Note taking strategy instruction, history achievement, retention and achievement motivation

ABSTRACTThe aim of this research is to study the effects of note-taking strategy onhistory achievement, retention, achievement motivation and gender differences withregard to these effects.This research was conducted with the participation of 72 juniors (31 femalesand 41 males) attending History of Turkish Republic course. The pre- and post-testexperimental design with a control group was utilized. One of the groups was taughtnote-taking strategy and the other group was taught traditionally. Before thetreatment, the students in the experimental group were trained as to use note-takingstrategy.The data of the research were collected through Achievement Tests and AchiementMotivation Scale.Arithmetic Mean, Standard Deviation, Correlation, t test, Dependent t test,Analysis of Variance, Scheffé Test, LSD Test and Analysis of Covariance were usedto analyze the data.The research has yielded the following results:1. Note-taking strategy is more effective on students? achievement in History incomparison with traditional instruction.2. Note-taking strategy instruction does not have significant effects onstudents? achievement motivation.3. Note-taking strategy is more effective on students? retention incomparison with traditional instruction.4. a) The effects of note-taking strategy instruction on students? achievementvary in terms of gender.b) The effects of note-taking strategy instruction on students?achievement motivation do not vary in terms of gender.c) The effects of note-taking strategy instruction on students? retentionvary in terms of gender.