The Relationship Between Note-Taking Method And Grade Point Average When Controlling For Act Score And Self-Regulation Ability In Undergraduate Students

A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as an independent variable along with composite ACT score and each students' score on the Self Regulation Survey (SRS) (Schwarzer, Diehl, & Schmitz, 1999) into a multiple regression analysis to determine the extent to which there is a relationship between note-taking method and grade point average. No significant relationship was found between note-taking method and grade point average for either the fall 2016 semester or for students' overall grade point average. While there is a relationship between composite ACT score and grade point average, no relationship was found between students' scores on the Self Regulation Survey and grade point average. Although not a focus of the study, the researcher did find a significant relationship between composite ACT score and note taking method. This relationship merits additional research.

Name thesis:degree_name

Ph.D. in Higher Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Leadership and Counselor Education

Year dc:date.available

2018

Author dc:creator

• Gurley, Donna Lee

Contributors dc:contributor

• K. B. Melear
• Karen K. Kellum
• John Holleman

• Computers
• Grade Point Average
• Handwriting
• Higher Education
• Laptops
• Note Taking

Repository record dc:identifier

https://egrove.olemiss.edu/etd/627

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-1626