Show simple item record

dc.creatorLee, Pai-Lin
dc.date.available2011-02-18T21:47:37Z
dc.date.issued2004-12
dc.identifier.urihttp://hdl.handle.net/2346/16935en_US
dc.description.abstractThe research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instmction were measured by their performances on science test information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their notetaking behavior.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectSchool childrenen_US
dc.subjectScience -- Study and teachingen_US
dc.subjectNote-taking -- Study and teachingen_US
dc.subjectLearningen_US
dc.titleEffect of notetaking instruction on 3rd grade student's science learning and notetaking behavior
dc.typeDissertation
thesis.degree.namePh.D.
thesis.degree.levelDoctoral
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEducational Psychology and Leadership
dc.rights.availabilityUnrestricted.


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record