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Related Experiment Videos

Effect of test expectancy on preferred study strategy use and test performance.

R C Feldt1, M Ray

  • 1Department of Psychology, Mount Mercy College, Cedar Rapids, IA 52402.

Perceptual and Motor Skills
|June 1, 1989
PubMed
Summary

Note-taking among undergraduates led to longer study times compared to notetaking. However, no significant differences were found in test scores, retention, comprehension, or reading speed, indicating a potential focus on rote learning strategies.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Note-taking is a common study strategy among students.
  • The impact of note-taking on learning outcomes is a subject of ongoing research.
  • Understanding how different study strategies influence academic performance is crucial for educational interventions.

Purpose of the Study:

  • To investigate the effect of note-taking on undergraduate study duration.
  • To examine the relationship between note-taking and various academic performance metrics.
  • To explore whether testing format expectations influence study strategies.

Main Methods:

  • A controlled experimental design was employed with undergraduate students.
  • Participants were divided into groups, with one group taking notes and others not.

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  • Study duration, test scores, retention intervals, comprehension, and reading rates were measured.

    • Main Results:

    • Students who took notes studied significantly longer than those who did not.
    • No significant differences were observed in test scores, retention interval, comprehension, or reading rate between groups.
    • Study strategies remained consistent regardless of expected testing format (multiple-choice or free-recall).

    Conclusions:

    • Note-taking appears to increase study time for undergraduates.
    • The enhanced study time associated with note-taking did not translate to improved performance on objective measures.
    • Findings suggest that note-taking strategies may be geared towards rote memorization rather than deeper comprehension.