Conventional, Structured and "Camera-Captured" Note-taking Methods: A Comparative Analysis
Main Article Content
Keywords
Cornell style, digital notes, lecture, notes, study habits
Abstract
This study investigated which among conventional, structured and "camera-captured" notes, could enhance students' conceptual understanding on direct circuits. The study employed a quasi-experimental approach with pretest-posttest design. The purposive sampling method was used to select 99 senior high school participants. These participants were categorized into three groups: conventional, structured, and "camera-captured" note-taking groups. Pretest and posttest were administered before and after the experiment. Furthermore, participants were tasked to create reflective journals to substantiate the results. One-way ANOVA results revealed that the posttest performance of the groups was non-significant, implying that the note-taking methods have comparable effect towards student performance. This indicates that no method is more effective over the other. Moreover, dependent t-test showed that all of the groups registered significant gains from pretest to posttest. This further indicates that note-taking, in whichever method utilized, could enhance conceptual understanding of students towards direct circuits.
References
Afful-Broni, A., & Hogrey, M. (2010). Study habits as predictors of academic performance. A case study of students at Zion Girls Senior High School, Winneba, Ghanna. Global Journal of Education Research, 9(1), 57-63.
Baharev, Z. (2017). The effects of cornell note-taking and review strategies on recall and comprehension of lecture content for middle school students with and without disabilities. ProQuest LLC.
Blackenship, M. W. (2016). Comparing note taking and test performance in methods and modes of note taking conditions. ProQuest LLC, 1.
Boyle, J. (2010). Note-taking skills of middle school students with and without learning disabilities. Journal of Learning Disabilities, (43)6, 530-540.
Boyle, J. (2011). Thinking strategically to record notes in content classes. American Secondary Education, 51-66.
Brozana, A. L. (2011, February 14). Republican and Herald Online. Retrieved from http://republicanherald.com/news/distracted-by-gadgets-cell-phones-other-devices-a-double-edged-sword-1.1105101
Buckenmeyer, J. (2010). Beyond computers in the classroom: Factors related to technology adoption to enhance teaching and learning. Contemporary Issues in Education Research, 2-35.
Caliskan, M., & Sunbul, A. (2011). Kuram Ve Uygulamada Egitim Bilimleri. The effect of learning strategies instruction on metacognitive knowledge, using metacogntive skills and academic achievement (Primary education sixth grade Turkish course sample). Retrieved from http://www.scimajor.com/journalsearch.php?q=19500157110&tip=sid
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: John Wiley & Sons.
Donohoo, J. (2010). Learning how to learn: Cornell notes as an example. Journal of Adolescent and Adult Literacy, (54)3, 224-227. doi:http://dx.doi.org/doi:10.1598/JAAL.54.3.9
Engelhardt, P. V., & Beichner, R. J. (2003). Students' understanding of direct current resistive electrical circuits. American Association of Physics Teachers, 98.
Gaigher, E. (2011). Teacher 'awareness of learners' misconceptions about simple circuits. ISTE International Conference on Mathematics, Science and Technology Education. Kruger National Park, South Africa.
Gardner, C. (2014). Utilizing Marzano's summarizing and note-taking strategies on seventh grade students' mathematics performance. ProQuest LLC.
Gier, V., Kreiner, D., Hudnell, J., Montoya, J., & Herring, D. (2011). Using an electronic highlighter to eliminate the negative effects of pre-existing, inappropriate highlighting. Journal of College Reading and Learning, (41)2, 37-52.
Graham, S., & Hebert, M. (2012). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, (81)4, 710-744.
Hewitt, P. G. (2015). Conceptual Physics (12th ed.) United States of America: Pearson Education.
Igel, C., Clemons, T., Apthorp, H., & Bachler, S. (2010). Summarizing and note taking. In A.D. Beesley & H.S. Apthorp (Eds). Classroom instruction that works, 32.
Jackson, E. (2015). Comparing Analog and Digital Notetaking among Middle School Students. ProQuest Dissertations & Theses Global, 35.
Karimi, L. (2011). Note-taking in the mirror of literature: Theory and Practice. World Applied Sciences Journal.(15)6, 806-820.
Peters, J. (2011). Effects of direct instruction of note-taking skills of students at a performing arts in middle school. ProQuest Dissertations & Theses Global.
