Effect of notetaking instruction on 3rd grade student's science learning and notetaking behavior

The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instmction were measured by their performances on science test information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their notetaking behavior.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Grantor dc:publisher

Texas Tech University

Year dc:date.issued

2004

Author dc:creator

• Lee, Pai-Lin

• School children
• Science -- Study and teaching
• Note-taking -- Study and teaching
• Learning

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/2346/16935

OAI identifier oai:identifier

oai:ttu-ir.tdl.org:2346/16935