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ERIC Number: EJ1171353
Record Type: Journal
Publication Date: 2018-Mar
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1053-0819
The Effects of Guided Notes on Pre-Lecture Quiz Scores in Introductory Psychology
Glodowski, Kathryn; Thompson, Rachel
Journal of Behavioral Education, v27 n1 p101-123 Mar 2018
Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on undergraduates' scores on quizzes covering reading material during one semester of an Introductory Psychology course. Guided notes produced statistically significant improvements in quiz scores and note accuracy. Together with previous literature, our results suggest that guided notes may be an effective component of college courses.
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Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A