Impact of Taking Notes on Achievement 15

Running head: IMPACT OF TAKING NOTES ON ACHIEVEMENT 1

Impact of Taking Longhand and Electronic Notes on Student Achievement

Emma Hartmann

Seattle Pacific University IMPACT OF TAKING NOTES ON ACHIEVEMENT 2 Impact of Taking Longhand and Electronic Notes on Student Achievement

Introduction

Throughout the school year, classes at Open Window School have been increasingly integrating students’ laptops into daily classes for note taking, group work, and individual work.

In many classes, students are able to take notes on their laptops in Google Docs, OneNote, or in a

Word document. When this is an option, most students gravitate towards it. Students enjoy being able to utilize the technology they have access to and are continually finding new ways to take notes on their laptops. The class participating in the action research project is the students in sixth grade science. All students have been classified as gifted and talented. Most students are intrinsically motivated, technologically savvy, and excited to learn. Students learn how to take effective notes in fifth grade and continue to practice taking notes throughout fifth and sixth grade in their humanities, Spanish and science classes.

In science, there is generally a short lecture at the beginning of class followed by and lab work or a group activity. During the lecture, students are encouraged to take notes. The teacher facilitates this process by presenting with slides on the SMART board. Main ideas and important definitions are always written on the board and presented orally to students. This helps students stay on track while taking notes.

Throughout the year students have been alternating between taking notes by hand and taking notes electronically on their laptops. Both methods have their benefits and detractors.

Based on my observations, students who opt to take notes electronically often take more notes than students who write their notes by hand. However, students also tend to be more distracted when taking notes on their computer. For example, students would collaborate on their notes and end up chatting online with other students, clicking to new tabs, or adjusting formatting. In IMPACT OF TAKING NOTES ON ACHIEVEMENT 3 contrast, students who took notes by hand often had fewer notes, but were less distracted than students who used their computers. These observations led me to the question, how does taking notes, by hand or electronically, impact student achievement on assessments?

Literature Review

There has been extensive research done on note taking and how students learn new material. This literature review will discuss aspects of the research question including processes for taking notes, how students process information, and how laptops can invite multitasking.

Distractions and Multitasking

Brining in laptops to the classroom is controversial. At the university level, professors believe that laptops invite distractions and hinder learning while students often report that laptops are beneficial for note taking purposes (Mueller & Oppenheimer, 2014). This controversy can be seen throughout different levels of education. A study by Skolnick and Puzo

(2008) showed that in a business class where students took notes on laptops, about 15% of students would be off task at any given time. Another study indicated that individual students that were off task, were disengaged or distracted for two thirds of the class (Ragan et al., 2014).

In addition to distracting the students who choose to be off task, laptops can impact the learning environment for neighboring students (Aguilar-Roca et al., 2012). When students self- reported the biggest distractions for them in a lecture, other students’ using their laptops proved to be one of the biggest distractors due to the noise generated while typing, and the curiosity driving students to want to look at their neighbor’s screen (Aguilar-Roca et al., 2012).

Multitasking on a computer is commonplace. As shown by a multitude of studies, many students partake in off-task behavior while in class. In addition to distractions from electronics, doing assignments for other classes, passing notes, and whispering to classmates can distract IMPACT OF TAKING NOTES ON ACHIEVEMENT 4 students (Aguilar-Roca et al., 2012). Although a popular belief may be that the brain can multitask, this is a myth (Medina, 2008). The brain can only pay attention to one thing at a time.

Because of this, a person who is interrupted or distracted from what they are doing makes up to

50% more errors in the task than those not interrupted (Medina, 2008). This has huge implications in the classroom. If students are distracted when receiving new information, they are more likely to misunderstand it, record it incorrectly, or not engage fully with the new content.

Taking Notes

Since many students are able to type faster than they are able to write, students are better able to take notes verbatim on a laptop. However, when taking notes longhand, students are forced to summarize material. Verbatim note taking does not require deep cognitive processing and students who take notes verbatim generally perform more poorly than students who summarize material (Mueller & Oppenheimer, 2014). However, in classes where transcribing the lecture is valuable or important, using a laptop has advantages (Mueller & Oppenheimer, 2014).

Summarizing information while taking notes requires students to reframe information into their own words, which is very beneficial for understanding and retaining new content

(Mueller & Oppenheimer, 2014). It also requires them to filter information as it is presented as important or less important (Makany et al., 2008). Students also need to continually update and interact with prior knowledge as they integrate new information into their working memory

(Makany et al., 2008). This process of encoding can improve learning and retention of new material (Mueller & Oppenheimer, 2014). This is especially important when considering the affect of note taking on achievement.

