Effects of guided notes on university students' responding and recall of information

Jennifer L. AUSTIN, Melissa Gilbert LEE, Matthew Doran THIBEAULT, James E. CARR, Jon S. BAILEY

Research output: Contribution to journalArticles

41 Citations (Scopus)

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 languageEnglish
Pages (from-to)243–254
JournalJournal of Behavioral Education
Volume11
Issue number4
DOIs
Publication statusPublished - 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:1021110922552

Keywords

  • Active student response
  • Guided notes
  • University students
  • Immediate recall
  • Opportunity to respond

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