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The Relationship between Note-Taking Method and Grade Point Average When Controlling for ACT Score and Self-Regulation Ability in Undergraduate Students
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Gurley, Donna L. – ProQuest LLC, 2018
A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as…
Descriptors: Metacognition, Notetaking, Grade Point Average, Correlation