The Effect of Verbatim and Generative Notes Taken by Hand and Keyboard at University Level on Success and Persistence

Abstract

The lecturing instruction method stands out as the most used education method in university classrooms. Students and researchers have developed study techniques to reduce the disadvantages of this method to increase success at the undergraduate level. The most important, common, and traditional of them is taking note. The verbatim notetaking, which is widely used outside of the lesson, is seen as well as it is also seen that the note takers take it by generating them in their own way. With the development of technology in the notetaking process, it is seen that digital tools have become widespread in addition to the pen. In this study, the effects of generative and verbatim taking notes on success and its persistence were examined. The study group of the study consists of 116 education faculty students studying in Turkish and Social Sciences education programs. Within the scope of the research, demographic information will be presented to the participants in a way that does not violate personal privacy; In the analysis of the opinions, utmost attention was paid to the rules of scientific and research ethics, assuring that the participants will be coded in a way that does not evoke identity information. A pre-experimental study was conducted with four groups of 29 students. The groups made the verbatim and generative note taking with pen and keyboard. The first and second post-tests were applied to measure the success of taking notes during the lesson and its persistence. According to the results of the study, it was determined that taking notes with a pen by the generative method has more positive effects than using the keyboard or taking verbatim notes on both success and persistence.