Journal article
Effects of guided notes on enhancing college students’ lecture note-taking quality and learning performance
Current Psychology, Vol.36(4), pp.719-732
2017
Abstract
This study investigates the intervention effects of guided notes on college students’ quality of lecture note-taking and learning performance under the provision of outline notes. It adopted a quasi-experimental pretest–posttest–delayed-posttest design. Sixty-five undergraduates from two psychology classes in a university were recruited as participants. One class was assigned to the experimental group and the other to the control group. Students in the experimental group were provided with outline note plus guided note handouts and asked to complete the guided notes in class, whereas students in the control group received outline note handouts only. The results showed that (1) in the delayed posttest, the experimental group performed better than the control group on the quality of note-taking; (2) in the posttest and delayed posttest, the experimental group performed better than the control group on learning performance; (3) the experimental group had a positive attitude towards the guided notes.
Details
- Title
- Effects of guided notes on enhancing college students’ lecture note-taking quality and learning performance
- Authors/Creators
- P-H Chen (Author/Creator)T. Teo (Author/Creator)M. Zhou (Author/Creator)
- Publication Details
- Current Psychology, Vol.36(4), pp.719-732
- Publisher
- Springer-Verlag
- Identifiers
- 991005545348307891
- Copyright
- © 2016 Springer Science+Business Media New York
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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Source: InCites
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- Collaboration types
- Domestic collaboration
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- Citation topics
- 6 Social Sciences
- 6.69 Language & Linguistics
- 6.69.218 Reading Acquisition
- Web Of Science research areas
- Psychology, Multidisciplinary
- ESI research areas
- Psychiatry/Psychology