Abstract

This paper examines whether matrix notes, a graphic form of note taking, helped lower ability students in a college level introduction to Psychology course develop self-regulation and deep processing skills that would increase exam scores. Throughout the semester, students were surveyed and 16 were interviewed about study habits and perceptions of matrix notes. Exam scores and class averages were also considered. The study supported the hypothesis that students would develop deeper processing skills and earn higher exam scores. While the data shows that students grew in self-regulations ability, it is not clear if they did so as a result of matrix notes or other interventions.

Advisor

Maureen Prenn

First Committee Member

Peggy Ballard

Second Committee Member

Karl Matz

Date of Degree

2013

Language

english

Document Type

APP

Degree

Master of Science (MS)

Department

Elementary and Early Childhood Education

College

Education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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