Note Taking and Assessment Performance IMPACT OF TAKING NOTES ON ACHIEVEMENT 5 There are few studies that examine the relationship between taking notes longhand versus on a computer and academic success. In a study by Mueller and Oppenheimer (2014) it was discovered that in three different scenarios, students who hand wrote their notes performed better than those who had typed their notes. In particular, students who took notes by hand, performed much better than students who had typed their notes on conceptual questions despite writing fewer words. Even when instructed to not take notes verbatim, students who used laptops to take notes scored significantly lower than students who wrote their notes by hand (Mueller &

Oppenheimer, 2014). Additionally, the study found that students who were able to study their own notes (taken longhand) did significantly better on assessments than students who studied typed notes (Mueller & Oppenheimer, 2014). One theory behind this is that students who take notes longhand are able to encode more than students who type their notes.

Another study by Aguilar-Roca et al. (2012) found similar results as the study by Mueller and Oppenheimer. Although the study intended to determine if laptops negatively impact surrounding students who took notes on paper, Aguilar-Roca et al. found that students who took notes on paper significantly out-performed students who took notes on their laptops (2012).

Conclusion

The literature supports the idea that students are able to better take notes longhand than on a laptop. It also suggests that students who take notes by hand are able to perform better on assessments with both factual and conceptual questions. Possible reasons for this include that students who take notes by hand are able to encode information more effectively and that laptops lead to frequent distractions in the classroom. This research project aims to add to the body of literature surrounding note taking and student achievement.

Methodology IMPACT OF TAKING NOTES ON ACHIEVEMENT 6 The focus class for this project is composed of 28 sixth graders: 10 girls, and 18 boys.

Currently, students primarily take notes on their computers. The proposed intervention will randomly select half the class to continue to take notes on their computers, while the other half takes notes by hand. Students will be instructed to take notes at the beginning of the class for the lecture-based portion. To assess student learning, quizzes on the content covered will be given at the beginning of the following class period. Quizzes will be collected and scored for this research, and returned to students. The quiz scores will not be included in students’ final grades.

The quizzes will consist of five to ten factual and conceptual questions.

Proposal for Data Collection and Analysis

Students will take quizzes to assess their understanding of new topics. Due to special events, testing, and field trips, this will occur about twice a week. The scores from the quizzes will be correlated to the type of notes the student took. Data from the students’ quiz scores will be analyzed to determine the impact of hand written notes. The scores will be analyzed in two ways: students who wrote their notes by hand’s scores will be compared to average scores of those who typed notes and to pre intervention quiz scores; and, average post intervention scores of both groups will be compared to each other. The study period will be for two weeks.

After the study period, students will take a short survey to determine their perceived understanding of the content before and after the intervention. These surveys will be collected and analyzed so that student perceptions can be quantified. Additionally, the survey results will be compared to quiz data to determine if there is a correlation between perceived performance and actual performance.

Data Collection and Analysis IMPACT OF TAKING NOTES ON ACHIEVEMENT 7 Two types of data were collected for this study: quantitative data from student quiz scores, and qualitative data from observations of student behavior during note taking (differing from proposal). Students took a total of four quizzes over the course of two weeks. Two were taken after handwriting notes, and two were taken after taking notes electronically. To determine which students would take notes by hand our computer when, students were randomly assigned to two groups. Group 1 took notes by hand for two classes and electronically for the following two classes, and group 2 took notes electronically for two classes, then by hand for two classes.

At the beginning of each class students took a five to ten question quiz covering the content from the previous class’ lecture. Quizzes were collected and scored. Scores were recorded for analysis.

Each group’s quiz scores were analyzed through comparing the average scores of the quizzes taken after taking notes by hand and electronically. The average scores for each treatment for both groups were then compared using a paired t-Test.

Due to unforeseen scheduling changes and time constraints, my procedure to collect qualitative data had to be modified to taking observational data. While students took notes, I took observations of their attentiveness, multitasking, and progress in note taking. In particular I looked for off task behavior, attentiveness to class discussion and questions, and readiness to participate in class.

