| Abstrakt: |
Guided lecture notes are notes that are distributed to students, typically as handouts, that give a framework of what will be discussed in class. Spaces are included for students to write and work examples during the classroom discussion. Providing students with guided lecture notes paves the way for them to leave class with higher quality notes (Kiewra, et al, 1988) and can lead to improved student organization and engagement. Furthermore, studies have shown the use of guided lecture notes improves students' performance on quizzes and exams (Austin, et al, 2002) and improves academic performance (Hamilton, et al, 2000). The practice of using blanks in place of key words or concepts to be filled in by students during classroom discussion was the focus of a classroom research study conducted in two different college-level math courses. Does using blanks in place of key information improve student learning? Does using blanks improve students' perceptions of their learning? The results of this study seem to indicate that although students perceive that use of blanks as described in this manuscript does improve their learning, no measureable improvement in student learning was observed, as compared to using guided notes without blanks. [ABSTRACT FROM AUTHOR] |
