A study of the effects of training in the skill of taking notes from written material on seventh grade students

dc.contributor.advisorTomas, Douglas A.
dc.contributor.committeeMemberMcDaniel, Clyde O., Jr.
dc.contributor.committeeMemberOlson, Joanne P.
dc.contributor.committeeMemberStetson, Elton G.
dc.creatorWiley, Mary Lu Deaton
dc.date.accessioned2023-05-01T21:04:57Z
dc.date.available2023-05-01T21:04:57Z
dc.date.copyright1980-04-16
dc.date.issued1979
dc.description.abstractThe purpose of the study was to examine the influence of training in the study skill of notetaking on notetaking performance by seventh grade students, and further, to ascertain what influence this training had on the students1 performance on tests of literal recall. This investigation focused on the demographic variables of age and sex, as well as research hypotheses considering class level, material prepared according to readability level, and the effect of training on the scores of literal recall for the material from which notes had been taken. Pretest-posttest quasi- experimental design was used to compare the performance of experimental and control groups. Six classes, with a total of 84 students, from Spring Branch Junior High School, represented the three achievement groupings of the suburban school district, two accelerated (K), two average (L), and two slower (M). All subjects (three control groups and three experimental groups) took two pretests in taking notes. One passage was administered to all classes and at the median reading level for all classes; the other tests were prepared at the median class reading level. The experimental classes worked at least 12 lessons from Unit V "Notetaking and Outlining" in addition to Skill Starter lessons from the Science Research Associates Organizing and Reporting Skills (1978) program. Students independently worked, checked, and recorded their work. Teacher involvement was minimal. The control classes had no formal training. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other6768303
dc.identifier.urihttps://hdl.handle.net/10657/14115
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectEducation
dc.subjectNote-taking
dc.subjectStudents
dc.titleA study of the effects of training in the skill of taking notes from written material on seventh grade students
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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