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ERIC Number: ED546139
Record Type: Non-Journal
Publication Date: 2012
Pages: 231
Abstractor: As Provided
ISBN: 978-1-2675-8663-6
The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students
Wilkinson, Gregory Ashley
ProQuest LLC, Ed.D. Dissertation, Walden University
Student math achievement continues to be a national, state, and local concern. Research suggests that note taking can improve academic achievement, but current research has failed to report how low achievers might benefit from using note taking during math classes. The purpose of this study was to determine if teaching students structured note taking strategies would improve mathematics achievement for seventh and eighth grade students at a suburban, public middle school. The study stemmed from the theory of self-regulation because it is essential in processing knowledge and creating meaning. The research addressed 2 questions that investigated whether there was a difference in math achievement between students taught note taking strategies and those who were not and whether students who reviewed their notes would have more improved math performance than those who did not. This quasi-experimental, quantitative study used a pretest/posttest control group design to compare the achievement of 131 middle school students on curricular exams, with the treatment group receiving training in Cornell note taking. Pretest data indicated there were no achievement differences between the groups prior to the intervention. Two additional t tests for independent-samples indicated no significant difference in posttest scores between the Cornell note taking group (M = 77.4, SD =18.3) and the control group (M =79.3, SD = 16.3) and students who reported high or moderate levels of note review scored significantly higher on posttests than students who reported little review. The results of this study may help schools create initiatives to support, promote, and encourage the math success of low achievers, thus increasing the likelihood of positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A