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.
This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Tax calculation will be finalised during checkout.
Baker, L., & Lombardi, B. R. (1985). Student's lecture notes and their relation to test performance. Teaching of Psychology, 12, 28–32.
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.
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.
Hartley, J. (1976). Lecture-handouts and student notetaking. Programmed Learning and Educational Technology, 13, 58–64.
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.
Klemm, W. R. (1976). Efficiency of handout “skeleton” notes in student learning. Improving College and University Teaching, 24, 10–12.
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.
Lazarus, B. D. (1993). Guided notes: effects with secondary and post-secondary students with mild disabilities. Education and Treatment of Children, 16, 272–289.
Palmatier, R. A., & Bennett, J. M. (1974). Notetaking habits of college students. Journal of Reading, 18, 215–218.
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.
About this article
Cite this article
Austin, J.L., Lee, M.G., Thibeault, M.D. et al. Effects of Guided Notes on University Students' Responding and Recall of Information. Journal of Behavioral Education 11, 243–254 (2002). https://doi.org/10.1023/A:1021110922552
- active student response
- guided notes
- university students
- immediate recall
- opportunity to respond