Date of Award
2018
Document Type
Dissertation
Degree Name
Ph.D. in Higher Education
Department
Leadership and Counselor Education
First Advisor
K. B. Melear
Second Advisor
Karen K. Kellum
Third Advisor
John Holleman
Relational Format
dissertation/thesis
Abstract
A sample of 130 students from a mid-sized research university in the southern United States were asked questions about their note-taking practices, particularly about the percentage of classes in which they had taken notes on a laptop for both the previous semester and for their entire undergraduate career. Note-taking method was then entered as an independent variable along with composite ACT score and each students' score on the Self Regulation Survey (SRS) (Schwarzer, Diehl, & Schmitz, 1999) into a multiple regression analysis to determine the extent to which there is a relationship between note-taking method and grade point average. No significant relationship was found between note-taking method and grade point average for either the fall 2016 semester or for students' overall grade point average. While there is a relationship between composite ACT score and grade point average, no relationship was found between students' scores on the Self Regulation Survey and grade point average. Although not a focus of the study, the researcher did find a significant relationship between composite ACT score and note taking method. This relationship merits additional research.
Recommended Citation
Gurley, Donna Lee, "The Relationship Between Note-Taking Method And Grade Point Average When Controlling For Act Score And Self-Regulation Ability In Undergraduate Students" (2018). Electronic Theses and Dissertations. 627.
https://egrove.olemiss.edu/etd/627