The Impact of Matrix Notes on Textbook Comprehension in a College-level Introductory Psychology Course

Author

Kathryn Gonier Klopfleisch, Minnesota State University - Mankato

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

Committee Member

Peggy Ballard

Committee Member

Karl Matz

Date of Degree

2013

Language

english

Document Type

APP

Degree

Master of Science (MS)

College

Education

Recommended Citation

Klopfleisch, K. G. (2013). The Impact of Matrix Notes on Textbook Comprehension in a College-level Introductory Psychology Course [Master’s alternative plan paper, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/100/

Creative Commons License

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