This paper examines whether matrix notes, a graphic form of note taking, helped lower ability students in a college level introduction to Psychology course develop self-regulation and deep processing skills that would increase exam scores. Throughout the semester, students were surveyed and 16 were interviewed about study habits and perceptions of matrix notes. Exam scores and class averages were also considered. The study supported the hypothesis that students would develop deeper processing skills and earn higher exam scores. While the data shows that students grew in self-regulations ability, it is not clear if they did so as a result of matrix notes or other interventions.
|Commitee:||Ballard, Peggy, Matz, Karl|
|School:||Minnesota State University, Mankato|
|Department:||Elementary and Early Childhood: MS|
|School Location:||United States -- Minnesota|
|Source:||MAI 52/04M(E), Masters Abstracts International|
|Subjects:||Education, Literacy, Reading instruction|
|Keywords:||College students, Comprehension, Matrix notes, Note taking, Textbooks|
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