You Write It Down, but Do You Remember It? A Study About Note Taking.

University

Shawnee State University

Major

Educational Studies

Student Type

Undergraduate Student

Presentation Types

Oral Presentation

Keywords:

Note taking, high school, assessment, participation

Abstract

Notes, whether they be physical or mental notes, are taken everyday. This study addresses the on-going debate of handwriting notes or typing notes in a high school classroom. There are two purposes to this study: First, to investigate whether or not one of the three note taking styles researched (longhand, shorthand, and typed) is more dominant in content retention through the results of summative assessments. Secondly, to determine whether or not any of the three note taking styles affected the students’ participation in the classroom when listening to the educator lecturing, or when the students are being asked questions.

Human Subjects

yes

IRB Approval

no

Faculty Mentor Name

Jodi Dunham

Faculty Mentor Title

Assistant Professor, Capstone Advisor

Faculty Mentor Academic Department

School of Education

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You Write It Down, but Do You Remember It? A Study About Note Taking.

Notes, whether they be physical or mental notes, are taken everyday. This study addresses the on-going debate of handwriting notes or typing notes in a high school classroom. There are two purposes to this study: First, to investigate whether or not one of the three note taking styles researched (longhand, shorthand, and typed) is more dominant in content retention through the results of summative assessments. Secondly, to determine whether or not any of the three note taking styles affected the students’ participation in the classroom when listening to the educator lecturing, or when the students are being asked questions.