Work

Effects of Guided Notes Versus Completed Notes During Lectures on College Students' Quiz Performance

Year: 2006

Type: article

Abstract: 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.

Source: Journal of Applied Behavior Analysis

DOI: 10.1901/jaba.2006.94-04

Authors: Nancy A. Neef, Brandon E. McCord, Summer J. Ferreri

Institution: The Ohio State University

Language: English

Topic: Innovations in Educational Methods

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2045369397

FWCI: 8.81

Cites: 16

Cited by: 71

Related to: 10