Relations Between the Quality of University Students’ Post-Lecture Notes and the Students’ Test Performance:
Author:
Affiliation:
1. Tokyo Gakugei University
2. Osaka University
3. Kwansei Gakuin University
Publisher
The Japanese Association of Educational Psychology
Subject
Developmental and Educational Psychology,Education
Link
https://www.jstage.jst.go.jp/article/jjep/70/1/70_35/_pdf
Reference30 articles.
1. Aiken, E. G., Thomas, G. S., & Shennum, W. A. (1975). Memory for a lecture: Effects of notes, lecture rate, and informational density. Journal of Educational Psychology, 67(3), 439-444. https://doi.org/10.1037/h0076613
2. Bonner, J. M., & Holliday, W. G. (2006). How college science students engage in note-taking strategies. Journal of Research in Science Teaching, 43(8), 786-818. https://doi.org/10.1002/tea.20115
3. Bretzing, B. H., & Kulhavy, R. W. (1981). Note-taking and passage style. Journal of Educational Psychology, 73(2), 242-250. https://doi.org/10.1037/0022-0663.73.2.242
4. Carter, J. F., & Van Matre, N. H. (1975). Note taking versus note having. Journal of Educational Psychology, 67(6), 900-904. https://doi.org/10.1037/0022-0663.67.6.900
5. Chen, P. (2013). The effects of college students' in-class and after-lecture note-taking on academic performance. Asia-Pacific Education Researcher, 22, 173-180. https://doi.org/10.1007/s40299-012-0010-8
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