Note-taking from text materials with middle school students: Process, product and practice

2006 2006

Other formats: Order a copy

Abstract (summary)

Students need to use cognitive processes to facilitate learning and improve academic performance. One of the tactics that can foster deep-level processing of information is the graphic organizer when used to take notes. But when taught graphic organizer use under experimental conditions, students do not continue use, and return to other less efficient methods. It is hypothesized that if students are more involved in the process of creating their own organizers, this might affect a more embedded and lasting change in graphic organizer use. This study examined graphic organizer use in a middle school suburban setting. Eighth grade students (N =115, 66 girls and 49 boys) were trained to take notes using three different text materials: textbook, newspaper, and on-line text with hyper links. Students, who created their own graphic organizers with scaffolding from teachers and peers, were compared to students who used commercially prepared graphic organizers. The null hypothesis was that there would be no differences between groups. Independent t tests revealed no significant differences between groups on pre-assessment scores, target questions, textbook and on-line text, and transfer tests. Significant differences were found on post assessment scores and newspaper graphic organizer scores. Significant within and between group gender differences were also found. Transfer tests showed graphic organizer use by both groups two to three weeks after the practice period ended. The discussion focuses on student participation in developing their own note-taking tactics, gender differences, implementations for teacher, and questions for further research.

Indexing (details)

Elementary education;
Educational psychology;
Social studies education
0524: Elementary education
0525: Educational psychology
0534: Social studies education
Identifier / keyword
Education; Graphic organizers; Middle school students; Note-taking; Online; Text materials
Note-taking from text materials with middle school students: Process, product and practice
Williams, Gwendolyn V. Gay
Number of pages
Publication year
Degree date
School code
DAI-A 67/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
O'Donnell, Angela M.
Rutgers The State University of New Jersey - New Brunswick
University location
United States -- New Jersey
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.