The effects of a structured note-taking strategy in virtual school mathematics

Loading...
Thumbnail Image

Date

2016

Journal Title

Journal ISSN

Volume Title

Publisher

Montana State University - Bozeman, Graduate School

Abstract

For 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.

Description

Keywords

Citation

Copyright (c) 2002-2022, LYRASIS. All rights reserved.