Take note! Effects of student choice of deliberate note-taking techniques on student performance in a high rigor classroom
Title
Take note! Effects of student choice of deliberate note-taking techniques on student performance in a high rigor classroom
Creator
Vanden Busch, Andrew
Description
Vanden Busch, Andrew
This study examined how offering a variety of note-taking techniques for students in an Advanced Placement (AP) World History classroom would influence both student self-perceived self-efficacy and overall performance on unit assessments by answering the research question: how might note-taking techniques influenced by Gardner’s multiple intelligences influence student performance and self-efficacy in a high-rigor learning environments such as an Advanced Placement classroom? The note-taking techniques provided in this study were chosen based upon previously documented literature and their relationship to differentiated learning through the lens of multiple intelligences. This study used a mixed methods approach that collected both qualitative and quantitative data from a sample of 13 students in a class of 35 AP World History students. The intervention outlined in this research was used on two classes of 35 AP World History students. Qualitative data came in the form of both a pre, during, and post surveys that asked students to measure their own perceived self-efficacy as well as explain how note-taking techniques used in class improved their understanding of the material and potential study habits. Quantitative data was collected in the form of unit assessment scores that were measured on assessments that were archival, that students performed toward the middle of the study, and an assessment performed end of the study. Results suggested that the students’ perceived self-efficacy improved as a result of making deliberate note-taking choices in class. Results also suggested that students were better able to recall information for multiple-choice portions of unit assessments but more research is needed to determine if note-taking could influence performance of written assessment.
This study examined how offering a variety of note-taking techniques for students in an Advanced Placement (AP) World History classroom would influence both student self-perceived self-efficacy and overall performance on unit assessments by answering the research question: how might note-taking techniques influenced by Gardner’s multiple intelligences influence student performance and self-efficacy in a high-rigor learning environments such as an Advanced Placement classroom? The note-taking techniques provided in this study were chosen based upon previously documented literature and their relationship to differentiated learning through the lens of multiple intelligences. This study used a mixed methods approach that collected both qualitative and quantitative data from a sample of 13 students in a class of 35 AP World History students. The intervention outlined in this research was used on two classes of 35 AP World History students. Qualitative data came in the form of both a pre, during, and post surveys that asked students to measure their own perceived self-efficacy as well as explain how note-taking techniques used in class improved their understanding of the material and potential study habits. Quantitative data was collected in the form of unit assessment scores that were measured on assessments that were archival, that students performed toward the middle of the study, and an assessment performed end of the study. Results suggested that the students’ perceived self-efficacy improved as a result of making deliberate note-taking choices in class. Results also suggested that students were better able to recall information for multiple-choice portions of unit assessments but more research is needed to determine if note-taking could influence performance of written assessment.
Date
2019
Publisher
Alverno College
Extent
69 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Note-taking
Self-efficacy
Academic achievement
Notes
Student performance
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Vanden Busch, Andrew, “Take note! Effects of student choice of deliberate note-taking techniques on student performance in a high rigor classroom,” Alverno College Library Digital Commons, accessed May 17, 2024, https://alverno.omeka.net/items/show/476.