What is a strength of this study? The Present Study The primary purpose of the present study,

What is a strength of this study?

 

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The Present Study The primary purpose of the present study, then, was to further investigate to what extent different note-taking mediums (laptop, longhand) and note-taking functions (process, prod- uct) affect (a) lecture note-taking behaviors and (b) achievement. In this regard, the present study replicates Mueller and Oppenheimer's (2014) Experiment 3 design by investigating the interactive effects of note-taking function and note-taking medium. It does so, though, using authentic material, an achievement test that assesses both text-related and image- related learning outcomes, and a wider array of note-taking measures (verbatim notes, note quantity, and visual notes). A unique purpose of the present study was to examine how laptop and longhand methods inff uence note taking and achievement when the lecture con- tains visual images. To meet these purposes, college students recorded laptop or longhand notes (note-taking medium) while viewing a course-related lecture that contained several images and then reviewed or did not review notes (note-taking function) before taking an achievement test measuring text-related and image-related learning outcomes. Methods Participants and design Participants were 126 undergraduate education majors enrolled in an educational psychol- ogy course at a large Midwestern university who participated to receive research credit. Eighty percent were female, and most were Caucasians (94%). Seventy-one percent were juniors and seniors, and 88% held grade-point averages of 3.0 or higher. Prior to partici- pation, equal numbers of volunteering students were ff rst assigned randomly to either the process or the product note-taking function group and received email notiff cation of their participation time and place. The process and product function groups participated at dif- ferent times in the same classroom setting. Upon arrival at the classroom, all participants were further assigned randomly to either longhand or laptop note-taking groups. Because some students failed to show up for the experiment, group sizes were slightly unequal. This 2 x 2 design produced four groups: longhand process (n = 30), longhand product (n=32), laptop process (n= 30), and laptop product (n=34). Materials A 23-min narrated PowerPoint lecture covered the topic of educational measurement. It was a pre-programmed, self-advancing presentation with accompanying narration. The audio-recorded narration contained 2696 words presented at a rate of 117 wpm. There were 23 PowerPoint slides in total. Each slide was presented for about 30 s to 1 min, and each displayed content with a center heading along with one or two bullet points containing brief verbal information (10 or fewer words) below the heading (an example appears in Fig. 3 in Appendix). The ff rst slide was an overview of the lecture's four main topics: (a) levels of measurement, (b) measures of central tendency, (c) measures of dis- persion, and (d) shapes of distributions. The next ff ve slides covered the ff rst topic, lev- els of measurement. The ff rst slide was an overview of the four levels of measurement: The Present Study The primary purpose of the present study, then, was to further investigate to what extent different note-taking mediums (laptop, longhand) and note-taking functions (process, prod- uct) affect (a) lecture note-taking behaviors and (b) achievement. In this regard, the present study replicates Mueller and Oppenheimer's (2014) Experiment 3 design by investigating the interactive effects of note-taking function and note-taking medium. It does so, though, using authentic material, an achievement test that assesses both text-related and image- related learning outcomes, and a wider array of note-taking measures (verbatim notes, note quantity, and visual notes). A unique purpose of the present study was to examine how laptop and longhand methods inff uence note taking and achievement when the lecture con- tains visual images. To meet these purposes, college students recorded laptop or longhand notes (note-taking medium) while viewing a course-related lecture that contained several images and then reviewed or did not review notes (note-taking function) before taking an achievement test measuring text-related and image-related learning outcomes. Methods Participants and design Participants were 126 undergraduate education majors enrolled in an educational psychol- ogy course at a large Midwestern university who participated to receive research credit. Eighty percent were female, and most were Caucasians (94%). Seventy-one percent were juniors and seniors, and 88% held grade-point averages of 3.0 or higher. Prior to partici- pation, equal numbers of volunteering students were ff rst assigned randomly to either the process or the product note-taking function group and received email notiff cation of their participation time and place. The process and product function groups participated at dif- ferent times in the same classroom setting. Upon arrival at the classroom, all participants were further assigned randomly to either longhand or laptop note-taking groups. Because some students failed to show up for the experiment, group sizes were slightly unequal. This 2 x 2 design produced four groups: longhand process (n = 30), longhand product (n=32), laptop process (n= 30), and laptop product (n=34). Materials A 23-min narrated PowerPoint lecture covered the topic of educational measurement. It was a pre-programmed, self-advancing presentation with accompanying narration. The audio-recorded narration contained 2696 words presented at a rate of 117 wpm. There were 23 PowerPoint slides in total. Each slide was presented for about 30 s to 1 min, and each displayed content with a center heading along with one or two bullet points containing brief verbal information (10 or fewer words) below the heading (an example appears in Fig. 3 in Appendix). The ff rst slide was an overview of the lecture's four main topics: (a) levels of measurement, (b) measures of central tendency, (c) measures of dis- persion, and (d) shapes of distributions. The next ff ve slides covered the ff rst topic, lev- els of measurement. The ff rst slide was an overview of the four levels of measurement: