Journal article
Note-Taking Interventions for College Students: A Synthesis and Meta-Analysis of the Literature
Journal of Research on Educational Effectiveness, Vol.9(3), pp.307-333
07/02/2016
DOI: 10.1080/19345747.2015.1105894
Abstract
Although note taking is frequently described as an important skill for postsecondary success, there have been few note-taking intervention studies involving multiple sessions spanning more than one week. In a systematic search, we identified seven peer-reviewed articles reporting 10 intervention studies published from 1990-2014. The only single-case design study addressed taking notes from texts, but four treatment-comparison studies that taught note taking during lectures assessed students' abilities when taking notes from texts. The remaining four treatment-comparison and one single-group design studies focused solely on note taking during lectures. Three types of notes were represented in the corpus: guided (seven studies), split-page (two studies), and self-restructured (one study). In comparing students who did and did not receive note-taking instruction, Hedges's g effect sizes on outcome measures of content learning and note quality ranged from −0.35 to 2.11. Across nine group design studies, the weighted average effect was 0.54 (CI
95
= 0.47 to 0.62). The weighted average Tau-U of the single-case design was 1.00 (CI
95
= 0.60 to 1.40).
Details
- Title: Subtitle
- Note-Taking Interventions for College Students: A Synthesis and Meta-Analysis of the Literature
- Creators
- Deborah K Reed - University of IowaHillary Rimel - Florida State UniversityAbigail Hallett - Florida State University
- Resource Type
- Journal article
- Publication Details
- Journal of Research on Educational Effectiveness, Vol.9(3), pp.307-333
- Publisher
- Routledge
- DOI
- 10.1080/19345747.2015.1105894
- ISSN
- 1934-5747
- eISSN
- 1934-5739
- Language
- English
- Date published
- 07/02/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993201102771
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