Publication Type
Journal Article
Version
acceptedVersion
Publication Date
6-2013
Abstract
It was hypothesized that students’ learning would be enhanced by an intervention getting them to elaborate on and restructure the notes they had taken in lecture. Students in a research methods course were randomly assigned to weeks in which they would turn in a copy of their restructured lecture notes along with a very brief summary of the class. This intervention required students to spend quality time-on-task. Subsequently, results of exam questions from weeks in which students completed the intervention were compared to weeks they did not do so. The intervention improved student performance by a full class grade (11 percent, effect size d = 1.1) and it improved performance equally for students at the top, bottom, and middle of the class.
Keywords
Note-taking, Deliberate practice, Active learning, Comprehension, Testing performance, Lecture classes, Educational intervention
Discipline
Education | Psychology
Research Areas
Psychology
Publication
College Teaching
Volume
61
Issue
3
First Page
95
Last Page
99
ISSN
8756-7555
Identifier
10.1080/87567555.2013.793168
Publisher
Taylor & Francis (Routledge): SSH Titles
Citation
COHEN, Dov, KIM, Emily, TAN, Jacinth J. X., & WINKELMES, Mary-Ann.(2013). A note-restructuring intervention increases students’ exam scores. College Teaching, 61(3), 95-99.
Available at: https://ink.library.smu.edu.sg/soss_research/2737
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1080/87567555.2013.793168