Purpose. The purpose of this study was to determine if students in a college algebra classroom who were trained to take T-Notes would perform better on exams than students who were not trained in note taking. / Method. Twenty-five college freshmen or sophomores enrolled in the investigator's College Algebra sections at Abraham Baldwin College, a two-year unit of the University System of Georgia, were the subjects of the study. / The study was conducted in an actual classroom setting with the note taking training incorporated into the mathematics lectures. The dependent variables were the course midterm exam and final exam. / One section was chosen at random to receive the training in note taking with T-Notes. A pretest was administered to all students and notes were examined from both groups to determine if there were any significant differences between the groups initially. / During the training period, the instructor always wrote problems on the broad; using the T-Note format. The no training group received the same mathematics instruction, but T-Notes were not used. Approximately once a week notes were collected from both groups. The training group received feedback on their T-Notes, while the no training group were told their own particular note taking strategies were being studied. / Findings. Using an ANCOVA, Treatment by College Algebra Course Repeater with MSAT, on both the midterm exam and the final exam, a significant interaction was found (p $<$.05). The mean for students repeating college algebra was significantly higher for those who received note taking training than for those who did not receive note taking training. / Students in the training group continued to use T-Notes throughout the posttraining period and reported using their notes more than the group which received no training. All students in the training group indicated they found T-Notes to be a helpful technique. / Source: Dissertation Abstracts International, Volume: 50-02, Section: A, page: 0379. / Major Professor: Eugene D. Nichols. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77933 |
| Contributors | Simons, Mary Kathleen., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 101 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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