Literaturnachweis - Detailanzeige
| Autor/inn/en | Andzik, Natalie R.; DeSpain, Stephanie N.; Walker, David A. |
|---|---|
| Titel | The Impact of Required Class Notes on Post-Lecture, In-Class Quiz Scores |
| Quelle | In: Journal on Excellence in College Teaching, 32 (2021) 4, S.147-164 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-4800 |
| Schlagwörter | Notetaking; Instructional Effectiveness; Scores; Tests; Teaching Methods; Graduate Students; Undergraduate Students |
| Abstract | Professors in a university setting questioned whether requiring students to take in-class notes for points toward their final grade would affect students' quiz scores post-lecture. Students were assigned to one of two conditions: no-notes-required control and required note-taking experimental. A mixed-design analysis of variance (ANOVA) was used to test mean differences among groups in quiz scores over time. Across the 106 student participants, those in the experimental condition scored better on post-lecture quizzes than those in the control condition. Students who were not required to take notes indicated that they might voluntarily take notes regardless of the expectation in class, and "somewhat agreed" that they would take better notes if they were being graded for it. (As Provided). |
| Anmerkungen | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://celt.miamioh.edu/ject/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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