This study was designed to determine if directions for three different test modes influence the content and structural elements of notes taken by students on a 1500 word humanities passage. Furthermore, the study investigated if the note content and note structure influenced the students' scores on three different types of tests: essay, multiple choice, and completion. Finally, this study was designed to investigate notetaking attributes and the relationship of those attributes to the scores of the three aforementioned tests for three groups of community college students: college preparatory students, college reading techniques students, and economics students. / To accomplish the objectives, 265 students took notes on a 1500 word humanities textbook passsage; they then took three tests: essay, multiple choice, and completion. Afterwards, their notes were analyzed by preestablished content and structural attributes. The Pearson Product Moment Correlation Coefficient, analysis of variance, and the Scheffe test were employed to ascertain if content or structure of notes varied under test directions, and if content and structure of notes influenced test performance. Descriptive data and characteristics of the note content and structure were presented. Also included was information on the performance of the three different class groups. / Results of the data analysis indicated that test mode directions did not affect significantly the scores of essay tests, multiple choice tests, and completion tests. Furthermore, the test mode expectancy did not interact significantly with the content and structure of the students' notetaking. Students did not vary their notetaking in response to the test type. / The results also revealed that regardless of the test directions given, major ideas correlated significantly with scores of all three test types; minor ideas showed less correlation. Elements of note structure, such as underlining, had no significant relationships to test scores. / For the three different class groups, frequency of major ideas again appeared as the distinguishing factor among the groups. Minor ideas occurred with comparable frequency for all three groups. Structural attributes did not differentiate the class groups as strongly as main ideas, but there were some significant relationships. / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1580. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75798 |
| Contributors | BANOCY, MARGARET THERESA., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 228 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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