Document Type : Original Article
Ph.D. in Consultation, Assistant Professor of Psychology, School of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran
M.Sc. in Educational Research, School of Medicine, Kerman University of Medical Sciences, Kerman, Iran
Background & Objective: One goal of education is to prepare students to deal with future issues and to be innovative Therefore the issues related to their learning be focused on and strengthened This study has been done to evaluate the effect of note taking skills training on the students academic self–efficacy Methods: This study was done using test method (Pretest posttest with control group) The statistical society included the undergraduate students of the School of Literature and Humanities of Shahid Bahonar University of Kerman Kerman Iran and the School of Public Health of Kerman University of Medical Sciences Iran (20092010) The study sample included 110 undergraduate students 55 in the experimental group (30 cases of literature and 25 cases of Public Health) and 55 in the control group (30 cases of literature and 25 cases of Public Health) The samples were selected by a singlestage cluster sampling method For data collection the MorganJinks Student Efficacy Scale (MJSES) was used The pretest was conducted in the two groups before the training The note taking skills training program was carried out in the experimental group in seven 2 hour sessions once a week The test groups were given the posttest after completing the course Ttest and the covariance analysis were used for data analysis Results: Findings showed that academic selfefficacy significantly increased after notetaking training in tested groups (P < 0005) Moreover the comparison of the two colleges showed that teaching these skills had a significant relationship with academic selfefficacy of students of the School of Health (P < 0005) but no significant relationship was found with the students of the School of Literature and Humanities (P > 0005) Conclusion: Due to the positive impact of notetaking skills training it seems that educational practitioners must invest more in the training of this skill and universitys professors as individuals influencing students should include notetaking skills in their academic courses to facilitate the teaching and learning process of these skills
- Olmos OL, Lusung-Oyzon MVP. Effects of prior knowledge and lesson outline on note taking and test scores. Education Quarterly 2008; 66(1):71-86.
- Hosseini D. Academic counseling. Seminary and Research 2007; 8(4):106-131. [In Persian]
- Haghverdi HR, Biria R, Karimi l A. The Effect of note-taking Strategy Instruction on the Students’ Academic Achievement. Asia Tefl 2010; 7(2): 123-51. [In Persian]
- Khanpour H. Sentence extraction for summarization and Notetaking 2009 Available From: http://dspace.fsktm.um.edu.my/bitstream/1812/ 908/1/Thesis.pdf
- Williams RL, Eggert A. Notetaking predictors of test performance. Teaching of Psychology 2002; 29(3): 234-37.
- Meyer J. Notetaking training: A worthwhile proposal? University of North Carolina at Asheville Education Departmen 2002. Available From: www2.unca.edu/~mcglinn/jaymeyerrevPaper.d oc.
- DI Vesta FJ, Gray GS. Listening and note taking: II. Immediate and delayed recall as functions of variations in thematic continuity, note taking, and length of listening ─ review intervals. Educational Psychology 1973; 64(3): 278-87.
- Makany T, Kemp J , Dror IE. Optimising the use of note-taking as an external cognitive aid for increasing learning. British Journal of Educational Technology 2009;40(4): 619-35.
- Boyle JR, Weishaar M. The effect of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice 2001; 16(3): 133-41.
- Saif AA. Educational Psychology: Psychology of learning and Instruction. Tehran: Dowran Publishing Company; 2008.
- Cloninger CR. Feeling Good: The Science of Well Being. New York: Oxford University Press; 2004.
- Schultz DP, Schultz SE. Theoriesof Personality 2005. Available from URL: http://books.google.com/books?id=LiNdfVUJ VRsC&printsec
- Jinks J, Morgan V. Children's Perceived Academic Self-Efficacy: An Inventory Scale. Journal of Clearing House 1999; 72(4): 22430.
- Kajbaf M B, Molavi H, Shirazitehrani AR. The relationship between motivational beliefs and self-regulatory learning strategies and academic performance among high school students. Advances in Cognitive Science 2003; 5(1):27-33. [InPersian].
- Gall MD, Borg WR, Gall JP. Educational Research: An Introduction. 6th ed. White Plains, NY, England: Longman Publishing; 1996.
- KarimZdeh M, Mohseni N. [Female Academic Self-Efficacy and Academic Achievement]. Women’s Studies 2006;4(2).29-45. Available from: URL: http://www.magiran.com/women_rc. [In Persian].
- Jacobs K. A Comparison of Two Note Taking Methods in a Secondary English Classroom. Proceedings of the 4th Annual GRASP Symposium.Wichita State University. 2008. (Online) (Cited 2011 Feb 10). Available from URL: http://soar.wichita.edu/dspace/bitstream/handle /10057/1388/grasp-2008-56.pdf?sequence=1.
- Peverly S, Ramaswamy V, Brown C, Smowski J, Alidoost M, Garner J. What predicts skill in lecture note taking? Educational Psychology 2007; 99: 167-80.
- Çetingöz D. University students’learning processes of note-taking strategies. Procedia Social and Behavioral Sciences. 2010; 2: 40984108. Available http://www.sciencedirect.com from :
- Najar RL. The effects of note taking strategy instruction on comprehension in esl texts. Unpublished doctoral dissertation. Hawaii University.1997; Available from URL: http://www.flinders.edu.au/people/robyn.najar.
- Abbasianfard M, Bahrami H. Female SelfEfficacy and achievement motivation. School counselor 2010; 21:3-7. Available from URL:http://roshdmag.ir/Roshdmag_content/me dia/Magazine2/fa/2010/10/179.pdf. [InPersian].