ERIC Number: ED443832
Record Type: RIE
Publication Date: 2000-Apr
Constructing and Studying Notes from On-Line Text: Why Filling the Blanks in a "Partial-Notes" Format May Lead to Higher Performance on Delayed Higher-Order Tests.
Katayama, Andrew D.; Crooks, Steven M.; Weiler, William
The effectiveness of notes provided students in two formats was studied. Students received either a completed set of notes or a partially completed set, with approximately half the information left blank. The study was also designed to investigate the effect of test taking conditions, whether immediate (shortly after the study session) or delayed by a week. Sixty-seven graduate students participated in this study, with 34 given the complete notes and 33 given the partial notes. Thirty-four students were in the immediate testing situation, and 33 took the test a week after the study session. The study text and the notes were presented online. Results indicate that partial notes were more effective than completed notes, especially for the application of the concepts to novel situations. There did not seem to be an effect for note format on learning factual information. It was evident that immediate testing is advantageous for the student, but findings show that when students study and construct the partial notes, they seem to recall the information better on the delayed test than do students in the completed notes condition. (Contains 50 references.) (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 (New Orleans, LA, April 24-28, 2000).