This study examined the effect a structured note taking technique had upon student achievement and note taking skill. The students' loci of control was determined to examine if this variable had an effect upon the students' achievement after they had received one of three treatment conditions. The three treatment conditions were: no instruction in note taking; instruction and practice from a videotape presentation in the Cornell method of note taking; and the same instruction and practice plus an application component.The sample was one hundred sixty-six students who were enrolled in Reading Improvement winter quarter 1981-1982 at Ball State University. The students were identified as "high risk".The classes were treated as intact groups. A pretest, Survey of Study Habits and Attitudes by Brown and Holtzman, was used to ascertain that initial differences in study habits did not exist. This test also served as a posttest measure. The Internal-External Locus of Control Scale by Rotter was administered to determine the locus of control of each student.Three 3X2X2 univariate analyses of variance were performed on the three dependent measures of Work Habits, Study Habits, and Study Orientation. Due to initial sex and locus of control differences, means were found for each of the following groups: male internals, male externals, female internals, and female externals. Multivariate and univariate statistical procedures were used in analyzing the data. Upon the completion of the study, the students responded to a student evaluation form which was analyzed by Chi-Square statistical procedures.The following conclusions resulted from this study:1. The treatment did not significantly affect the achievement of the students' note taking skill2. Female internals obtained the highest mean scores, and male externals had the lowest mean scores on both the pretest and posttest3. The responses on the student evaluation form were very favorable toward the Cornell methodThe Cornell method did not significantly affect the note taking skill of the students; however, the students reported a favorable impression of the technique. This reinforces the notion that high risk students are receptive to a very structured approach of instruction.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/177072 |
| Date | 03 June 2011 |
| Creators | Jobes, Jacqueline Ann |
| Contributors | Shipman, Dorothy A. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix, 120 leaves ; 28 cm. |
| Source | Virtual Press |
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