ERIC Number: EJ951228
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 69
Thinking Strategically to Record Notes in Content Classes
Boyle, Joseph R.
American Secondary Education, v40 n1 p51-66 Fall 2011
Although teachers today use a variety of teaching methods in content-area classrooms, lecture learning and note-taking still comprise a considerable portion of time in these classes. Unfortunately, most students are poor note-takers, typically recording only about one quarter of lecture notes. Strategic note-taking was developed to assist students during lecture learning and note-taking. In this study, 76 middle school students were assigned to an experimental or control group to assess the effects of strategic note-taking on notes recorded, a delayed recall measure, and a test. The results of multivariate analyses indicated that students who used strategic note-taking recorded significantly more notes and performed better on achievement measures than students in the control group. Limitations and implication for practice are discussed.
Descriptors: Notetaking, Writing Strategies, Lecture Method, Middle School Students, Multivariate Analysis, Recall (Psychology), Comprehension, Tests, Questionnaires
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 6; Grade 7; Grade 8; Middle Schools; Secondary Education
Authoring Institution: N/A