Effects of Cornell, Verbatim and Outline Note-Taking Strategies on Students’ Retrieval of Lecture Information in Nigeria

Abstract

This study focused on the effects of Cornell, Verbatim and Outline note-taking strategies and review on College of Education Students’ retrieval of lecture information in Plateau State, Nigeria. A 2x4 factorial design was used whereby 160 NCE 2 students of two Colleges of Education in Plateau State, were randomly assigned to 6 experimental and 2 control groups. Groups 1-6 (experimental groups) were trained in taking Cornell, verbatim and outline notes, while groups 7-8 (control groups) were given no treatment. Also, there were two review conditions- Review/No Review. The instruments used for data collection were free-recall, multiple-choice, true or false and essay tests. Data collected were analyzed using mean, t-test, one-way ANOVA, 2x4 ANOVA and Tukey HSD test. Findings of this study indicated that: Cornell note-taking was the most effective in enhancing retrieval of lecture information and Outline note-taking was more effective than Verbatim. It was also found that review of notes enhanced retrieval of lecture information.

Keywords: Note-taking Strategies, Cornell, Verbatim, Outline, Review, Retrieval