Effects of guided notes versus completed notes during lectures on college students' quiz performance.
We compared the effects of guided lecture notes versus completed lecture notes on pre- to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors occurred on complex (analysis-level) quiz questions in the guided notes condition than in the completed notes condition.
Neef
Nancy A
NA
PAES, College of Education, The Ohio State University, 1945 N. High Street, 367 Arps Hall, Columbus, Ohio 43210, USA. neef.2@osu.edu
McCord
Brandon E
BE
Ferreri
Summer J
SJ
D000124:Achievement; D004521:Educational Measurement; D006801:Humans; D013334:Students; D013663:Teaching / Q000379:methods*; D013997:Time Factors