The Effects of Required and Optional Computer-Based Note taking on Achievement and Instructional Completion Time

Donald Armel & Sharon A. Shrock
Journal of Educational Computing Research, Vol 14 No 4, 1996, p. 329-344

This study investigated the effects on achievement and on instructional completion time of mandatory and optional note taking during a Computer-Based Instruction (CBI) lesson. Eighty one undergraduate subjects participated. The required note-taking group had to enter notes on every screen of the HyperCard lesson before the instruction would advance. Subjects could see their notes during the instruction and were allowed to review their notes briefly before taking the post-test. An analysis of variance revealed that the required note-taking group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the optional or control groups. Furthermore, the optional note-taking group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the control group.

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