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Effects of Notetaking Format on Achievement When Studying Electronic Text
PROCEEDINGS

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American Educational Research Association Annual Meeting,

Abstract

Two experiments were conducted to investigate the effects of notetaking on achievement while studying electronic text. In the first experiment, 83 students studied 1 of 3 sets of notes (partial, skeletal, and control) for the effects on posttest performance (on fact, structure, and transfer tests). No differences were found between groups on the fact or structure tests. However, on the transfer test students in the partial condition significantly outperformed those in the control condition. In the second experiment, 77 undergraduates studied 1 of 2 sets of notes (control versus partial), and a pairwise comparison was conducted to detect differences between the 2 groups on structure and transfer tests. No significant differences were found on the structure test, but once again, there was a significant difference found in favor of the partial condition. Providing students with partial notes on the computer may be more beneficial than having them take their own notes (without any guidance) when they are tested over transfer items. (Contains 2 figures, 2 tables, and 21 references.) (Author/SLD)

Citation

Katayama, A.D., Crooks, S.M. & Nelson, C.E. (1999). Effects of Notetaking Format on Achievement When Studying Electronic Text. Presented at American Educational Research Association Annual Meeting 1999. Retrieved August 21, 2019 from .

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