Document Type
Article
Publication Date
Spring 2023
Abstract
The purpose of this action research project was to determine the impact of notetaking in a 7th grade World History classroom on learning and engagement. A mixed-methods study of 36 7th grade students was used to determine significant differences between notetaking styles, student performance, and engagement during short class lectures. Post-lecture assessments, Likert-style surveys, and student notes were assessed and triangulated, while interviews and survey questions were evaluated to illustrate common themes and perceptions of notetaking. Data analysis revealed that notetaking does have some impact on both academics and engagement, however, the style of notetaking made a significant difference. Additionally, analysis suggested that the cognitive tasks most closely associated with notetaking, such as handwriting speed and language comprehension, do not overly impact one’s notetaking abilities. The research findings of this study may prove beneficial to middle school educators who teach content-heavy courses and struggle with student engagement and learning outcomes, especially within a lecture-based classroom environment. Instruction and modeling on the part of a teacher will greatly bolster student confidence, ability, and autonomy when it comes to notetaking.