The Effects of Guided and Traditional note taking on Student Achievement in an Eighth Grade Social Studies Class
Date
2017
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Abstract
The purpose of this study was to examine the effects of traditional notes and guided notes on
student achievement in an eighth-grade social studies classroom. The sample consisted of 87
eighth grade students in an Eastern Tennessee middle school. The sample was used for both the
control and experiment group. The students were taught a unit that was divided into two halves.
The first half unit was taught using traditional note taking methods and at the end of this half unit
students were administered a test on the materials covered. The second half unit, the students
were taught using guided notes. At the end of the second half unit the students were assessed on
the material covered. Each half unit was equal in difficulty and comprehension. Data were
analyzed using a paired t-test and independent t-test. The results indicated a significant
difference between guided notes and traditional notes (t(86)=-l 7.84. P=.001). There was no
significant difference found between gender and academic achievement (t(86)=-0.761 , P=0.45).
The results suggest that guided note taking is an essential strategy in improving student's
academic achievement.
Description
Master of Education (M.Ed.) Thesis
Keywords
Note-taking, guided, Note-taking, traditional, Academic achievement, Middle school, Master of Education (M.Ed.) Thesis, Note-taking