NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ774122
Record Type: Journal
Publication Date: 2004-Dec
Pages: 7
Abstractor: Author
ISSN: ISSN-0094-1956
The Effects of Guided Notes on Undergraduate Students' Recording of Lecture Content
Austin, Jennifer L.; Lee, Melissa; Carr, Jeffrey P.
Journal of Instructional Psychology, v31 n4 p314-320 Dec 2004
Notetaking is important for recording and remembering class content in most university courses. Despite the importance of this behavior, however, students are often poor notetakers. This study compared undergraduates' notes after traditional lecture, lecture with slides, and lecture with slides plus guided notes. Data on the percentages of critical points and examples, as well as number of extra points, which were recorded in student notes were collected for each set of student notes produced in each condition. Results indicated using slides with or without guided notes was superior to traditional lecture with regard to critical points and examples. However, improvements in note quality across all dependent measures were observed when guided notes were used. (Contains 1 figure.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A