A COMPARISON OF ACHIEVEMENT OF STUDENTS USING STUDENT GENERATED NOTES VS. TEACHER GENERATED NOTES.

摘要

The purpose of this study was to examine the difference in achievement of students who generate their own notes and students who are provided with teacher assisted notes.; The investigation of the problem was stated as a single null hypothesis: There is no significant difference between the achievement of the student generated note taking group and the teacher provided or assisted note taking group.; The researcher selected four teachers, each teaching two sections of the same class. Each instructor prepared a teaching segment and prepared and administered a pretest and posttest on the subject matter. For one group, they prepared notes and the other, they instructed to make their own notes.; Classroom Environment 1 was taken from a seventh grade social studies class. The teaching segment covered a unit on earth movement.; Classroom Environment 2 was taken from a ninth grade literature class. The teaching segment covered a unit on reading and study skills.; Classroom Environment 3 was taken from a tenth grade communications class. The teaching segment covered a unit on verbals.; Classroom Environment 4 was taken from a graphic language class at Arizona State University. The teaching segment covered a unit on dimensioning.; The means of the pretest were covaried on the means of the posttest for each classroom environment, using the BMDP1V program for one way analysis of variance and covariance. This program was developed by the Department of Biomathematics at the University of California, Los Angeles, California. This analysis adjusts the posttest means based on initial differences determined by the pretest. The .05 level of significant difference was used in this study.; All four classroom environments were found to have higher adjusted posttest means. These means, however, were not found to be significant at the .05 level of significance.