Date of Award

7-2022

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Behavioral Analysis

First Advisor

Catherine Nicholson

Second Advisor

Bryon Neff

Third Advisor

Felipa T. Chavez

Fourth Advisor

Robert A. Taylor

Abstract

Guided notes are handouts with fill-in-the-blank spots, incomplete outlines, or PowerPoint slides with blank spaces identical to those used by the instructor during class lectures (Biggers et al., 2020). This note-taking strategy was initially created for those who have difficulty in the classroom, such as students with learning disabilities (Williams et al., 2012). However, guided notes became a supplemental note-taking technique used during lectures for non-disabled college students as well. The authors examined the impact of guided notes in an online course format, counterbalancing three conditions across participants and instructional units: Guided notes, learning objectives and no notes to determine which condition produces the highest test scores. The results indicated that guided notes did not have an overall increase in quiz scores in comparison to no notes, rather it was the opposite. When looking at the results of the individual participants, quiz scores of the guided notes condition were variable compared to the other two conditions. However, when analyzing the group graph for average scores across participants, the guided notes revealed similar effects in five out of eight units.

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