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EFFECTS OF GUIDED NOTES VERSUS COMPLETED NOTES DURING LECTURES ON COLLEGE STUDENTS' QUIZ PERFORMANCE
Author(s) -
Neef Nancy A.,
McCord Brandon E.,
Ferreri Summer J.
Publication year - 2006
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2006.94-04
Subject(s) - psychology , mathematics education , medical education , medicine
We compared the effects of guided lecture notes versus completed lecture notes on pre‐ to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors occurred on complex (analysis‐level) quiz questions in the guided notes condition than in the completed notes condition.