EFFECTS OF GUIDED NOTES VERSUS COMPLETED NOTES DURING LECTURES ON COLLEGE STUDENTS' QUIZ PERFORMANCE

Nancy A. Neef · Brandon E. McCord · Summer J. Ferreri

71 citations0/0 files storedJournal of Applied Behavior Analysis

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Innovations in Educational Methods Memory Processes and Influences Visual and Cognitive Learning Processes

Abstract

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.

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