The effect of Stratigic note-Taking on Lecture Comprehension and Learning Performance

Abstract

Note-taking is a common behavior for students both while reading and while attending lecture. An extensive history of research dating back to the early 20th century has shown that both the process of note-taking and having notes to review promote learning. The study investigates the effect of note-taking on students learning performance by 50 Second year LMD students in the Department of English at Mohamed Kheider University of Biskra. The participants will be divided into two groups, namely experimental and control groups. The experimental group will be allowed to take notes with the help of the template of Cornell Method during the General Culture lecture while the control group will take notes randomly. The scores that will be obtained by these two groups will be statistically analyzed and the results will show that the experimental group will do better than the control group.