Chairperson, Graduate Committee: Peggy Taylor.Senkowski, Andrew Jacob2017-03-212017-03-212016https://scholarworks.montana.edu/handle/1/10090For this action research investigation, the strategic note-taking strategy, Cornell Notes, was implemented with a group of middle school students from a cyber school to increase their math skills and improve their perception of note-taking. The quality and organization of class notes was a major concern among teaching staff at Agora Cyber Charter School. Students attending the Agora Learning Center were provided with note-taking workshops to teach and encourage them to take and organize notes during virtual classes. After workshops and follow-up, the treatment showed minimal impact on student perception of note-taking and no significant impact on math performance as displayed in data from math assessments and online surveys.enMiddle school studentsMathematicsNote-takingInternet in educationProfessional PaperCopyright 2016 by Andrew Jacob Senkowski