VARIOUS METHODS OF NOTE-TAKING AND HOW THEY COMPARE IN TERMS OF INFORMATION RETENTION

Abstract

The use of electronic devices to take classroom notes rather than writing them using pencil and paper is increasingly common. Previous studies have attempted to establish a connection between the use of devices in the classroom and decreased classroom performance, hindered memory, and poor attention. These studies have mainly examined students' ability to multitask and the effect of distraction when laptops are used for note-taking. The intent of this study was to examine how varying methods of note-taking compare by measuring how much information is retained immediately after a simulated lecture and a week after first exposure. To add to previous findings, this research focused on how context of note-taking and test-taking interact to influence information retention as well. Lastly, individual differences among students, such as their Need for Cognition, Sensation Seeking, and Optimal Level of Arousal impact test performance, based on note-taking method. Analyses conducted as part of this study found that there are no significant differences in how well students retain information based on note-taking method, match/mismatch in context between note-taking and test-taking, or various individual differences. The only significant finding of the current research is that taking notes, regardless of method, leads to better information retention than not taking notes at all.