Download or read book Effects of Guided Notes During Social Studies Lectures on Eighth Grade Students Next day Quiz Scores and Notetaking Accuracy written by Cynthia Gail Beckley and published by . This book was released on 1996 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Guided Notes Study Cards on the Accuracy of Lecture Notes and Next day Quiz Scores of Students in a 7th Grade Social Studies Classroom written by Madoka Itoi and published by . This book was released on 2004 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Students in middle and high school content area classrooms are required to read large amount of technical reading materials, listen to the teacher's lecture, and participate in a class discussion. In addition, with an increasing attention given to the principle of Least Restrictive Environment (LRE), more students with special needs are now included in content area classrooms, although few individualized academic assistances are provided to accommodate those students' difficulty.
Download or read book Effects of Random Study Checks and Guided Notes Study Cards on Middle School Special Education Students Notetaking Accuracy and Science Vocabulary Quiz Scores written by Charles Lloyd Wood and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students' learning of science vocabulary. This study compared the effects of three experimental conditions: (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student's accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day's lecture. If the answer on a randomly selected student's response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students' mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.
Download or read book Effects of Computer Assisted Guided Notes and Computer Assisted Guided Notes Study Cards on Completion and Accuracy of Students Notes and Next day Quiz Scores written by Shawn G. Heimlich and published by . This book was released on 2005 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The Individuals with Disabilities Education Act (1997) requires that students with disabilities be educated alongside typically developing peers in general education classrooms to the greatest extent possible. Individualized Education Plans (I.E.P.) written for students with disabilities also now require that assistive technology be considered by the IEP team and provided for students who qualify for such supports and services in special and regular education environments. Research strongly supports the relationship between ASR and student achievement (Heward, 1994). The use of guided notes as a curriculum enhancement and instructional strategy has shown positive results for students with and without disabilities. However, research investigating the effects of computer use in classrooms for students with disabilities is unclear. Given the empirical evidence supporting the use of guided notes, and a lack of evidence supporting the use of computers in special education settings, this study was designed to evaluate the effects of two forms of guided notes on student learning. Specifically, this study investigated the effects of computer assisted guided notes and computer assisted guided notes study cards on students' note completion, accuracy and on next-clay quiz scores. This study evaluated the effects of computer assisted guided notes and computer assisted guided notes study cards on middle school students' note completion and accuracy and learning of science facts. This study compared the effects of three experimental conditions: (a) Computer Assisted Own Notes (CAON), (b) Computer Assisted Guided Notes (CAGN), and (c) Computer Assisted Guided Notes Study Cards (CAGNSC) on each student's completion and accuracy of notes, and next-day quiz scores. Each session, the experimenter (classroom teacher) presented 10 science facts during a lecture and students took notes on individual computers using word processing software, printing each set of completed notes. The students were given 5 minutes to study their notes at the beginning of each session the following day. In the ON condition students typed notes on a computerized template with numbered lines from 1 to 10. Just before each next-day quiz, students received 5 minutes for an individual review of their notes. In the CAGN condition students typed notes on guided notes templates that after lecture they printed and used the following day for study. In the CAGNSC condition students typed notes on specially formatted computer-based guided notes that after lecture they cut into a set of flashcards that could be used for study. The students' mean completion was 49.3% during ON, 98.7% during the initial CAGN phase, 99.4% during the initial CAGNSC phase, 100% during the final CAGN phase and 99.3% during the final CAGNSC phase of the study. The group mean for accuracy of notes was 49.3% during ON, 93.3% during the initial CAGN phase, 97.4% during the initial CAGNSC phase, 97% accuracy during the final CAGN phase, and 98% accuracy during the final CAGNSC phase of the study. The students' mean next-day quiz scores were 2.74 during ON, 4.43 during the initial CAGN phase, 6.24 during the initial CAGNSC phase, 5.61 during the return to CAGN and 6.22 during the final CAGNSC phase of the study. Although students' data showed variability, the results suggest that students took more complete and accurate notes during CAGN and CAGNSC conditions than they did during the CAON condition. Students' also performed better on next day quizzes during CAGN and CAGNSC conditions than they scored during the CAON condition. All seven students scored higher during CAGNSC than they scored during CAGN. These results suggest that computer assisted guided notes can improve students' note taking, and computer assisted guided notes study cards can help students prepare for quizzes. Student' opinions regarding the CAGN and CAGNSC procedures were positive and favorable.
