Abstract
Recent research has suggested that students lack effective note-taking skills, but note-taking may improve student learning. In order to promote meaningful learning, a small investment in note-taking instruction may be a valuable use of scarce classroom time. We implement a randomized experiment to assess the effect of note-taking instruction on student note quality in the principles of microeconomics classroom. We compare note quality of students who received note-taking guidance to those who did not. We find that students who received guidance have significantly better quality notes than those who did not.
Recommended Citation
(2024)
"Note-Taking it Back to the Old School: Note-Taking & Student Outcomes,"
Journal of Economics and Finance Education: Vol. 23:
Iss.
1, Article 10.
Available at:
https://scholarship.rollins.edu/jefe/vol23/iss1/10
