An investigation of notetaking as a predictor of course performance and course evaluation

The purpose of the study was to determine the relationship between different facets of notetaking and academic performance (essay quizzes, multiple-choice exams, term project, and final grade) in a full-semester course with a strong content base. A total of 129 students in 2 sections of an undergraduate human development course submitted their study guides .(which contained all of their class notes) for research analysis at the end of the semester. Three dimensions of notetaking (completeness, length, and accuracy) were assessed in 2 domains (reading materials and class discussion).

The study found that the 3 dimensions yielded similar correlations with performance measures. However, with the exception of essay quizzes (which were based exclusively on the reading materials), notetaking over class discussion was more highly related to the performance variables than was notetaking over the reading materials. Accuracy of notes over class discussion was an especially-good predictor of most performance variables. Females proved to be better notetakers than males, but the different academic levels did not differ in their notetaking proficiency. No notetaking variable was strongly related to student satisfaction with the course, as reported on class evaluations at the end of the semester.