Effects of Guided Notes on Enhancing College Students' Lecture Note-Taking Quality and Learning Performance

被引：19

作者：

Chen, Pin-Hwa ^{[1
]}

Teo, Timothy ^{[2
]}

Zhou, Mingming ^{[2
]}

机构：

[1] Natl Pingtung Univ, Dept Educ Psychol & Counseling, 4-18 Minsheng Rd, Pingtung 90003, Taiwan

[2] Univ Macau, Fac Educ, Ave Padre Tomas Pereira, Taipa, Macau, Peoples R China

来源：

CURRENT PSYCHOLOGY | 2017年 / 36卷 / 04期

关键词：

Guided notes; Outline notes; Lecture note-taking; Learning performance; RECALL; IMPROVE;

D O I：

10.1007/s12144-016-9459-6

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：719 / 732

页数：14

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