Using guided notes to support learning in first-year calculus

Abstract

This research explores the use of guided notes in a post-secondary calculus course and the extent to which use enhanced students’ success in a first year calculus course. Guided notes have been previously shown to be perceived as helpful to learning by students, and one study showed that the use of guided notes improved pass rates in a first year college algebra course. Using an experimental design, our results show that guided notes improved outcomes for students when compared to a control group that did not use guided notes–logistic regression modelling found evidence that guided notes, mathematical aptitude and gender (male) were associated with a higher probability of a student successfully completing the course. No significant interactions between guided notes and gender was observed. Implications for further research and practitioners are included.

KEYWORDS:

• Calculus
• college mathematics
• guided notes
• mathematics
• post-secondary
• university

Acknowledgement

We acknowledge the support of Wilfrid Laurier University provided through its Instructional Development Grants programs. Thank you to our research assistants Taylor Boyd, Brandon Dickson, Laaraib Khattak, Erin Meger, and Goran Pavlovic for their assistance with this research. In accordance with Taylor & Francis policy and our ethical obligation as researchers, we are reporting that there are no known conflicts of interest arising from this research.

Disclosure statement

No potential conflict of interest was reported by the authors.