Student note-taking related to university examination performance
Student note-taking related to university examination performance
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与大学考试成绩相关的学生笔记
DOI：
10.1007/bf00136532
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发表时间：
1984
期刊：
影响因子：
5
通讯作者：
G. Tripp
中科院分区：
文献类型：
--
作者：
P. Nye;T. Crooks;Melanie Powley;G. Tripp
学生记笔记在大学生中几乎是一种普遍的活动，但很少有自然主义的研究探讨了记笔记的做法和随后的考试成绩之间的关系。从19名男性和19名女性学生那里获得了心理学导论课程的全套笔记，包括10名教师的75次讲座。十个选定的讲座（每个讲师一个）的笔记进行了分析，并得出有关上课出勤率和数量，组织和演示文稿的笔记。然后，基于这些信息的变量与两份三小时的期末考试试卷（一份是多项选择题，一份是作文）的表现相关。笔记数量与考试成绩之间存在高度相关。令人惊讶的是，这些相关性在由那些最勤奋上课的学生组成的子样本中有所增加。涉及多项选择考试的相关性往往高于涉及论文考试的相关性，这很可能是因为多项选择考试的讲课内容抽样范围更广，而且更注重事实。结果似乎与学生学习指南中给出的建议相冲突，其中许多建议学生在记笔记时应该非常有选择性和简洁。
Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking.