Abstract
The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures. Copyright © 2002 Human Sciences Press, Inc.
Original language | English |
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Pages (from-to) | 243-254 |
Journal | Journal of Behavioral Education |
Volume | 11 |
Issue number | 4 |
DOIs | |
Publication status | Published - Dec 2002 |
Citation
Austin, J. L., Lee, M. G., Thibeault, M. D., Carr, J. E., & Bailey, J. S. (2002). Effects of guided notes on university students' responding and recall of information. Journal of Behavioral Education, 11(4), 243-254. doi: 10.1023/A:1021110922552Keywords
- Active student response
- Guided notes
- University students
- Immediate recall
- Opportunity to respond