Year of Publication
Date of Thesis
Master of Science
Note-taking; Audio-visual education; Video tapes in education; Learning
Because mediated instruction, especially videotape, is being used to such a great extent in both the educational and the training worlds, it was felt that more study was needed on note-taking from this instructional format. A study was conducted with 150 Ithaca College students to determine if note-taking during an instructional videotape helped or hindered learning and if one note-taking approach was superior to another in terms of student learning. The independent variables being researched were the presence or absence of a structured outline and the presence or absence of an overt written response. The dependent variable was immediate recall of information presented in an instructional videotape. The participants were randomly assigned to four treatment groups. While all four treatments viewed an instructional videotape and took a posttest following the tape, subjects in Treatment One took no notes and were given no notes, subjects in Treatment Two took their own notes as they normally would, Treatment Three's subjects were given a structured outline requiring an overt written response, and Treatment Four's subjects received a structured outline not requiring an overt written response. Of the hypotheses examined, three were found to be significant at the .05 level of significance, while five were not. Conclusions that were drawn included: 1. Giving students some type of structured outline before they view an instructional videotape is beneficial to learning; 2. Making an overt written response does not make a significant difference in students' immediate recall of a videotape's content; 3. Making an overt written response on a structured outline does not improve student performance on a test of immediate recall; and 4. Being involved in some type of note-taking activity is more advantageous than merely watching an instructional videotape.
Gilboyne, Karen L., "College Students' Acquisition of Information from an Instructional Videotape Based on Structured and Non-structured Note-taking Approaches" (1980). Ithaca College Theses. 371.