Download or read book Behavior Analysis in Education written by Ralph Gardner and published by Wadsworth Publishing Company. This book was released on 1994 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reader summarizes the issues, trends and findings found in behaviour analysis in education literature. The chapters consist of research, reviews, and/or position papers on higher education and professional development, research and measurement methodology, perspectives on the education of children and adults, and instructionaI applications. The authors share their assessment of past and present educational practice, as well as their vision for reform in the future.
Download or read book The Effects of Guided Notes on Pre lecture Quiz Scores in Introductory Psychology written by Kathryn Glodowski and published by . This book was released on 2013 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evaluation of the efficacy of guided notes for reading assignments on undergraduates' scores on quizzes covering reading material during three academic semesters.
Download or read book The Effects of Traditional Lecture and Guided Notes on Graduate Students Quiz Scores written by Elizabeth S. Wong and published by . This book was released on 2017 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: An alternating treatment design was used to evaluate the effects of traditional and guided lecture notes on quiz performance. Graduate students in an Applied Behavior Analysis Masters' program taking a course in single-subject research methodology participated in the study. Each week, the conditions of traditional notes and guided notes were alternated between the two sections of the course. Contrary to previous research, results show (1) no significant difference on quiz performance using guided notes; (2) no clear students' preference for either traditional or guided notes; (3) guided notes was not an effective strategy with postsecondary students.
Download or read book Exceptional Children written by William L. Heward and published by Prentice Hall. This book was released on 2009 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exceptional Children: An Introduction to Special Education has always been known for it's innovation, strong research base and accessibility. The ninth edition has all of those strengths, but has a greater focus on highly effective, research-based practices that are described in a very step-by-step, applied manner. This book is for those teachers who will be professionals in the area of special education or those who are working with students that have exceptionalities.
Download or read book The Effects of Guided Notes for Students with Specific Learning Disabilities at the High School Level written by Michelle Carlson and published by . This book was released on 2003 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study focuses on a student note taking strategy and the effects it has on students' test results. Associations between past test scores, prior to the aid of the strategy, guided notes, to present test scores, after the aid of guided notes, as well as comparisons to another class period that will not benefit from being given guided notes, are examined. Also, student enjoyment of the subject was examined to see if there was a higher emjoyment level for them, and if they felt there were any improvements in their own comprehension of mathematics. As a result of the note taking strategy being implemented, the class being effected had a 56% point increase from their pre-test to post-test score. However, the class being used as a control group had a 78% point increase from their pre-test to post-test score. Therefore, the implementation of this note taking strategy did not prove better than the conventional method.
Download or read book The Effects of Cornell Note taking and Review Strategies on Recall and Comprehension of Lecture Content for Middle School Students with and Without Disabilities written by Zulejka Baharev and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the start of the 21st century large scale educational initiatives reshaped the landscape of general education setting rigorous academic expectations to all students. Despite the legal efforts to improve K-12 education, an abundance of research indicates that students entering college often lack basic learning and study skills. For adolescents with learning disabilities, however, these challenges are even greater. While the number of students with learning disabilities who receive their education in the general education content-areas classes continues to grow, information lags behind as to how to effectively adapt instruction to support these students and improve their academic achievement. In view of the research supporting the conjunctive use of note-taking and review, the current study involved instruction in note-taking using the Cornell method and review strategy with the use of summarization and question generation with sixty eighth grade students with and without disabilities from social studies classes in a public middle school. The current study focused on the evaluation and comparison of students with and without disabilities note-taking and review skills as well as comprehension of lecture content. Specifically, the research sought to answer the following questions: Would students' note-taking, and review skills improve as a result of strategy training? Would comprehension of the material improve with strategy intervention? What are the differences between students with and without disabilities in their note-taking and review strategies prior to and after intervention? A nonrandomized pre-test-posttest design with experimental and intervention condition was employed to evaluate student performance. Strategy training and business-as-usual practice sessions were provided by the researcher. Data analysis comprised of students' quantity and quality of notes and comprehension of lecture content before and after strategy training. The results of the current study suggest that successful strategy training should be time and mastery based in order ensure student success. The findings of the current study were inconclusive regarding the effectiveness of strategy training in note-taking and review on student performance. Lastly, differences between students with and without disabilities on note-taking, study, and test performance were mixed.
