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Publication Date

3-1-2013

Abstract

This study examined the effects of interactive note-taking, a method that relies on student interaction with teacher-provided notes, on student test scores and critical thinking skills in the high-school Spanish classroom. It also examined how interactive notetaking affected students’ confidence in note-taking and critical thinking skills and their level of participation in the classroom. Over a five-week period, interactive note-taking was implemented in one class (n = 29) while traditional foreign language methods were used in another class (n = 32). Changes in student evaluative performances were determined by comparing pre-intervention test scores to test scores during the intervention period. Pretest and posttest scores on a critical thinking skills test were used to determine the effects on critical thinking skills. Surveys were used to ascertain the effects on students’ confidence, and field notes and participation data were used to assess the quantity and quality of student participation in the classroom. Results indicated an increase in student test scores, critical thinking skills, and the quantity and quality of student participation with the use of interactive note-taking, but no significant differences were found for student confidence.

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