筆記撰寫結合學生出題策略對國小生社會領域筆記品質與學習成效之研究

Effect of Note-Taking With Student-Generated Questions on Primary School Students’ Note Quality and Social Studies Learning

目前理論及實證研究多支持筆記撰寫的學習效益及其結合學生出題策略之教育潛能，然而，現有研究在學科領域運用以及高層次認知能力與情意層面效能的瞭解尚不足。有鑑於此，本研究鎖定國小社會領域，就筆記撰寫結合學生出題策略進行實徵研究，評估其對筆記撰寫品質、學習策略、學習成就、學習動機、學科態度之影響。以臺南市某國小六年級二班學生（共48名）為研究樣本，採不等組前、後測準實驗研究法，配合社會領域教學進度，進行為期11週學習活動，實驗組進行筆記撰寫結合學生出題策略，對照組進行筆記撰寫策略。資料以單因子共變數及單因子變異數進行統計分析，兩大結果發現為：一、筆記撰寫結合學生出題策略組在筆記品質表現（含內容及形式兩向度）、學習動機（含工作價值及自我效能與期望成功）及學科態度顯著優於筆記組。二、筆記撰寫結合學生出題策略組在學習策略（含認知策略及後設認知策略）及成就測驗無顯著優於筆記組。針對研究歷程中兩組學生撰寫的筆記成品（共八次）以及實驗組學生產出的題目（n = 350），根據筆記品質評分規準表、布魯納認知層次分類以及學習重點涵蓋分別進行的一系列內容分析結果發現，提供本研究未符合預期結果可能的解釋以及教學與未來研究的建議。

Introduction

Although researchers widely acknowledge the importance of learning strategies and study skills to sustained academic performance and growth, students often lack these essential capacities. In particular, many students struggle to efficiently organize and present the key content of course materials. With note-taking being considered fundamental and students’ general deficiency in these skills raising concerns among educators, researchers have been led to critically assess how educators can better equip students with necessary note-taking skills.

Note-taking during lectures produces generative effects and is generally indicated in research to lead to positive learning outcomes. Note-taking facilitates the activation and mobilization of mental processes such as directing, maintaining, and controlling attention. It also helps learners identify and understand the various relationships among concepts in instructional materials, which aid in forming internal connections. In addition, note-taking supports the transformation and reorganization of instructional content, which enhances retention and knowledge construction. Multiple studies have indicated the positive effects of note-taking on learning outcomes. Many scholars have emphasized the importance of reviewing one’s notes (i.e., note-review) to further enhance learning.

Conceptually, note-review involves learners revisiting the content of their written notes. Because student-generated questions (SGQs) underscore similar principles as those of note-taking (e.g., active construction of knowledge and meaningful learning) and empirical research generally supports the learning benefits of SGQs, multiple scholars have experimented with integrating SGQs to increase the benefits of note-review. Combining note-taking with SGQs can direct and prompt students to consult their notes as a reference to effectively and efficiently complete SGQs tasks, potentially leading to improved note quality.

Although multiple studies have investigated the effects of combining note-taking with SGQs and verified the effects of such a combination on academic performance and note quality, these studies are limited in their scope and the educational levels they involve. In addition, the effects of this combined strategy on vital educational outcomes, such as learning strategies, learning motivation, and attitudes toward the subject matter, remain unknown. Given the common learning challenges associated with social studies, the current study drew on information processing theory, metacognitive theory, and expectancy-value theory of achievement motivation to explore the effects of note-taking with SGQs on note quality, learning strategies, academic achievement, learning motivation, and attitudes toward social studies.

Methods

This study adopted a pretest-posttest quasi-experimental research design. Integrated strategies were introduced to support the learning of social studies. Two sixth-grade classes from an elementary school in Tainan City that the same social studies teacher taught were randomly selected for an 11-week study. These classes were randomly assigned to either an experimental group (n = 25) or a control group (n = 23). The experimental group engaged in note-taking with SGQs, whereas the control group adopted the note-taking only strategy.

A set of instruments were used for measurement. First, with reference to the literature on note-taking, a detailed scoring scheme was developed to evaluate note quality. Second, first- and second-quarter social studies exams that were conducted school-wide were used as a pretest and posttest to evaluate academic performance after item analysis. Finally, scales with confirmed validity and reliability were used to measure the targeted affective learning outcomes. The data were analyzed by the analysis of covariance (ANCOVA) and analysis of variance (ANOVA) techniques.

Results and Discussion

This study yielded two primary findings. First, the group using note-taking with SGQs significantly outperformed the group using note-taking only in note quality (in terms of content and style). The experimental group also exhibited higher learning motivation (as indicated by task value, self-efficacy, and expectancy for success) and more positive attitudes toward social studies. Second, no significant differences were observed between the two groups in the use of learning strategies, including cognitive and metacognitive strategies, or in academic achievement.

A series of content analyses were conducted on the questions generated by the experimental group (n = 350), providing insights into the unconfirmed aspects of the research questions. First, in accordance with Bloom’s taxonomy, all questions were classified at low cognitive levels, with 65.70% classified at the “remember” level and 34.30% classified at the “understand” level. Second, although each instructional unit, on average, contained five to six main ideas, all generated questions addressed only one main idea per question. In other words, no questions of an interlinked nature or assessing cross-ideas were developed. Third, more than one-fifth of the questions generated by the same student (22.86% to be precise) focused on the same main idea. In summary, with all questions targeting low cognitive levels and failing to adequately cover all main ideas of the study material in SGQs, the cognitive and metacognitive strategies (e.g., rehearsal, organization, elaboration, planning, monitoring, revision, and evaluation) expected to be triggered by the SGQs and the generative effects expected to be produced by the SGQs for academic performance were not observed in this study.

Conclusion

Many theories and empirical studies support the positive effects of note-taking and SGQs, respectively. Although multiple scholars have examined the educational potential and effects of combining these two learning strategies, further research is required to determine their effects on wider domains and on higher-order thinking and affective outcomes. This study was conducted to explore the effects of note-taking with SGQs on primary school students’ note quality, the use of learning strategies, academic achievement, learning motivation, and attitudes toward social studies.

Given the synergistic effects of note-taking and SGQs, social studies teachers should incorporate these two strategies to enhance note quality, learning motivation, and students’ attitudes toward social studies. In addition, given the insights gained from content analyses of SGQs, teachers should focus on the technical and substantive dimensions of the generated questions. Specifically, these questions should be complete and correct in their formation. Also, questions should better target higher cognitive levels, such as application and analysis, rather than remembering and understanding. In addition, questions should include a broader range of main ideas to ensure a more comprehensive coverage of the learning content (i.e., flexibility) and emphasize the interconnections and links with prior knowledge and past learning experiences (i.e., elaboration). Focusing on these aspects can enable the realization and maximization of the intended learning outcomes of SGQs activities.