Download or read book Effects of Guided Notes Formats on Science Performance of Eighth Grade Students with Special Needs written by Sherry Beth Itkoff and published by . This book was released on 2001 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Using Cornell Notes While Reading Advanced Placement History Textbooks written by Noah Kalb and published by . This book was released on 2009 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Questions: To what extent does using Cornell Notes while students are reading their required weekly chapter increase their AP format test scores? (1) How does the use of Cornell Notes help them recall specific details that will help them distinguish between similar answers on multiple choice questions? (2) How does the use of this strategy affect their ability to support their essay statements with facts? (3) How does the use of Cornell Notes impact my students' attitudes towards the effectiveness of their study time and their test taking capabilities? Research Activities: Context: This intervention took place with all 16 of the students in an Advanced Placement (AP) United States History classroom; one student was a 10th grade student who had met the 10th grade history requirements by taking summer classes at a community college, and the rest of the students in the class were in 11th grade. This intervention was conducted in a medium sized high school (circa 2000 students) in a small city in central California. I was not the teacher of record in this classroom, but I collaborated closely with the class's teacher, who has had 30 years of experience, including several years teaching AP U.S. History. The demographics of the class approximate those of the school, with 8 Caucasian students, 7 Hispanic students, and 1 African American student. Only one student had taken the CELDT test and was Re-designated as English Proficient (RFEP) in 2003. He had no apparent difficulty with either comprehension or expression in English, and I do not believe his language background affected his performance during the intervention. Methods and Data: Before my intervention, I administered a survey to the students that ascertained their study habits at the time. The primary assessment that I used to examine students performance was the AP format tests that the students normally took about once a week. After collecting initial data on the multiple choice and essay sections of one of these tests, I then taught them how to use Cornell Notes, a structured note-taking method which involves dividing a page into two columns and reviewing notes a few times. This consisted of an initial lesson with direct instruction on the method, in class guided practice, and time in class for independent practice. The students were instructed to finish taking Cornell Notes on their own when they completed that week's reading, and they kept them to use as a study guide until turning them in at the start of that week's test. Students were given shorter follow up lessons to reinforce parts of the note-taking method that seemed to be lacking after students turned in their first full set of completed notes. Multiple choice and essay portion test scores were collected during and after the 3 weeks that students were required to take and use Cornell Notes. Students were then given a survey after the intervention to determine if they felt that using Cornell Notes had helped them and to discover how closely they had followed the note-taking method when working on their notes independently. Results: While individual student performance varied, the aggregate performance of the class did not change significantly during the course of the intervention. The class average of multiple choice section test scores went down slightly (just over 1 percent), and the class average of essay section test scores went up slightly (under 2 percent). There are so many other factors that may have affected the students' performance that such small changes cannot be attributed to the intervention itself. However, most students expressed on the post-intervention survey that they felt that using Cornell Notes helped them. These opinions did not correlate with student achievement on an individual basis, but several students said they intended to keep using them despite the fact that they would no longer be required for class credit. Grade Level: 11. Data Collection Methods: Teacher-made assessment, Observation - Field Notes, Survey - Attitude, Survey - Self-assessment. Curriculum Areas: Social Studies - United States History. Instructional Approaches: Reading - strategies, Study skills.
