Nancy A. Neef, Brandon E. McCord, & Summer J. Ferreri. (2006)
Effects of guided notes versus completed notes during lectures on college
students’ quiz performance.
Journal of Applied Behavior Analysis,
39, 123-130.
We compared the effects of guided lecture notes versus completed lecture
notes on pre- to postlecture improvements in quiz performance across two
sections of a college course. The results of a counterbalanced multielement
design did not reveal consistent differences between the two note formats on
students’ mean quiz scores. However, fewer errors occurred on complex
(analysis-level) quiz questions in the guided notes condition than in
the completed notes condition.
DESCRIPTORS: college instruction, college students, guided notes, lecture notes, quiz performance