Effect of metacognitive monitoring and note-taking during or after a lecture as a measurement of recall

• Main Authors: Odtujan, Nicky James D., Samson, Angelo C.
• Format: text
• Published: Animo Repository 2010
• Subjects: Metacognition; Recollection (Psychology); Memory; Note-taking; Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/5149
• Institution: De La Salle University

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.