Examining the Effect of Cornell Note-Taking Strategies on Student Comprehension in 10th Grade Dual-Enrollment College Biology
Date of Award
Fall 12-18-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Jodee Lund
Keywords
Cornell Note Taking, COVID-19, hybrid learning, distance learning
Abstract
The purpose of this study is to determine the effect of Cornell Note-Taking Strategy on student comprehension in dual-enrollment College Biology. 92 students would have received instruction and practice in Cornell Note-Taking. After students would have taken notes using the Cornell Note-Taking strategy, students would then have taken a short quiz to determine their understanding of the information the students took notes on. The quiz scores would have been compared to quiz scores from before Cornell Note-Taking was taught. In addition students would have completed a survey before and after the instruction and practice of Cornell Note-Taking to gather information regarding student use of and feelings surrounding the effectiveness of their note-taking abilities. Due to the ongoing impact of COVID-19 global pandemic, the proposed plans for this study could not be implemented. Instead, this study transitioned to an autoethnography approach that focused on designing instruction in distance and hybrid learning that encourages peer-to-peer interaction and continues to allow constructivist, modeling, or hands-on instruction.
Recommended Citation
Johnson, Nancy, "Examining the Effect of Cornell Note-Taking Strategies on Student Comprehension in 10th Grade Dual-Enrollment College Biology" (2020). Dissertations, Theses, and Projects. 445.
https://red.mnstate.edu/thesis/445