Earticle

The research focused on determining the note-taking strategies employed by 110 Fourth Year BEEd Major in General Education students. The research also examined the correlation between the frequency of employment of note-taking strategies and students’ perception of their helpfulness. Questionnaires were utilized to gather data. The study employed the descriptive-correlational method. Frequency counts, weighted mean and Pearson’s correlation were used to analyze data. Results showed a significant correlation between the use of note of notetaking strategies and students’ perception on its helpfulness (r= .521, p< .01). Furthermore, each element of notetaking strategy was also found to be significantly related to students’ perception on its helpfulness.

In the present study, attempt has been made to investigate the effect of note-taking strategy instruction individually and its interaction with gender on the students’ academic achievement. To double check the hypotheses, a true experimental method and a survey were employed. The experimental-side data were fed into SPSS and analyzed using ANCOVA. The results revealed that note-taking strategy instruction, but not its interaction with gender, had significant effects on the student achievement. Using t-test, the survey data results indicated that Iranian professors and students had high positive attitudes toward the benefits of note-taking; also, mean differences between male and female respondents were not significant. The findings both theoretically and practically provide hints for teachers, students and future researchers.

본 연구는 블랜디드러닝 성인간호학 교육에 노트필기 전략을 적용하여 그 효과를 분석하고자 시도되었다. 33명 의 간호대학생을 대상으로 단일 집단 사전·사후 설계로 하여, 2021년 9월 17일부터 10월 15까지 자료 수집 후 SPSS/WIN 26.0으로 분석하였다. 주요 결과로 학습동기는 수업 전 3.27에서 수업 후 3.40점으로 상승하였으나 유의한 차이를 보이지 않았고(t=-1.501, p =.143), 수업 참여도는 수업 전 2.95점에서 수업 후 3.27점으로 유의하게 상승하였 다(t=-2.669, p =.012). 수업 전 학습동기는 수업 전 참여도(r=.838, p <.001), 수업 후 학습동기(r=.545, p =.001), 수업 후 참여도(r=.462, p =.007)와 각각 유의한 양의 상관관계를 보였다. 성별(Wilks'λ=.866), 수업 흥미(Wilks'λ=.632)와 수업 만족도(Wilks'λ=.822)에 따른 학습동기 및 수업 참여도는 모두 유의수준 .05보다 크므로 유의한 차이는 없었다. 이러한 결과를 토대로 블랜디드러닝 성인간호학 교육에 노트필기 전략을 적용한 것은 수업 참여도를 향상시키는데 효과 가 있었으며, 추후 학업 성취에 따른 맞춤형 노트필기 전략을 적용하여 효과를 검증할 필요가 있다.

This study was attempted to analyze the effect of a note-taking strategy applied to blended learning adult nursing education. Data were collected from September 17 to October 15, 2021, and analyzed using the SPSS/WIN 26.0 program with a single group pre/post design targeting 33 nursing students. As a main result, learning motivation rose from 3.27 before class to 3.40 after class, but there was no significant difference(t=-1.501, p=.143), and class participation significantly increased from 2.95 before class to 3.27 after class(t=-2.669, p=.012). Motivation for learning before class was pre-class participation(r=.838, p<.001), learning motivation after class(r=.545, p=.001), and class participation after class(r=.462, p=.007) and each showed a significant positive correlation. Learning motivation and class participation according to gender(Wilks'λ=.866), class interest(Wilks'λ=.632), and class satisfaction(Wilks'λ=.822) were all higher than the significance level of .05, so they were no significant difference. Based on these results, applying a note-taking strategy to blended learning adult nursing education was effective in improving class participation. In a future study, it is necessary to verify the effectiveness by applying a note-taking strategy customized according to academic achievement.

본 연구는 노트필기를 활용한 정리전략이 치과위생사 국가시험을 준비하는 치위생과 재학생들의 학업성취도에 미치는 효과를 확인하고자 학업성취도를 형성평가와 총괄평가로 나누어 평가하였다. 34명의 치위생과 국가시험 응시생을 대상으로 노트필기를 활용한 정리전략을 적용한 결과, 형성평가 및 총괄평가의 성취도가 향상되었다. 형성평가에서는 예방치과처치, 치면세마, 지역사회구강보건, 구강보건교육학 교과목의 성취도가 회차가 거듭될수록 향상되었고, 그 효과가 유지되었다(p<0.05). 총괄평가에서는 치과방사선학, 치면세마, 지역사회구강보건, 구강보건교육학 교과목의 성취도가 회차가 진행될수록 향상되었고, 그 효과가 지속되었다(p<0.05). 이상의 결과에 따라 노트필기를 활용한 정리전략은 교과목별로 학습효과 간 나타나는 시점에는 차이가 있으나, 모든 과목에서 학업성취도가 향상되었고 그 효과가 유지되어 긍정적인 변화를 가져옴으로써 국가시험과 같이 학습량이 방대한 시험 준비 과정에서 효과적인 학습방법이 될 수 있을 것이라고 판단한다.

This study was to confirm the effects of note-taking utilized strategies on the academic achievement of students preparing for the Dental Hygienist National Examination. Academic achievement was evaluated by dividing it into formative and summative assessments. 34 candidates who preparing for the national examination were involved in this study. Note taking utilized strategies was applied to them. As result, both formative and summative achievement were statistically significantly improved. In the formative assessments, achievement of Preventive Dentistry, Oral Prophylaxis, Community Oral Health, and Oral Health Education improved as the sessions were repeated, and the effects were sustained (p < 0.05). In the summative assessments, achievement of Dental Radiography, Oral Prophylaxis, Community Oral Health, and Oral Health Education improved as the sessions progressed, and the effects were maintained (p < 0.05). Although the timepoint of learning effects varied by subject, note-taking utilized strategies consistently improved and maintained academic achievement across all subjects. Therefore, this approach is determined to be an effective learning method for preparing for examinations that require mastering a vast amount of learning range, such as the National Examination.

