| Literature DB >> 16602392 |
Nancy A Neef1, Brandon E McCord, Summer J Ferreri.
Abstract
We compared the effects of guided lecture notes versus completed lecture notes on pre- to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors occurred on complex (analysis-level) quiz questions in the guided notes condition than in the completed notes condition.Mesh：
Year: 2006 PMID： 16602392 PMCID： PMC1389604 DOI： 10.1901/jaba.2006.94-04
Source DB: PubMed Journal: J Appl Behav Anal ISSN： 0021-8855