studying electronic text. In the first experiment, 83 students studied 1 of 3 sets of notes (partial, skeletal, and control) for the effects on posttest performance (on fact, structure, and transfer tests). No differences were found between groups on the fact or structure tests. However, on the transfer test students in the partial condition significantly outperformed those in the control condition. In the second experiment, 77 undergraduates studied 1 of 2 sets of notes (control versus partial), and a pairwise comparison was conducted to detect differences between the 2 groups on structure and transfer tests. No significant differences were found on the structure test, but once again, there was a significant difference found in favor of the partial condition. Providing students with partial notes on the computer may be more beneficial than having them take their own notes (without any guidance) when they are tested over transfer items. (Contains 2 figures, 2 tables, and 21 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).