Note-taking, considered to be a combination of cognitive abilities, requires more than just writing. The weighted average Tau-U of the single case design was 1.00 (CI95 = 0.60 to 1.40). Across nine group design studies, the weighted average effect was 0.54 (CI95 = 0.47 to 0.62). In comparing students who did and did not receive note-taking instruction, Hedge's g effect sizes on outcome measures of content learning and note quality ranged from -0.35 to 2.11. Three types of notes were represented in the corpus: guided (seven studies), split-page (two studies), and self-restructured (one study). The remaining four treatment-comparison and one single group design studies focused solely on note taking during lectures. 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. In a systematic search, we identified seven peer-reviewed articles reporting 10 intervention studies published from 1990–2 014. Although note taking is frequently described as an important skill to post-secondary success, there have been few note-taking intervention studies involving multiple sessions spanning more than one week.
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