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dc.contributor.authorJacobs, Keil
dc.date.accessioned2008-06-05T17:03:02Z
dc.date.available2008-06-05T17:03:02Z
dc.date.issued2008-04-25
dc.identifier.citationJacobs, Keil (2008) . A comparison of two note taking methods in a secondary English classroom . In Proceedings: 4th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.119-120en
dc.identifier.urihttp://hdl.handle.net/10057/1388
dc.descriptionPaper presented to the 4th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Hughes Metropolitan Complex, Wichita State University, April 25, 2008.en
dc.descriptionResearch completed at the Department of Curriculum and Instruction, College of Educationen
dc.description.abstractRecent educational research and scholarship calls note taking one of the research based strategies that help improve student achievement. I reviewed some of the literature on note taking and found that researchers agree that note taking is useful. I found descriptions of several different methods of note taking, and I wanted to investigate the relative usefulness of some of the methods. After studying some literature about two different styles, the Cornell note taking system and guided notes, I taught these methods to two different classes. I then gave both students the same test over the same content and found that students’ performances differed depending upon which note taking method they used.en
dc.format.extent140595 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.publisherWichita State University. Graduate School.en
dc.relation.ispartofseriesGRASPen
dc.relation.ispartofseriesv.4en
dc.titleA comparison of two note taking methods in a secondary English classroomen
dc.typeConference paperen


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