Preliminary results showed that quiz scores after taking notes by hand were higher than quiz scores after taking notes electronically (Figures 1 and 2). Scores were compared within each group and between treatment groups. Student average quiz scores from both groups generally show higher quiz scores after taking notes by hand. However, there were a few students who performed better after taking notes electronically in both groups. IMPACT OF TAKING NOTES ON ACHIEVEMENT 8

Figure 1: Average quiz scores for students in group 1. Preliminary results show that students performed better on quizzes after taking handwritten notes.

Figure 2: Average quiz scores for students in group 2. Preliminary results show that students generally performed better on quizzes after taking notes by hand.

The average quiz score for students after taking notes by hand was 9.16 out of a possible 10 points. The average quiz score for students after taking notes electronically was 9.10 out of a possible 10 points. However, when scores were compared to each other using a paired t-Test, the p value was 0.41. This indicates that these results are not significant.

Based on the literature, the preliminary results were expected and fell in line with current research findings on performance and note taking. However, my results proved inconclusive with the paired t-Test. Although the p-value proved the data to be insignificant, the sample size was small (28 students and 4 quizzes). With a larger sample size (students and number of quizzes), more accurate data could be collected. Based on the research, I would expect that the trend seen in groups 1 and 2 would continue in a longer study.

My observational data showed a similar pattern to the quantitative data collected.

Behavior for students taking notes electronically can be categorized broadly into taking more time, having more distractions, and being generally off task. Based on my observations, students who took notes electronically took longer to be ready for class than students who wrote their notes by hand. By the time students’ computers had logged on, opened their note taking platform, saved and titled their document, and chose a layout for which to take notes, the rest of the class had already started and was engaged in the content. Additionally, I repeatedly saw students becoming distracted from paying attention to the lecture by changing fonts, colors and formatting in their notes. These distractions, while small, caused students to mentally check out IMPACT OF TAKING NOTES ON ACHIEVEMENT 9 from the material being presented. Finally, students were off task throughout the class. While students who wrote notes by hand would doodle occasionally, they were generally ready to go back to taking notes as soon as they needed to. Students on the computer, however, would get off task (on Google Drive, Scratch, organizing files, etc.) and had a much more difficult time transitioning back into taking notes.

Students who took notes by hand also would get off task. As mentioned earlier, students taking notes by hand would tend to doodle on the sides of their notebooks. However, as soon as they needed to take notes, they were ready to “switch gears.” Generally about half of the students taking notes by hand would doodle on their paper at some point during the lesson. Like students taking notes electronically, students taking notes by hand also had distractions regarding the aesthetic appeal of their notes. A few students in each group were occasionally distracted from the class by choosing the color of pen they wanted to use. However, these distractions took less time than switching colors of font and lent to taking quick notes.

One striking similarity between students’ notes was the style in which notes were taken.

Regardless of the method of note taking, students’ notes were very similar. There was a general trend of students’ summarizing big concepts, while definitions and other explanations were written verbatim. Additionally, the organizational structure of students’ notes was consistently in outline form – regardless of the note taking method.

These observations support the literature in anecdotally confirming the increased distractions available when students take notes electronically. Although this was not surprising, what I found to be more interesting is the amount of time students spent trying to transition between being distracted and taking notes on a computer. These long transitions could contribute to the reason many believe students are not able to focus while they use their computers in class. IMPACT OF TAKING NOTES ON ACHIEVEMENT 10 Summary of Results

This action research project was implemented to investigate the impact of taking notes electronically and by hand on student achievement as measured by quiz scores. The data do not indicate any significant impact on student achievement based on the method of note taking.

However, the data did show a slight increase in quiz scores after taking notes by hand. Although the data collected did not prove to be significant, it is in line with the findings of a study by

Muller and Oppenheimer (2014) that showed that students who take notes by hand perform better on assessments than students who took notes electronically. This proved to be especially true when students were asked conceptual questions.

Although this research study did not result in conclusive results, the sample size and length of the study could have greatly affected the data. The study lasted for two weeks in which there were many abnormal days for students, resulting in a total of four quizzes being given.

Additionally, there were only 28 students participating in the study. A long-term study with a larger sample size would ensure more accurate results. I would expect that the trend seen in the data of students performing better on assessments after taking notes by hand would continue based on the current trend and literature.

My observational data correlates with findings by Skolnick and Puzo (2008) showing off task behavior in students who chose to take notes on a laptop. In that study, 15% of students were off task at any point throughout the class. Additionally, Ragan et al. (2014) found that students working on computers were off task for two thirds of the class time. Although I could not quantify the percentage of students off task and for how long, my observational data showed that students on computers were more likely to be off task and were consistently unprepared to IMPACT OF TAKING NOTES ON ACHIEVEMENT 11 participate in class. In contrast, students who took notes by hand, though occasionally off task, were ready to participate in the class and were off task far less than those on computers.

