White, Justin2017-06-052017-06-052017http://hdl.handle.net/11558/2490Master of Education (M.Ed.) ThesisThe 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.en-USNote-taking, guidedNote-taking, traditionalAcademic achievementMiddle schoolMaster of Education (M.Ed.) ThesisNote-takingThesis