This study explored the effects of note-taking training on Korean college students’ notes during academic English listening tests. A total of 61 college students were randomly assigned to two different groups: Group A that later received training in note-taking strategy and Group B that did not. Group A received note-taking strategy training on three separate times, totaling 60 minutes (30 minutes, 15 minutes, and 15 minutes) that spread out over two months. The two groups took listening tests before and after Group A was trained. The results showed the positive effects of the note-taking training in relation with the groups’ note-taking behaviors. After training, the trained group used more and frequent notes whereas the untrained group’s number of notes decreased. Individual students who drastically increased the number of notes after training (in Test II) showed more systemic framework of notes for Test II than before training (in Test I). The present study is meaningful in that it utilized the different analyzing methods on the quality of notes compared with previous studies.

본 연구는 명시적인 메모하기 전략지도가 한국 EFL 대학생들의 메 모하기 능력에 미치는 영향을 살펴보기 위해 수행되었다. 선택 교양 강좌에 자발적으로 등록한 31명의 학습자들 중 통제집단(15명)은 교 수자의 개입 없이 스스로 메모하기 연습을 하였고, 실험집단(16명)은 교수자가 메모의 내용과 형식면에서 전략 지도를 하였다. 메모내용의 완성도와 메모의 형식적 속성에 대한 습득 정도에 있어 두 집단 간에 차이가 있는 지 분석하였다. 연구결과, 통제집단에 비해 실험집단이 메모의 정보 단위수와 들여쓰기, 약어사용, 기호사용에 있어서 통계적 으로 유의한 차이를 보이며 향상도를 나타냈다. 면담자료 분석 결과, 실험반 학습자들은 메모하기 전략지도가 메모의 내용과 형식면에서의 양적, 질적 변화에 긍정적인 영향을 주었다고 인식하였다. 본 연구의 결과를 토대로 교수자들은 다양한 교수-학습 맥락에서 명시적인 메모 하기 지도를 응용하여 연구해 볼 수 있을 것이다.

While note-taking has been considered a useful strategy to improve EFL learners' language skills, few studies have been conducted concerning the suitability of classroom pedagogy with regards to note-taking. This study investigated the effects of explicit note-taking instruction on EFL learners' note-taking abilities. Thirty-one Korean college EFL learners participated in the study. The experimental group was taught how to take notes using an outline format, whereas the control group took notes on their own. The two groups completed pre- and post-instruction note-taking tasks and six learners in the experimental group participated in interviews. The results showed that the experimental group significantly outperformed the control group in terms of the number of information units, using indentation, and using abbreviations and symbols. The results were also supported by the students' interview comments. It is suggested that note-taking instruction should be possibly adapted for use in different contexts.

본 연구는 영어 듣기 평가 시 노트테이킹 전략 사용이 고등학생들의 영어 듣기 능력에 미치는 영향에 관해 고찰해 보고자 하였다. 본 연구의 주요한 결과는 다음과같다. 첫째, 노트테이킹 활용 정도에 따른 영어 듣기 평가 성적의 차이가 통계적으로 유의미하였다. 둘째, 노트테이킹에 대한 태도와 영어 듣기 평가 성적이 서로정적인 상관관계를 보이는 것으로 나타났다. 셋째, 영어 듣기 평가 시 정답의 확률을 더 높여주는 효과적인 특정한 노트테이킹 방법이 존재하는 것으로 나타났다. 넷째, 영어 듣기 평가 문항 유형의 사실적 이해력, 추론적 이해력, 종합적 이해력,적용력에 따른 도형법, 개요법, 기호 및 부호 사용, 약어 사용, 한글로 적기 의 노트테이킹 5가지 방법 활용과의 정답률 차이에서 통계적으로 유의미한 차이를 보이는 것으로 나타났다. 본 연구의 결과를 토대로, 영어 듣기 평가 시 노트테이킹 전략의 사용이 영어 듣기 평가 성적을 향상시키는데 도움이 될 수 있다는 것을 알수 있었다. 중요한 것은 교수자가 학습자의 상황을 고려하여 학습자들이 영어 듣기 평가 시 적절한 노트테이킹 방법을 선택하여 사용할 수 있도록 잘 지도하는 것이다. 그러기 위해서는 학습자의 영어 듣기 수준, 평가 문항의 성격 그리고 노트테이킹 훈련의 양이라는 중요한 요건들을 파악할 수 있는 안목이 있어야 할 것이다.

The purpose of this study is to investigate the effect of applyingnote-taking strategy while taking English listening test on Englishlistening ability for high school students. The major results obtainedfrom this study are as follows. First, there was a significant differenceon the scores of English listening test between the students who utilizedthe note-taking strategy more and the students who utilized the notetakingstrategy less. Second, there was a direct correlation according tothe results of Pearson’s correlation analysis between recognition ofnote-taking and scores of post English listening test. Third, there was acertain method of note-taking for students which could be effective toget the right answer on English listening test. Based on the aboveresults, the implications of this study for the educational field of Englishlistening test are as follows. First, the experiment period can be importantfor the reliable effectiveness of using note-taking strategy. Second,designing of note-taking method can be a variable of proving effectivenesson this research. Third, the note-taking methods students prefer also canbe altered by the level of students’ English listening ability.