Rashid, S., & Rigas, D. (2010). An empirical two-group study into electronic note-taking. The Open Virtual Reality Journal, (2)1, 1-7. doi:http://dx.doi.org/10.2174/ 1875323X01002010001
Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the digital age. American Journal of Pharmaceutical Education , 79(7). 1-6.
Viani, E. (2011). Student perceptions of note-taking in a ninth grade social studies class. Retrieved from www.cehs.ohio.edu/gfx/media/pdf/viani.pdf
Wilkinson, G. A. (2012). The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students. ProQuest Dissertations & Theses Global, 66-67.
Baharev, Z. (2017). The effects of cornell note-taking and review strategies on recall and comprehension of lecture content for middle school students with and without disabilities. ProQuest LLC.
Blackenship, M. W. (2016). Comparing note taking and test performance in methods and modes of note taking conditions. ProQuest LLC, 1.
Boyle, J. (2010). Note-taking skills of middle school students with and without learning disabilities. Journal of Learning Disabilities, (43)6, 530-540.
Boyle, J. (2011). Thinking strategically to record notes in content classes. American Secondary Education, 51-66.
Brozana, A. L. (2011, February 14). Republican and Herald Online. Retrieved from http://republicanherald.com/news/distracted-by-gadgets-cell-phones-other-devices-a-double-edged-sword-1.1105101
Buckenmeyer, J. (2010). Beyond computers in the classroom: Factors related to technology adoption to enhance teaching and learning. Contemporary Issues in Education Research, 2-35.
Caliskan, M., & Sunbul, A. (2011). Kuram Ve Uygulamada Egitim Bilimleri. The effect of learning strategies instruction on metacognitive knowledge, using metacogntive skills and academic achievement (Primary education sixth grade Turkish course sample). Retrieved from http://www.scimajor.com/journalsearch.php?q=19500157110&tip=sid
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: John Wiley & Sons.
Donohoo, J. (2010). Learning how to learn: Cornell notes as an example. Journal of Adolescent and Adult Literacy, (54)3, 224-227. doi:http://dx.doi.org/doi:10.1598/JAAL.54.3.9
Engelhardt, P. V., & Beichner, R. J. (2003). Students' understanding of direct current resistive electrical circuits. American Association of Physics Teachers, 98.
Gaigher, E. (2011). Teacher 'awareness of learners' misconceptions about simple circuits. ISTE International Conference on Mathematics, Science and Technology Education. Kruger National Park, South Africa.
Gardner, C. (2014). Utilizing Marzano's summarizing and note-taking strategies on seventh grade students' mathematics performance. ProQuest LLC.
Gier, V., Kreiner, D., Hudnell, J., Montoya, J., & Herring, D. (2011). Using an electronic highlighter to eliminate the negative effects of pre-existing, inappropriate highlighting. Journal of College Reading and Learning, (41)2, 37-52.
Graham, S., & Hebert, M. (2012). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, (81)4, 710-744.
Hewitt, P. G. (2015). Conceptual Physics (12th ed.) United States of America: Pearson Education.
Igel, C., Clemons, T., Apthorp, H., & Bachler, S. (2010). Summarizing and note taking. In A.D. Beesley & H.S. Apthorp (Eds). Classroom instruction that works, 32.
Jackson, E. (2015). Comparing Analog and Digital Notetaking among Middle School Students. ProQuest Dissertations & Theses Global, 35.
Karimi, L. (2011). Note-taking in the mirror of literature: Theory and Practice. World Applied Sciences Journal.(15)6, 806-820.
Peters, J. (2011). Effects of direct instruction of note-taking skills of students at a performing arts in middle school. ProQuest Dissertations & Theses Global.
Rashid, S., & Rigas, D. (2010). An empirical two-group study into electronic note-taking. The Open Virtual Reality Journal, (2)1, 1-7. doi:http://dx.doi.org/10.2174/ 1875323X01002010001
Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the digital age. American Journal of Pharmaceutical Education , 79(7). 1-6.
Viani, E. (2011). Student perceptions of note-taking in a ninth grade social studies class. Retrieved from www.cehs.ohio.edu/gfx/media/pdf/viani.pdf
Wilkinson, G. A. (2012). The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students. ProQuest Dissertations & Theses Global, 66-67.
Article Sidebar
Published
Dec 20, 2020
Article Details
How to Cite
Salem, R. R. (2020). Conventional, Structured and "Camera-Captured" Note-taking Methods: A Comparative Analysis. The Normal Lights, 14(2). https://doi.org/10.56278/tnl.v14i2.1650
Section
Research Article
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.