Transfer of a lecture notetaking skill
Loading...
Date
1988
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The purpose of this study was to find out: (a) whether college students would learn a notetaking procedure in learning strategies class, and then use the procedure in subject matter courses, and (b) whether one of two methods of training was better for facilitating application of the skill. Students were taught to take lecture notes using a format that contained 12 distinct components. Their subject matter course notes were evaluated before training began and three times after training ended to find out whether the students were using format elements. Subjects were randomly assigned to two experimental groups and one control group. One experimental group was trained to take notes with six videotaped lectures from the same subject matter course (Same Content); the other group was trained with six videotaped lectures from six different subject matter courses (Varied Content). Analysis of the data was performed using a factorial analysis of variance procedure. The dependent variable was the total number of format components used by students in their subject matter notes. A significant trials effect showed that students did learn and use parts of the notetaking format. Scheffe tests showed that neither training method was superior to the other for facilitating application of the notetaking procedure, but both were significantly better than control.
Description
Typescript (photocopy).
Keywords
Major educational psychology