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The effects of guided notes on pre-l...

Glodowski, Kathryn.

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The effects of guided notes on pre-lecture quiz scores in introductory psychology.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of guided notes on pre-lecture quiz scores in introductory psychology./
Author:	Glodowski, Kathryn.
Description:	50 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10041802
ISBN:	9781339550176

The effects of guided notes on pre-lecture quiz scores in introductory psychology.
Glodowski, Kathryn.

The effects of guided notes on pre-lecture quiz scores in introductory psychology. - 50 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--Western New England University, 2016.

Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on undergraduates' scores on quizzes covering reading material during three academic semesters (in Study 1 and Study 2). Guided notes produced a statistically significant improvement in quiz scores during two of three semesters. Visual inspection of individual student data showed that guided notes improved quiz scores for 28 out of 80 students. Results of Study 2 showed that guided notes also produced a statistically significant improvement in note accuracy. Together with previous literature, our results suggest that guided notes may be an effective component of college courses, but additional research is needed to identify the variables that influence the effectiveness of guided notes for individual students.

ISBN: 9781339550176Subjects--Topical Terms:

641065
Higher education.

The effects of guided notes on pre-lecture quiz scores in introductory psychology.
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020 $a 9781339550176
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100 1 $a Glodowski, Kathryn. $3 3194127
245 1 4 $a The effects of guided notes on pre-lecture quiz scores in introductory psychology.
300 $a 50 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Rachel Thompson.
502 $a Thesis (Ph.D.)--Western New England University, 2016.
520 $a Guided notes covering lectures have been shown to improve note quality and increase scores on quizzes covering lecture material. We sought to determine whether guided notes would also be beneficial in helping students prepare for quizzes covering assigned readings. We evaluated the efficacy of guided notes for reading assignments on undergraduates' scores on quizzes covering reading material during three academic semesters (in Study 1 and Study 2). Guided notes produced a statistically significant improvement in quiz scores during two of three semesters. Visual inspection of individual student data showed that guided notes improved quiz scores for 28 out of 80 students. Results of Study 2 showed that guided notes also produced a statistically significant improvement in note accuracy. Together with previous literature, our results suggest that guided notes may be an effective component of college courses, but additional research is needed to identify the variables that influence the effectiveness of guided notes for individual students.
520 $a KEYWORDS: guided notes, higher education, note-taking, quizzes.
590 $a School code: 1651.
650 4 $a Higher education. $3 641065
650 4 $a Adult education. $3 543202
650 4 $a Educational psychology. $3 517650
690 $a 0745
690 $a 0516
690 $a 0525
710 2 $a Western New England University. $b Psychology. $3 3168604
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 1651
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10041802