Note-Taking in Pupil’s Textbook: Features and Influence Factors

Chen, Guang; Gong, Chaohua; Huang, Ronghuai

doi:10.1007/978-3-662-44447-4_6

Cited by 2 publications

(2 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, we explore these hitherto unexamined notetaking aspects. Furthermore, owing to its inconsistent definition in the literature (Chen et al, 2015), this study reframes and defines notetaking as an intentional activity including writing on learning materials, underlining, highlighting, and marking important points in class.…”

Section: Self-regulated Learners and Effective Lecture Notetakingmentioning

confidence: 99%

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Liu¹,

Uesaka²

2023

Journal of Applied Research in Memory and Cognition

View full text Add to dashboard Cite

Lecture notetaking is beneficial for learning at different educational levels. However, studies are not in consensus on effective lecture notetaking, and few have investigated the factors influencing it, particularly among secondary school students. This study explored effective lecture notetaking and examined the effects of students’ learning beliefs, learning motivation, and teachers’ instructions on it, by comparing Japanese (n = 340) and Chinese (n = 410) high school students. First, a lecture notetaking scale was obtained of two-factor structure: deep notetaking and shallow notetaking. Then, a multigroup structural equation modeling analysis was performed, illustrating how those factors influence lecture notetaking in the two groups. This study is the first to investigate effective lecture notetaking as a self-regulated strategy to be cultivated; this is an aspect that has been overlooked in past studies. The results indicate that further exploration of teachers’ strategy instructions in school settings is needed in both Japan and China.

show abstract

Section: Self-regulated Learners and Effective Lecture Notetakingmentioning

confidence: 99%

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Liu¹,

Uesaka²

2023

Journal of Applied Research in Memory and Cognition

View full text Add to dashboard Cite

show abstract

“…Notetaking is a method of writing down the essential information in a lecture, a meeting, or a reading text rapidly, briefly, and clearly (McPherson, 2018). For a long time, taking notes has been widely used as an important learning method (Chen, Gong, & Huang, 2015;Nielsen & Webb, 2011). The ability to take notes is one of the most effective ways to increase students' achievement (Marzano, Pickering, & Pollock, 2001) as it is one of the research based strategies for: helping learners retain a greater amount of information (Macdonald, 2014), supporting their learning independence (Brunner, 2013), saving their study time (McPherson, 2018), and helping them remain mentally engaged while learning new and challenging material (Brunner, 2013).…”

Section: Notetakingmentioning

confidence: 99%

Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

Ahmad¹

2019

IES

View full text Add to dashboard Cite

This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students’ critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p

show abstract

Note-Taking in Pupil’s Textbook: Features and Influence Factors

Cited by 2 publications

References 13 publications

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Factors that influence deep/shallow lecture notetaking: Japanese and Chinese students’ strategies in math class.

Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

Contact Info

Product

Resources

About