Volume Two - Academic Conferences

Minoru Nakayama et al.
Figure 5: Factor scores of learning experiences between two note-taking assessment groups
3.4 Effectiveness of note-taking
To determine the effectiveness of note-taking during an online course, mean rates of weekly test scores
across each week are summarized in Figure 6. There are some differences in rates between levels of
note-taking assessments such as during the fourth and fifth weeks. In some weeks, the level of
note-taking assessment affects the test scores, but this effect may be depend on the content of the
course.
To confirm the detailed relationship between student's learning performance and scores related to
note-taking performance, a correlation analysis is conducted and the correlation coefficients are
summarized in Table 2. Significant coefficients are displayed in bold font.
The sum of assessment scores for note-taking correlates with mean scores of online tests (r=0.51),
weekly confirmation test scores (r=0.54) and with final exam scores (r=0.46). The effectiveness of the
contents of the notes for exam scores was measured.
Three factors of note-taking skills, (NT-F1) Recognizing note taking functions, (NT-F2) Methodology of
utilizing notes and (NT-F3) Presentation of notes are examined to determine their correlational
relationships with student's characteristics.
Figure 6: Test score rate change with note-taking assessment
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