Download or read book The Effect of Reading Instruction on Achievement in Eighth Grade Social Studies written by Kathleen Brady Rudolf and published by . This book was released on 1949 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Method of Notetaking in Lecture and Effects on Achievement in College Students written by Patricia Grace and published by . This book was released on 2009 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Educational research studies have demonstrated that notetaking in a lecture facilitates student learning. 99% of college students take notes during a lecture, and 94% of college students regard notetaking as essential for assimilating lecture content. Numerous studies have examined the effects of different types of notes; taken during lecture, or from reading text from books or on a computer screen; on achievement on immediate posttests and delayed posttests. The current study examined the effects of instructor notes, outline notes, and student notes on achievement on immediate posttests. The sample consisted of 38 college students in the second year of a Doctor of Pharmacy program. Three lecture topics in a required Professional Practice course, considered by the course coordinator to be of equal difficulty, were selected for inclusion in the study.^At the end of each of the three lectures, an immediate posttest pertaining to the topic presented in the lecture was administered. The purpose of this study was to examine the effects of three methods of lecture notetaking on achievement on immediate posttests. A qualitative analysis of the data indicates that the outline notes group was the only group that had all of the participants engaged in writing information on the note paper provided. The outline notes group had the highest percentage of key learning ideas written, and the least variation in number of key learning ideas recorded, when compared to the student and instructor notes groups. Quantitative analyses indicates that none of the participants in the study preferred student notes as a method for learning lecture material, and the majority of the participants preferred outline notes for learning lecture material.^The majority of the participants preferred outline notes for passing immediate posttests, while the majority of participants preferred instructor notes for passing delayed posttests. A particular type of notetaking (student, outline, or instructor) did not consistently result in statistically significant higher mean % quiz scores or confidence level for selected answers. There is not a statistically significant correlation between preference for type of notetaking and the % quiz scores and confidence level for a particular type of notetaking. The results of this study indicate that the majority of the participants prefer outline notes as a means of transforming lecture material into a more meaningful form for the learner (encoding function), making the material easier to remember; and the majority of participants prefer instructor notes as a means for reviewing the material at a latter time (external storage function).^This is consistent with the findings of a study conducted by Collingwood (1978). An understanding of the functions of the type of lecture notes provided by an instructor during a lecture can enhance student learning.
Download or read book The Effect of Notetaking and Review Among Eighth Grade Students written by Nancy Lindbergy Risch and published by . This book was released on 1989 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A study was conducted in which both notetaking and review were systematically varied in order to examine viii eighth-grade student's notetaking and performance behaviors. Three formats of notes (Matrix, skeletal, conventional) were examined in combination with three notetaking strategies (take notes/review own notes, take notes/review expert notes, listen/review expert notes) to form nine conditions. Subjects viewed a videotaped lecture, reviewed their respective set of notes, and were administered the following performance tests: structured recall, factual recognition, application, and synthesis. The number of ideas, number of words, and an efficiency calculation was obtained for each notetaking protocol. Results indicated that subjects reviewing a matrix format outperformed those reviewing a skeletal outline format on the application test, a higher-order measure. Subjects recorded an average of less than 30% of the total lecture ideas, and females recorded significantly more words and ideas than did males. Females also outperformed males on tests of structured recall and factual recognition. Speculation was that females' more complete product of notes contributed to their higher performance on the factual-ordered tests. Their performance was not significantly different from males' on the higher-ordered tests.
Download or read book The Effects of Notetaking and Review Among Eighth Grade Students written by Nancy Lindberg Risch and published by . This book was released on 1989 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Note Taking Strategies in a Ninth Grade Earth Science Course written by Rachel Mae White and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Note taking is part of life and learning, inside and outside of the classroom. Note taking, in some form, will be required of students beyond high school if they pursue higher education. High school students sometimes have difficulty taking notes during a lecture and are not always engaged. In an ideal situation, an instructor would provide an inquiry approach to all new concepts to allow students to build their own model of thinking. Unfortunately, the reality is that time and resources are limited and thus some material must be delivered through lecture to cover all concepts dictated by state standards. Delivering some short lectures are necessary in order to cover all the required material, but students are not always actively learning during lectures whether or not they are taking notes. Would more formal note taking strategies and instruction on note taking skills benefit students? This question led me to my action research topic and research questions. The main research question asks what impact different note taking strategies have on conceptual understanding. Three different note taking strategies were implemented: self-generated, partial (empty-outline), and guided. Formative assessments, summative assessments, surveys, interviews, and a teacher journal were used collectively to gather data. Not only did most students prefer guided notes, but most performed best on formative assessments when guided notes were in place. While guided notes were not a perfect solution, this strategy keeps more students engaged during lecture and their formative quiz scores were positively affected.
