Advertisement

Journal of Behavioral Education

, Volume 11, Issue 4, pp 243–254 | Cite as

Effects of Guided Notes on University Students' Responding and Recall of Information

  • Jennifer L. Austin
  • Melissa Gilbert Lee
  • Matthew D. Thibeault
  • James E. Carr
  • Jon S. Bailey
Article

Abstract

The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures.

active student response guided notes university students immediate recall opportunity to respond 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  1. Baker, L., & Lombardi, B. R. (1985). Student's lecture notes and their relation to test performance. Teaching of Psychology, 12, 28–32.Google Scholar
  2. Barbetta, P. M., & Skaruppa, C. L. (1995). Looking for a way to improve your behavior analysis lectures? Try guided notes. The Behavior Analyst, 18, 155–160.Google Scholar
  3. Hamilton, S. L., Seibert, M. A., Gardner, R., Talbert-Johnson, C. (2000). Using guided notes to improve the achievement of incarcerated adolescents with learning and behavior problems. Remedial and Special Education, 21, 133–140.Google Scholar
  4. Hartley, J. (1976). Lecture-handouts and student notetaking. Programmed Learning and Educational Technology, 13, 58–64.Google Scholar
  5. Heward, W. L. (1994). Three “low-tech” strategies for increasing frequency of active student response during group instruction. In R. Gardner, III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283–320). Pacific Grove, CA: Brooks/Cole.Google Scholar
  6. Klemm, W. R. (1976). Efficiency of handout “skeleton” notes in student learning. Improving College and University Teaching, 24, 10–12.Google Scholar
  7. Lazarus, B. D. (1991). Guided notes, review, and achievement of secondary students with learning disabilities in mainstream content courses. Education and Treatment of Children, 14, 112–127.Google Scholar
  8. Lazarus, B. D. (1993). Guided notes: effects with secondary and post-secondary students with mild disabilities. Education and Treatment of Children, 16, 272–289.Google Scholar
  9. Palmatier, R. A., & Bennett, J. M. (1974). Notetaking habits of college students. Journal of Reading, 18, 215–218.Google Scholar
  10. Sweeny, W. J., Erhardt, A. M., Gardner, R., Jones, L., Greenfield, R., & Fribley, S. (1999). Using guided notes with academically at-risk high school students during remedial summer social studies class. Psychology in the Schools, 36, 305–308.Google Scholar

Copyright information

© Human Sciences Press, Inc. 2002

Authors and Affiliations

  • Jennifer L. Austin
  • Melissa Gilbert Lee
  • Matthew D. Thibeault
  • James E. Carr
  • Jon S. Bailey

There are no affiliations available

Personalised recommendations