VARIOUS METHODS OF NOTE-TAKING AND HOW THEY COMPARE IN TERMS OF INFORMATION RETENTION

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Troy Eason (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: The use of electronic devices to take classroom notes rather than writing them using pencil and paper is increasingly common. Previous studies have attempted to establish a connection between the use of devices in the classroom and decreased classroom performance , hindered memory , and poor attention. These studies have mainly examined students' ability to multitask and the effect of distraction when laptops are used for note-taking. The intent of this study was to examine how varying methods of note-taking compare by measuring how much information is retained immediately after a simulated lecture and a week after first exposure. To add to previous findings , this research focused on how context of note-taking and test-taking interact to influence information retention as well. Lastly , individual differences among students , such as their Need for Cognition , Sensation Seeking , and Optimal Level of Arousal impact test performance , based on note-taking method. Analyses conducted as part of this study found that there are no significant differences in how well students retain information based on note-taking method , match/mismatch in context between note-taking and test-taking , or various individual differences. The only significant finding of the current research is that taking notes , regardless of method , leads to better information retention than not taking notes at all.

Additional Information

Publication

Thesis

Language: English

Date: 2017

Keywords

embodied cognition, contextual dependence, need for cognition, arousal, sensation-seeking

Subjects

Email this document to