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ERIC Number: EJ1106494
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1934-5747
Note-Taking Interventions for College Students: A Synthesis and Meta-Analysis of the Literature
Reed, Deborah K.; Rimel, Hillary; Hallett, Abigail
Journal of Research on Educational Effectiveness, v9 n3 p307-333 2016
Although note taking is frequently described as an important skill for postsecondary success, there have been few note-taking intervention studies involving multiple sessions spanning more than one week. In a systematic search, we identified seven peer-reviewed articles reporting 10 intervention studies published from 1990-2014. The only single-case design study addressed taking notes from texts, but four treatment-comparison studies that taught note taking during lectures assessed students' abilities when taking notes from texts. The remaining four treatment-comparison and one single-group design studies focused solely on note taking during lectures. Three types of notes were represented in the corpus: guided (seven studies), split-page (two studies), and self-restructured (one study). In comparing students who did and did not receive note-taking instruction, Hedges's g effect sizes on outcome measures of content learning and note quality ranged from -0.35 to 2.11. Across nine group design studies, the weighted average effect was 0.54 (CI[subscript 95] = 0.47 to 0.62). The weighted average Tau-U of the single-case design was 1.00 (CI[subscript 95] = 0.60 to 1.40).
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A