Abstract
Although college instructors are increasingly providing students with online notes, research is equivocal on how such notes affect student outcomes. This study examined partial versus full notes in introductory psychology classes while controlling for initial levels of student knowledge and academic ability. Results suggested that students receiving partial notes performed better on examinations later in the semester and on conceptual questions during the cumulative final examination than students receiving full notes. Students receiving full notes also self-reported more negative effects on attendance. We provide possible interpretations of these data and suggest areas for further investigation.
Notes
a n = 153.
b n = 154.
* p≤ .05.