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A Meta-Analysis of Note-taking Strategies and Student Learning Outcome
PROCEEDINGS

, Johns Hopkins University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Meta-analysis can provide a framework within which better-informed debate can take place. A meta-analysis was conducted on 10 studies 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 organized note-taking groups versus the non-organized note-taking groups was 0.46, which is a medium effect size according to Cohen’s theory. This study would provide a quantitative analysis with current note-taking format analysis.

Citation

Chen, X. (2014). A Meta-Analysis of Note-taking Strategies and Student Learning Outcome. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 361-369). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .