Open AccessConditional effects of interventions in note‐taking procedures on learning: A meta‐analysis
Author(s) -
KOBAYASHI KEIICHI
Publication year - 2006
Publication title -
japanese psychological research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.392
H-Index - 30
eISSN - 1468-5884
pISSN - 0021-5368
DOI - 10.1111/j.1468-5884.2006.00311.x
Subject(s) - moderation , psychological intervention , meta analysis , intervention (counseling) , psychology , presentation (obstetrics) , variance (accounting) , mathematics education , social psychology , medicine , accounting , psychiatry , business , radiology
A meta‐analysis was conducted on 17 studies (27 separate samples and 73 effect sizes) examining the effects of interventions in the note‐taking procedures on learning from lectures or texts. The overall mean weighted effect size ( d ) for the intervention groups versus the no intervention groups was 0.02. To explore what factors influence the intervention effects, moderator analyses were conducted separately for intervention type, schooling level, presentation method, publication source, and publication year. The results indicated that students at a lower schooling level gained some benefits from the interventions, whereas students at a higher schooling level did not. Also, the intervention effects were greater for journal articles than for doctoral dissertations and Education Resources Information Center reports. Other variables did not significantly account for the variance in effect sizes.