title: Effects of guided notes versus completed notes during lectures on college students' quiz performance.
abstract: 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.
authors.affiliation: PAES, College of Education, The Ohio State University, 1945 N. High Street, 367 Arps Hall, Columbus, Ohio 43210, USA. neef.2@osu.edu
authors.forename: Nancy A
authors.initials: NA
authors.lastname: Neef
authors.forename: Brandon E
authors.initials: BE
authors.lastname: McCord
authors.forename: Summer J
authors.initials: SJ
authors.lastname: Ferreri
mesh_terms: D000124:Achievement; D004521:Educational Measurement; D006801:Humans; D013334:Students; D013663:Teaching / Q000379:methods*; D013997:Time Factors