The impact of this study on student learning was positive. Having shared my preliminary data with students, I observed an increased number of students taking notes by hand.

Additionally, I saw students making an effort minimize the distractions on their laptops. More importantly, students became more invested in their own learning and began to make choices that would benefit them in the future. Increasing student awareness of how they learn best has been an ongoing goal at my school. This study helped students identify methods that worked for them and caused them to reflect on how they feel they learn best. Student reflections and self- awareness may result in positive learning gains in the future as they continue to solidify their educational routines.

Implications/Next Steps

The methods used for this action research project were adequate in answering the research question: how does taking notes, by hand or electronically, impact student achievement on assessments? I was able to collect data through quiz scores and observations of student behavior during note taking. Although this yielded some data, I question the validity of the data collected due to the small sample size in terms of number of students and number of quizzes.

Based on the research, I would have expected there to be a significant difference in the quiz scores between student who took notes by hand and by those who took notes electronically.

There are several proposed changes to the procedure that may increase its effectiveness.

First, the duration of the study should be lengthened. The two week time period in which the study was implemented provided too many variables to control for including lesson content, distractions in the school day, and the newness of the study procedures. By lengthening the time IMPACT OF TAKING NOTES ON ACHIEVEMENT 12 in which the study is implemented, these variables will play less of a role in the final results.

Additionally, this would allow for more data to be collected. By collecting more data, a more accurate description of student achievement and the impacts of the method of note taking. On a similar vain, expanding the action research project to additional students would also increase the validity of the quiz results.

Secondly, having students self assess the effectiveness of taking notes by hand and electronically as originally proposed, would allow for increased reflection and critical thinking about each student’s learning process. These survey results could yield telling results that illustrate the awareness students have of their learning needs and could explain why students choose to take notes by hand or electronically.

This action research project resulted in a shift in my thinking about note taking in the classroom. Where I had previously preferred taking notes by hand, I never required or requested that students take notes one way over another. However, after completing this project, I now have a plan for how to set up my classes in the future. Unless students have a requirement to type their notes (such as an IEP or 504 plan), I will require students to write out their notes longhand for at least the first unit of the school year. Following that unit, students can reflect on their learning process and what worked well for them and what they feel they need to change. From the literature and the data collected throughout this action research project, it is clear that handwritten notes offer great benefits to students and the learning process. However, computers can also have benefits. As we continue to integrate more technology into the classroom, students have access to an infinite amount of information. Access to that information can add to class discussions and provide additional insights to the class. Computers also have the ability to capture vast amounts of information, which can be very helpful to some students. My hope is IMPACT OF TAKING NOTES ON ACHIEVEMENT 13 that by making students aware of how they learn and the processes that help them, they can begin to make choices that best help them in their educational career.

Additionally, throughout the study it became clear that students do not always know the most effective ways to take notes. While this study proved to be interesting (although not significant) I am curious if the students’ ability to take notes affected the outcome. In future classes I would like to explicitly teach students different methods for taking notes and how to summarize information. This would have a potential impact on student achievement as well as help students increase their awareness of what they need to succeed.

This study provided a glimpse into the different factors affecting student achievement based off of note taking. From this point there are many different directions in which the study could be expanded. As students become more independent, they will need to understand how to best set themselves up for academic success. My hope is that research projects like this one will help teachers and students identify the factors that lead to success. IMPACT OF TAKING NOTES ON ACHIEVEMENT 14 References

Aguilar-Roca, N. M., Williams, A. E., & O’Dowd, D. K. (2012). The impact of laptop-free zones

on student performance and attitudes in large lectures. Computers & Education, 59(4),

1300-1308.

Makany, T., Kemp, J., & Dror, I. E. (2009). Optimizing the use of note-taking as an external

cognitive aid for increasing learning. British Journal of Educational Technology, 40(4),

619-635.

Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and

school. Seattle, WA: Pear Press.

Muller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages

of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168.

Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of

laptops over time in large lecture classes. Computers & Education, 78, 78-86.

Skolnik, R., & Puzo, M. (2008). Utilization of laptop computers in the school of business

classroom. Academy of Educational Leadership Journal, 12(2), 1.