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|Other Titles:||The Effectiveness of an Integrated Lecture Note-taking Intervention Program|
Department of Education,National Taiwan Normal University
The purpose of this study was to examine the effectiveness of an integrated lecture note-taking intervention program. This study adopted a quasi-experimental design with a pretest, posttest, and retention-posttest. Ninety-one undergraduates from three psychology classes were recruited as participants. Each class was randomly assigned to one of three groups: a note-taking instruction group, a note-taking only group, and a control group. During the experiment, students in the note-taking instruction group received the intervention program. Meanwhile, students in the note-taking only group were asked to take lecture notes. Students in the control group received no treatment. Before and after the experiment, students' lecture notes were collected and their selfregulated learning and learning performance were measured. Additionally, students in the note-taking instruction group filled in the Teaching Feedback Questionnaire after the experiment. Analysis of covariance and frequencies were conducted. The results showed that: (1) the note-taking instruction group and the note-taking only group did better than the control group on the note quantity and quality retention-posttest, and the note-taking instruction group did better than the note-taking only group on note quality; (2) the note-taking instruction group did better than the note-taking only group and the control group on the ability belief posttest and retention-posttest, and the note-taking instruction group and the note-taking only group did better than the control group on the cognitive strategy posttest and retention-posttest; (3) the note-taking instruction group and the note-taking only group did better than the control group on the learning performance posttest, and the note-taking instruction group did better than the control group on the learning performance retention-posttest; (4) students who received the intervention program had a positive attitude toward lecture note-taking and strategy instruction.
|Appears in Collections:||教育研究集刊|
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