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Thinking Strategically to Record Notes in Content Classes
- Source :
-
American Secondary Education . Fall 2011 40(1):51-66. - Publication Year :
- 2011
-
Abstract
- 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.
Details
- Language :
- English
- ISSN :
- 0003-1003
- Volume :
- 40
- Issue :
- 1
- Database :
- ERIC
- Journal :
- American Secondary Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ951228
- Document Type :
- Journal Articles<br />Reports - Research