Effects of guided notes versus completed notes during lectures on college students' quiz performance.
نویسندگان
چکیده
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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ورودعنوان ژورنال:
- Journal of applied behavior analysis
دوره 39 1 شماره
صفحات -
تاریخ انتشار 2006