Effect of metacognitive monitoring and note-taking during or after a lecture as a measurement of recall
This experimental research investigated note-taking and metacognitive monitoring and their effects on recall in a test. Subjects were asked to watch a video lecture. Half of the participants took down notes during the lecture while half took down notes after the lecture. One day later after watching...
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| Main Authors: | , |
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| Format: | text |
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Animo Repository
2010
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_bachelors/5149 |
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| Institution: | De La Salle University |
| Summary: | This experimental research investigated note-taking and metacognitive monitoring and their effects on recall in a test. Subjects were asked to watch a video lecture. Half of the participants took down notes during the lecture while half took down notes after the lecture. One day later after watching the video, the participants took a 15-item test in order for the experimenters to measure recall. Results indicate that participants who did effective metacognitive monitoring, delayed note-taking, and the combination of both, elicited higher recall scores as compared to other conditions and combinations namely: ineffective metacognitive monitoring, note-taking during the lecture, and ineffective metacognitive monitoring combined with note-taking during or after the lecture. |
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